\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={Pre-Service Teachers' Perception towards Integration of Learning Management System to Instruction},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2015-03-15 (revised: 15 March 2015)}
\def\TheID{\makeatother }
\def\TheDate{2015-03-15}
\title{Pre-Service Teachers' Perception towards Integration of Learning Management System to Instruction}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{Omotunde Christopher  Tayo}

             \affil[1]{  Adeyemi Federal University of Education}

\renewcommand\Authands{ and }

\date{\small \em Received: 6 February 2015 Accepted: 28 February 2015 Published: 15 March 2015}

\maketitle


\begin{abstract}
        


Learning Management Systems (LMS) are web-based systems which allow instructors and students to share materials and interact online. This study examines pre-service teachers' perception towards the integration of LMS into their instruction. The study adopted a descriptive research design using simple survey method. The samples were drawn from five faculties, totaling nine hundred and fifty-four (954) pre-service teachers of Adeyemi University of Education, Ondo. Data collected were analyzed using t-test and Pearson Correlation to determine relationship between variables and the level of significance set at 0.05.Findings from the study based on the variables (gender, age level of study and department) has shown that pre-service teachers have a positive perception to the integration of LMS into their instruction and if it's used effectively, it will increase the efficiency of the educational process, decrease the amount face-to-face instruction and strengthen self-study and thus develop student's learning competences.

\end{abstract}


\keywords{learning management system, perception, pre-service teachers.}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\let\tabcellsep& 	 	 		 
\section[{PreServiceTeachersPerceptiontowardsIntegrationofLearningManagementSystemtoInstruction}]{PreServiceTeachersPerceptiontowardsIntegrationofLearningManagementSystemtoInstruction} 
\section[{Strictly as per the compliance and regulations of:}]{Strictly as per the compliance and regulations of:}\par
Omotunde Christopher Tayo Learning Management Systems (LMS) are webbased systems which allow instructors and students to share materials and interact online. This study examines pre-service teachers' perception towards the integration of LMS into their instruction. The study adopted a descriptive research design using simple survey method. The samples were drawn from five faculties, totaling nine hundred and fifty-four (954) preservice teachers of Adeyemi University of Education, Ondo. Data collected were analyzed using t-test and Pearson Correlation to determine relationship between variables and the level of significance set at 0.05.\par
Findings from the study based on the variables (gender, age level of study and department) has shown that pre-service teachers have a positive perception to the integration of LMS into their instruction and if it's used effectively, it will increase the efficiency of the educational process, decrease the amount face-to-face instruction and strengthen self-study and thus develop student's learning competences.\par
learning management system, perception, pre-service teachers.\par
echnology has inevitably become the most powerful tool in almost all aspect of human's daily life. It is regarded as a major revolution and it has a significant impact on education  {\ref (Jegede, 2006)}. The present use of information communication technology (ICT) is the new paradigm shift in learning in the 21st century. This technological advancement allows people to easily access, gather, analyze and transfer data and knowledge. According to \hyperref[b3]{(Horton and Horton 2003)}, trends in technology influence education and knowledge management. In Nigeria and other Africa countries, the number of students enrolling for undergraduate level courses has been on a sharp rise. Lectures are being held in large lecture theatres as learning spaces is becoming less available and student-teacher interaction is on the decline. The need for the development of ICT, concomitant with the internet is a global resolution and has been a subject of great significance to all mankind \hyperref[b11]{(Olaofe, 2005)}. These technologies have however become an integral part of our daily activities, learning inclusive. 
