Department of Education

Region IV-A (CALABARZON)

City Schools Division of Bacoor SHS
in San Nicholas III, Bacoor City
Garnet St. Green Valley, San Nicholas III, Bacoor City, Cavite

GRADE-12-LEARNERS-PERCEPTION-OF-USING-BRIGHTSPACE-AS-A-
LEARNING-MANAGEMENT-SYSTEM-IN-SHS-IN-SAN-NICHOLAS-III-CITY-OF-
BACOOR

A Research Presented to the Faculty of

SHS in San Nicholas III Bacoor City

In Partial Fulfillment of the Requirements for

Inquiries, Investigations, and Immersion

By:
Abrazado, Rens Kenneht
L. Dacles, Louise Cyrus S.
Geraldez, Allera Jane A.
Gonzales, Alyssa C.
Lozano Jerick O.
Morales, Marjorie Reign D.
Oyangorin, Micka Ella T.
 CHAPTER 2

Review of Related Literature and Studies

This emphasizes the related studies and literature of local and international works after the in-

depth research of the researcher for a similar present study. This chapter aims to familiarize

information and key thoughts that are relevant to the study being conducted in this chapter.

BRIGHTSPACE: Learning Management System

Technological growth is evident in our modern lives. As we paved our way to the future, we

take advantage of this growth to further help our work to the maximum ease possible. This

advancement shifted the pattern of how we addressed challenges through technological solutions.

Although we, users, lagged out of this innovation and cannot completely adapt to the steps being

given to us, technology still keeps on developing to satisfy our needs (Moseley & Ajani 2015).

Learning Management System (LMS) is an online web-based platform used to deliver courses

through online sessions. It is a 24/7 open learning system that can be utilized by the students at their

most convenient time without the normal interaction with their instructors/teachers (Fearnley &

Amora, 2020). Similar to ICT-based learning, LMS is an enhanced learning modality used to

disseminate information and courses outside the normal teacher-student learning set-up in classrooms

where it assists in the implementation, creation, and evaluation of educational institutions to the

academic performance of learners (Al- Mamary, 2022).

Brightspace is an LMS designed to host, create, and edit online learning resources for a

particular course using flexible, customized tools. The development of foreign countries in using

Brightspace, especially in Malaysia where educational institutions utilized LMS as an interactive

learning platform and use online tools like Moodle, i-Folio, Claroline, etc. is evident (Kasim & Khalid

2019). Additionally, Fearnley & Amora (2020) distinguished the tools available
to the learners and teachers using LMS namely; group chats, discussion threads, online conferences,

modules, evaluation systems, and other learning materials.

Studies from Francom et al. (2020) pointed out that because of the surging need for distance

learning, Brightspace is adopted by K-12 for higher education to support the blended learning setup of

schools. Kurniawan et al. (2020) added that online learning is suitable to remove the boundaries

between countries making it available in various parts of the world.

All in all, technology-enhanced the developed education in our modern world. Blended

learning changes our perspective to a new way of education (Kurniawan et al. 2020). LMS such as

Brightspace is designed to support blended learning success in combination with face-to-face learning

(Francom et al. 2020).

Brightspace during Pandemic

Due to the recent pandemic, declaration of class suspension is inevitable, especially in the

Philippines where an advisory of cancellation is hereby carried out. To provide education even during

the time of the pandemic, universities and institutions used online learning to ensure the students’

academic input. Teachers, on the other hand, are being tested on the use of e-learning which shifted

their original paradigm in teaching (Estrellan et al. 2021).

Despite the inevitable transition of learning around the world, teachers still tried to cope with

the damage using favorable tools to deliver their courses at a maximum rate. Teachers utilized

learning systems such as Blackboard, Canva, Brightspace, and Webex Moodle. Since the world of

learning has been closed across the world, the beginning of multiple online groups has sprung up to

help the world with sufficient resources as possible needed to deliver teaching (Hassel & Cole 2021).

The transition of traditional classes to virtual classes and the use of learning management

systems such as Brightspace is evident in the Northeastern United States where students highly

accepted the system as an alternative learning method during Covid-19 Pandemic. The research shows

the constant adaptability of the professor in delivering classes

to undergraduate college students although anxiety, uncertainty, and nervousness are still lingering in

the learners (Murphy et al. 2020).

According to the study by Setiawan et al. (2021), where they compared the use of learning

management systems before and during the Covid-19 pandemic. The results show that the learning

management system used before the pandemic is divided between Edmodo, ClassDojo, Schoology,

Brightspace, Google Classroom, and Microsoft Teams. However, the second occasion results show

that during the pandemic, google classroom usage skyrocketed making it more effective than the other

learning management system.

Moreover, a study from Camps (2021), highlighted that using learning management systems

such as Blackboard and Brightspace is arguably viable to enable teaching when face- to-face classes

seem impossible. As it is efficient and flexible, it can also provide the learner’s journey throughout the

course in a statistical way.

Perception of Students

Switching to a completely new Learning Management System introduced us to a widely

diverse method of learning, however, the risk of failure is evident as switching to an easier method

does not guarantee success since the adoption of such technology is still based on the user’s

perspective (Moseley & Ajani 2015).

According to the study of Moseley & Ajani (2015) where they conducted research via survey

Google Forms to the student body of a four-year small rural College located in Central Virginia, the

findings reveal that most of the student’s perception of Brightspace is negative. They pointed out that

using such LMS is not readily accessible to them and using it does not save them time in college,

instead it takes them more time to accomplish their tasks.

Similarly, a study by Polat et al. (2021) finds that students’ perception of online learning

performance is poor and adds more workload to their learning. Technological and infrastructural

difficulties, the readiness of students, and domestic barriers on the other hand are the four perceived

challenges found from a descriptive study of Philippines Universities amidst Covid-19 (Aguilar &

Torres 2021).
 On the other hand, a study from Bai (2022) shows that students have a positive perception

towards the use of LMS such as Brightspace, although the computer is the most widely used tool to

access the system compared to smartphones. In addition, Mamattah (2016) conducted similar research

on the perception of students to e-learning and found out that students preferred online learning as a

new learning method as it is an innovative idea to be supported and encouraged.

To sum up, the Perception of students is important to devise an innovative approach to

delivering learning, especially in times of pandemic (Aguilar & Torres 2021). Most of the related

studies and literature highlighted the perception of students of the overall interaction with e-learning.

However, LMS, especially Brightspace, is overlooked since most of the study and literature focuses

on the general perception of students to e-learning.

Impact of Demographic Profile on Learning Management System

Determining the connection between age, gender, and year level in the effectiveness of

learning management systems has been a topic of different research through the years. Studies from

Al-Azawei (2019), and Lim et. Al (2020) and Toring et. Al (2021) offers evidence that there is a

distinct relationship between age, gender, and year level to the effects of LMS.

Studies from Toring et. Al (2021) accentuates the connection of gender to the effectiveness of

using a learning management system. The results of the study show that the moderating effect of

using a learning management system is stronger in males than females.

Moreover, a study by Lim et. Al (2020) also pointed out that male students use LMS more

than female students. The research is conducted with 433 participants at the University of Korea using

Five-point Likert Scale.

On the other hand, year level is significant to the relationship between LMS and its perceived

use. Toring et. Al (2021) found out that sex and year levels influence certain
relationships in the model. These features of LMS may be considered customized for improvement

based on year level.

All in all, previous studies presented legal evidence that shows demographic profile has a

distinct relationship to the learning management system. Hence, demographic profile is a vital factor

in addressing the effectiveness of the system.