Teachers’ Perspectives on Incorporating Moodle in a Ninth-Grade Reading Classroom

Author

Cathy MiambaFollow

Campus Location

Dallas Campus (Online)

Date of Award

3-2025

Document Type

Manuscript

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Timothy Stafford

Second Committee Member or Secondary Advisor

Melissa Atkinson

Third Committee Member or Committee Reader

Julie McElhany

Abstract

Effective technology use in the classroom can help stimulate a variety of learning styles and engage students through fun and exciting activities that help the students comprehend the content. Although research reported the benefits of technology in the classroom, there is a lack of knowledge of the effects of technology like Moodle on students’ academic scores, engagement, motivation, and overall achievement. As such, the problem addressed in this study was the lack of effective use of technology that affects students’ motivation, engagement, and achievements in the classroom. Using Vygotsky’s constructivism theory as the theoretical foundation and qualitative case study as the research method and design, this study aimed to analyze teachers’ perspectives about the impact of the Moodle software in a ninth-grade reading classroom as it is implemented in the student’s daily lesson plan and how it affects their learning. A convenience sample of 10 participants were interviewed, and the results showed that Moodle improved student learning engagement, allowing them a clear goal setting and enhanced student engagement. In addition, Moodle technology improves how students engage and interact with each other and also how they interact with their instructors. Schools can promote collaboration and improve performance by using these findings to provide learning resources to teachers and students for technology use. The study indicates the need to adopt technology such as Moodle to improve students’ critical skills and academic performance

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Miamba, Cathy, "Teachers’ Perspectives on Incorporating Moodle in a Ninth-Grade Reading Classroom" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 864.
https://digitalcommons.acu.edu/etd/864