\section[{e-mail: talkingchris@hotmail.com}]{e-mail: talkingchris@hotmail.com}\par
The rapid development of ICT has led to its increased use in instruction and learning (Cappel and Hayen, 2004; Kim and Ong, 2005) and many Nigerian institutions are already implementing this as part of their academic program. Even if ICT has not revolutionized the classroom, it is changing the learning experience of students  {\ref (Gambar and Okoli, 2007)}. Several studies have underscored the benefits of ICT in education. The computer-assisted-instruction was found more efficient in all educational level and with lower achieving students  {\ref (kulik, 1983;}\hyperref[b6]{Kulik and Cohen, 1980)}. Information and communication technology significantly improves learners' problem-solving skills, provide opportunity for learner-constructed learning, increase learners' cooperation on projects, enhance mastery of vocational and workforce skills, increase the preparation of learners for most careers and vocation and develop confidence and attitude of learners  {\ref (Cradler and Bridgeforth, 2006)}.\par
In Nigeria, very few of our conventional higher institution are now carrying out their activities through one form of ICT. While the urge to embark on online instruction is still a dream to some because of weak ICT infrastructure, the rapid expansion of ICTs and Internet technologies offers an opportunity for some few institutions to embark on the use of Learning Management System (LMS) for instruction.\par
Laster (2005) defines learning management system as a self-contained web page embedded with instructional tools that permit academic staffs to organize academic content and engage students in their learning. Elis (2009) sees it as a software application for administration, documentation, tracking and reporting of training programmes, classroom and online events, elearning programmes and training content. Learning management system ranges from systems for managing training and educational records, to software for distributing courses over the internet with features for online cooperation. The introduction of online instruction to teaching and learning process has afforded teachers and learners to carry out their responsibilities effectively. Teachers can now serve their ultimate functions of moderators and facilitators in the instructional process and learners also learn at their own convenience. 
\section[{Introduction}]{Introduction} 
\section[{Abstract-}]{Abstract-} 
\section[{Keywords:}]{Keywords:}\par
Author: Lanny (2009) asserts "although the LMS needs to examine serving as an enterprise CMS (Course/Content Management System), it also needs to be a learner-centered application that gives learners greater control over content and learning. Hence, there is a continual demand for the LMS to utilize and integrate with many of the Web 2.0 tools that learners already use freely on the internet and that they expect to find in this kind of system". A learning Management system (LMS) is "an information system that administers instructor-led and e-learning courses and keeps track of student's progress.\par
The state of quality education in Nigeria is quite worrisome. There is an estimated 26 million Nigerian youth who have little access to tertiary education (Yaradua Foundation Report 2013) and the difficulty in sustaining education through traditional means in higher education institutions prevails (Adu, Eze, Salako and Eyangechi, 2013). This situation can be attributed to a high population growth, increase in demand for education, inadequate funding and the difficulty in delivering education through traditional modes. Clark and Ausukuya (2013) state that the needed human resources (teacher student ratio as high as 1:356 in some cases) are inadequate, indicating the inability of existing structures (classrooms, learning and human resources) to cope with the growing population through traditional learning practices. These problems cut across all tertiary institutions in Nigeria including Colleges of Education who have the mandate to provide highly motivated, meticulous and efficient classroom teachers; and to further inspire the spirit of enquiry and creativity in teachers in order to help them fit into the public life of the community and society at large. \hyperref[b7]{(Kwache, 2007)}. For Nigeria to move forward in education there is the need for timely intervention by which the learning system in these institutions be appraised. Solution however lies in exploring the possibility of utilizing global knowledge to handle local problems through investing in human capital and appropriate integration of technology with a view to meet up with the globalized standard of learning.\par
This study therefore seeks to find out the perception of pre-service teachers to the integration of LMS to their learning experience.\par
1. Is there a significant difference in the level of perception of the use of LMS between male and female students? 2. Is there a significant difference in the perception and readiness to the use of LMS based on age? 3. Is there a significant difference in the perception and readiness to the use of LMS based on level of study? 4. Is there a significant difference in the perception and readiness to the use of LMS based on department (Course of Study)?\par
1. There is no significant relationship between gender and perception to the use of LMS 2. There is no significant relationship between age and perception to the use of LMS. 3. There is no significant relationship between level of study and perception to the use of LMS.\par
This study adopted a descriptive research design. Simple survey method was used to carry out the study. This is because the study seeks to determine the perception of students to the integration of learning management system (LMS) into teaching and learning. A total of 1200 copies of questionnaires were administered to 300 and 400 level students who had been randomly sampled from the Faculty of Languages, Arts and Socials, Vocation and Technology, Sciences and Education of Adeyemi University of Education. Only 954 copies were correctly filled out and considered fit for the analysis giving a 79.5\% response rate.\par
In order to identify pre-service teachers' perception to the integration of LMS for instruction, a questionnaire was used to collect data. The first section is on personal data of respondents, section B is on computer and internet usage, section C dwells on computer knowledge and skills while section D centres on pre-service teachers' perception to the integration of LMS. The questionnaire was rated on four point Likert scale. Data collected was analyzed using t-test and Pearson Correlation to determine relationship between Research Question 1: Is there a significant difference in the level of perception to the use of LMS between male and female students? Using the t-test for independent samples, a statistically significant difference was found in the level of perception of the use of LMS among male and female students (t = -10.937, df = 898.579, p = 0.000). The mean value of perception for male students was higher than that of female students (0.75 > 0.54). This implies that the male students have a better perception of the use of LMS than female students.  Gender 
\section[{Research}]{Research} 
\section[{Results}]{Results} 
\section[{Table 1A}]{Table 1A}\par
Table 1B Students in Chemistry Department had the best mean value (0.74) for the level of perception to the use of LMS, (the smaller the standard deviation, the better) while students in History department had the lowest mean value. Chemistry students have a very good perception of the use of LMS while, History students have a relatively low/poor perception to the use of LMS.\par
Hypothesis 1: There is no significant relationship between gender and perception of the use of LMS. 
\section[{Gender Perception of the use of LMS Pearson Correlation}]{Gender Perception of the use of LMS Pearson Correlation}\par
.336 ** 
\section[{Sig. (2-tailed)}]{Sig. (2-tailed)}\par
.000\par
N 954\par
The table above shows that gender has a positive significant correlation with perception of the use of LMS (r = 0.336, p = 0.000). The r value implies that gender explains 33.6\% of variations in the perception to the use of LMS. On this basis, the null hypothesis stated above is rejected. Research Question 3: Is there a significant difference in the level of perception to the use of LMS based on level of study?\par
Table  {\ref 3A} Table 3B The result displayed in the table above shows that age has a negative significant correlation with perception of the use of LMS (r = -0.687, p = 0.000). This negative relationship implies that as age increases, perception LMS reduces. Age explains 68.7\% of the variations in perception of the use of LMS. Based on the foregoing, the null hypothesis is rejected. The table above shows that level of study has a positive significant correlation with perception of the use of LMS (r = 0.695, p = 0.000). The r value implies that level of study explains 69.5\% of variations in the perception to the use of LMS. It implies that as the level of study increases by a year, the perception to use LMS also increases. On this basis, the null hypothesis stated above is rejected.\par
The integration of a Leaning Management System into teaching practices is increasing in higher education. \hyperref[b10]{Obadara (2014)} noted that an average of 1.4 million Nigeria university students offers at least one online course during the outgone academic session; this is a 21 percent increase over the number reported in previous year. Researchers  {\ref (Bates, 2008;} {\ref Betts, 1998;}\hyperref[b14]{and Wilson, 2003)} concurs that perception and readiness is the key to a student's decision to learn and use technology, they emphasized that multimedia integration into the learning management material helps students to realize that learning requires different tools that can facilitate learning process. They concluded that students' acceptance of any new initiative such as LMS is critical to its success. Results revealed that there is a statistically significant difference in the level of perception of the use of LMS among male and female pre-service teachers. In agreement with previous research by lee  {\ref (2003)}, who reported significant difference between sexes, relating to perceived roles in online learning in a campus environment still exists. Some researchers reiterate that perception of learners to technology adoption depends on shared negotiation of existing social purposes and practices of the community (Wilson, Shery, Dobrovolny, Batty and Ryder, 2002; \hyperref[b1]{Fishman, 2000)}. Research spanning back over about 20 years shows females have traditionally lagged behind males in their willingness to learn about and use technology in schools  {\ref (Schubert, 2001)}. However, recent studies indicates that the gender disparity have narrowed substantially (Omotunde, Fagun, Aderele and Abidoye 2014). It also indicates that there is a significant difference among the ages of respondents in their perception to the use of LMS to teaching. This is in deviance to Adedoja, Omotunde and Adelore (2010) who perceives ICT is an indispensable tool to perform task at every point of human life as such, both young and old requires some background in ICT to remain relevant in this 21st century. In an attempt to find a variation in the level of perception and course of study together with level of study, the results indicates that there is no significant difference. This can be explained by Chinwe (2010) who reported that students of the University of Ibadan compulsorily make use of the Internet to register for their courses, retrieve information for their assignments. When eventually the departments decide to go online with instructional delivery, students are compelled to use the platform irrespective of the department or level they belong. Although, one may be tempted to believe that science-based students would have higher level of readiness than the other, the fact remains that ICT knowledge is relevant to all field of endeavors. Students across subject combination need ICT background to embrace modern teaching-learning modes.   
\section[{Discussion and Conclusion}]{Discussion and Conclusion}\par
As a conclusion, LMS has become a common expression in higher institution of learning these day, Nigeria universities should not be exempted. The study has shown that pre-service teachers have a positive perception to the use of LMS for instruction and if it's used effectively, it will increase the efficiency of the educational process, decrease the amount face-to-face instruction and strengthen self-study and thus develop student's learning competences. Therefore, stakeholders which include the government, institutions, instructors, lectures should embrace and exploit the full benefit of learning management system for teaching and learning as these would bring in meaningful instruction and satisfaction. \begin{figure}[htbp]
\noindent\textbf{}\includegraphics[]{image-2.png}
\caption{\label{fig_0}}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.85\textwidth}}
? Instructional objectives are tied to individual\\
lesson;\\
? Lessons are incorporated into the standardized\\
curriculum;\\
? Courseware extends several grade levels in a\\
consistent manner;\\
? A management system collects the results of\\
student's performance; and\\
? Lessons are provided based on the individual\\
students learning progress.\\
Furthermore, (Ellis, 2009) asserts that LMS\\
should be able to do the following;\\
? Centralize and automate administration\\
? Use self-service and self-guided services\\
? Assemble and deliver learning content rapidly\\
? Consolidate training initiative on a scalable web-\\
based platform\\
?\\
T\end{longtable} \par
 
\caption{\label{tab_0}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.3566720257234727\textwidth}P{0.08609324758842443\textwidth}P{0.021864951768488745\textwidth}P{0.20088424437299035\textwidth}P{0.10659163987138263\textwidth}P{0.04509646302250803\textwidth}P{0.03279742765273312\textwidth}}
Perception of the\tabcellsep Age\tabcellsep N\tabcellsep Mean\tabcellsep \multicolumn{3}{l}{Std. Deviation Std. Error Mean}\\
use of LMS\tabcellsep 15 -24\tabcellsep 457\tabcellsep .83\tabcellsep .175\tabcellsep .008\tabcellsep \\
\tabcellsep Above 24\tabcellsep 497\tabcellsep .48\tabcellsep .292\tabcellsep .013\tabcellsep \\
Perception of the Use\tabcellsep \multicolumn{2}{l}{Levene's Test for}\tabcellsep \tabcellsep \multicolumn{2}{l}{t-Test for Equality of Means}\tabcellsep \\
of LMS\tabcellsep \multicolumn{2}{l}{Equality of Variances}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep F\tabcellsep Sig.\tabcellsep t\tabcellsep Df\tabcellsep Sig. (2-\tabcellsep Mean\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep tailed)\tabcellsep Difference\\
Equal variances assumed\tabcellsep 332.005\tabcellsep 0.000\tabcellsep 22.675\tabcellsep 952\tabcellsep 0.000\tabcellsep 0.357\\
Equal variances not\tabcellsep \tabcellsep \tabcellsep 23.128\tabcellsep 822.669\tabcellsep 0.000\tabcellsep 0.357\\
assumed\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{A significant difference was found in the level of}\tabcellsep \multicolumn{4}{l}{15 -24 had a better perception than students above 24}\\
\multicolumn{3}{l}{perception of the use of LMS based on age (t = 23.128,}\tabcellsep \multicolumn{4}{l}{years of age. Thus younger students have a better}\\
\multicolumn{3}{l}{df = 822.669, p = 0.000). Students in the age range of}\tabcellsep \multicolumn{2}{l}{predisposition to LMS.}\tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_2}}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2A2B} \par 
\begin{longtable}{P{0.45584677419354835\textwidth}P{0.050268817204301076\textwidth}P{0.038844086021505374\textwidth}P{0.15994623655913978\textwidth}P{0.013709677419354837\textwidth}P{0.10625\textwidth}P{0.025134408602150538\textwidth}}
Perception of the Use\tabcellsep \multicolumn{2}{l}{Levene's Test for}\tabcellsep \multicolumn{3}{l}{t-Test for Equality of Means}\tabcellsep \\
of LMS\tabcellsep \multicolumn{2}{l}{Equality of Variances}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\tabcellsep F\tabcellsep Sig.\tabcellsep T\tabcellsep df\tabcellsep Sig. (2-\tabcellsep Mean\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep tailed)\tabcellsep Difference\\
Equal variances assumed\tabcellsep 9.563\tabcellsep 0.002\tabcellsep 3.775\tabcellsep 952\tabcellsep 0.000\tabcellsep 0.73\\
Equal variances not\tabcellsep \tabcellsep \tabcellsep 3.762\tabcellsep 921.411\tabcellsep 0.000\tabcellsep 0.73\\
assumed\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{Using the t-test for independent samples, a}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{3}{l}{significant difference was found in the levels of}\tabcellsep \multicolumn{4}{l}{better perception of LMS (0.68) than 400L students}\\
\multicolumn{3}{l}{perception to use LMS based on level of study (t =}\tabcellsep (0.61).\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{6}{l}{Research Question 4: Perception to the use of LMS based on Department}\tabcellsep \\
Department\tabcellsep \tabcellsep N\tabcellsep Mean\tabcellsep \tabcellsep \multicolumn{2}{l}{Standard Deviation}\\
English\tabcellsep \tabcellsep 112\tabcellsep 0.66\tabcellsep \tabcellsep 0.210\tabcellsep \\
Yoruba\tabcellsep \tabcellsep 85\tabcellsep 0.62\tabcellsep \tabcellsep 0.192\tabcellsep \\
Economics\tabcellsep \tabcellsep 111\tabcellsep 0.75\tabcellsep \tabcellsep 0.360\tabcellsep \\
\multicolumn{2}{l}{Guidance \& Counselling}\tabcellsep 73\tabcellsep 0.58\tabcellsep \tabcellsep 0.414\tabcellsep \\
Agriculture\tabcellsep \tabcellsep 82\tabcellsep 0.74\tabcellsep \tabcellsep 0.341\tabcellsep \\
Home-Economics\tabcellsep \tabcellsep 108\tabcellsep 0.75\tabcellsep \tabcellsep 0.306\tabcellsep \\
Chemistry\tabcellsep \tabcellsep 83\tabcellsep 0.74\tabcellsep \tabcellsep 0.098\tabcellsep \\
Biology\tabcellsep \tabcellsep 110\tabcellsep 0.53\tabcellsep \tabcellsep 0.194\tabcellsep \\
History\tabcellsep \tabcellsep 93\tabcellsep 0.52\tabcellsep \tabcellsep 0.316\tabcellsep \\
Geography\tabcellsep \tabcellsep 97\tabcellsep 0.59\tabcellsep \tabcellsep 0.341\tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 2A Table 2B}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.3601694915254237\textwidth}P{0.07563559322033898\textwidth}P{0.025211864406779663\textwidth}P{0.2305084745762712\textwidth}P{0.07923728813559322\textwidth}P{0.07923728813559322\textwidth}}
Perception to\tabcellsep Level of\tabcellsep N\tabcellsep Mean\tabcellsep Std. Deviation\tabcellsep Std. Error\\
the use of LMS\tabcellsep Study\tabcellsep \tabcellsep \tabcellsep \tabcellsep Mean\\
\tabcellsep 300L\tabcellsep 506\tabcellsep 0.68\tabcellsep .291\tabcellsep .013\\
\tabcellsep 400L\tabcellsep 448\tabcellsep 0.61\tabcellsep .309\tabcellsep .015\\
4\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Volume XV Issue VII Version I\tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{3.762, df = 921.411, p = 0.000). 300L students had a}\\
( H )\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\
Global Journal of Human Social Science\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
  {\small\itshape [Note: © 2015 Global Journals Inc. (US) -Year]} 
\caption{\label{tab_4}2015 Pre-Service Teachers' Perception towards Integration of Learning Management System to Instruction}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{54} \par 
\begin{longtable}{P{0.85\textwidth}}
Age\end{longtable} \par
 
\caption{\label{tab_5}Table 5 Table 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{67.} \par 
\begin{longtable}{}
\end{longtable} \par
 
\caption{\label{tab_6}Table 6 Table 7 VIII .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.821882951653944\textwidth}P{0.010814249363867684\textwidth}P{0.008651399491094149\textwidth}P{0.008651399491094149\textwidth}}
understanding\tabcellsep integrated\tabcellsep learning\tabcellsep systems.\\
\multicolumn{4}{l}{Computer Based Integrated Learning Systems. 3-}\\
\multicolumn{4}{l}{9p. Englewood Ciffs, NJ; Eduacational Technology}\\
publications.\tabcellsep \tabcellsep \tabcellsep \\
\multicolumn{4}{l}{4. Bates, A. W. (2000). Teaching, learning and the}\\
\multicolumn{4}{l}{impact of multimedia technologies. Educause}\\
\multicolumn{2}{l}{Review, 35(5), 38-44.}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{5. Betts, K. S. (1998). Factors influencing faculty}\\
\multicolumn{4}{l}{participation in distance education in postsecondary}\\
\multicolumn{4}{l}{education in the United States: An institutional}\\
\multicolumn{4}{l}{study. Unpublished doctoral dissertation, George}\\
\multicolumn{3}{l}{Washington University, Washington, DC.}\tabcellsep \\
\multicolumn{4}{l}{6. Cappel J, Hayen R. ( 2004) . Evaluating E-Learning:}\\
\multicolumn{4}{l}{A Case Study. The Journal of Computer Information}\\
\multicolumn{2}{l}{Systems. 44 (4), 49-57 .}\tabcellsep \tabcellsep \\
\multicolumn{4}{l}{8. Chinwe, V.A. (2006). Dynamics of internet usage; a}\\
\multicolumn{4}{l}{case of students of federal university of Owerri,}\\
\multicolumn{4}{l}{Nigeria. Eduactional Research and Reviews, 1 (6),}\\
192-195p.\tabcellsep \tabcellsep \tabcellsep \\
9.\tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_7}}\end{figure}
 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[ Australian Journal of Educational Technology]{b0}\label{b0} 	 		\textit{},  	 	 		\textit{Australian Journal of Educational Technology}  		16  (1)  p. .  	 
\bibitem[Wilson et al. ()]{b13}\label{b13} 	 		‘Adoption of learning technologies in schools and universities’.  		 			B Wilson 		,  		 			L Sherry 		,  		 			J Dobrovolny 		,  		 			M Batty 		,  		 			M Ryder 		.  	 	 		\textit{Handbook on information technologies for education and training},  				 			H H Adelsberger,  			B Collis,  			\& J M Pawlowski 		 (ed.)  		 (New York)  		2001. Springer-Verlag.  	 
\bibitem[Omotunde et al. ()]{b12}\label{b12} 	 		‘Attitude and Usage of Blog as a Determinant to Pre-Service Teachers’.  		 			C T Omotunde 		,  		 			K O Fagun 		,  		 			S O Aderele 		,  		 			S O Abidoye 		.  		 \url{www.iiste.com}  	 	 		\textit{Academic References Références Referencias -Communication}  		2014. 2014. 29 p. .  	 
\bibitem[Gambari and Okoli ()]{b2}\label{b2} 	 		‘Availability and utilization of information and communication technology (ICT) facilities in higher institutions in Niger State’.  		 			A I Gambari 		,  		 			A Okoli 		.  	 	 		\textit{Nigeria. Inform. Technol}  		2007. 4 p. .  	 
\bibitem[Jegede ()]{b4}\label{b4} 	 		\textit{Computer attitudes as correlation of computer self-efficacy among south western Nigetia higher education teachers. Paper presented at sixth international internet educational conference, Cario, Egypt},  		 			P O Jegede 		.  		 \url{http://www.digitalopportunity.org/article/view/125462/1/}  		2007.  	 
\bibitem[Kim and Ong ()]{b5}\label{b5} 	 		‘Cross-cultural comparison of online collaboration’.  		 			J K Kim 		,  		 			C Ong 		.  	 	 		\textit{Journal of computer mediated communication}  		2003. 8  (1) .  	 
\bibitem[Horton and Horton ()]{b3}\label{b3} 	 		‘E-learning tools and technologies: a consumer's guide for trainers, teachers, educators and instructional designers’.  		 			W Horton 		,  		 			K Horton 		.  	 	 		\textit{Canada}  		2003. John and sons Inc.  	 
\bibitem[Obadara (2014)]{b10}\label{b10} 	 		‘Effect of Learning Management System (LMS) on Students' Academic Performance in University of Lagos’.  		 			O E Obadara 		.  		 \url{http://www.ijefm.com}  	 	 		\textit{Nigeria. International Journal of Educational Foundations and Management}  		2014. 11 March 2015. 2  (1)  p. .  	 
\bibitem[Kulik et al. ()]{b6}\label{b6} 	 		‘Effectiveness of Computer-Based College Teaching: A Meta-Analysis of Findings’.  		 			J A Kulik 		,  		 			C Kulik 		,  		 			P Cohen 		.  	 	 		\textit{Review of Educational Research}  		1980. 50  (4)  p. .  	 
\bibitem[Wilson ()]{b14}\label{b14} 	 		‘Faculty perceptions and uses of instructional technology: A study at one university system revealed the current state of technology and some steps that could improve it’.  		 			W Wilson 		.  	 	 		\textit{Educause Quarterly},  				2003. 2 p. .  	 
\bibitem[Fishman ()]{b1}\label{b1} 	 		‘How activity fosters CMC tool use in classrooms: Reinventing innovations in local contexts’.  		 			B J Fishman 		.  	 	 		\textit{Journal of Interactive Learning Research}  		2000. 11  (1)  p. .  	 
\bibitem[Lee ()]{b9}\label{b9} 	 		‘Instructional support for distance education and faculty motivation, commitment, satisfaction’.  		 			J Lee 		.  	 	 		\textit{British Journal of Education Technology}  		2001. 32  (2)  p. .  	 
\bibitem[Mobile learning pilot project in Nigeria Yaradua Foundation Report (2013)]{b15}\label{b15} 	 		‘Mobile learning pilot project in Nigeria’.  		 \url{www.yaeaduacentre.org}  	 	 		\textit{Yaradua Foundation Report}  		2013. August 23. 2013.  	 
\bibitem[Laster ()]{b8}\label{b8} 	 		‘Model-driven design: Systematically building integrated blended learning experiences’.  		 			S Laster 		.  	 	 		\textit{Journal of Asynchronous Learning Networks}  		2005. 8  (5)  p. .  	 
\bibitem[Olaofe ()]{b11}\label{b11} 	 		\textit{Nigerian educational emancipation: Roadmap from crisis to resurgence. Faculty of Education Seminar Series},  		 			I A Olaofe 		.  		2005.  	 
\bibitem[Kwache ()]{b7}\label{b7} 	 		‘The imperative of information and communication technology for teachers in Nigeria higher education’.  		 			P Z Kwache 		.  	 	 		\textit{Journal of Online Learning and Teaching}  		2007. 3  (4)  p. .  	 
\end{bibitemlist}
 			 		 	 
\end{document}
