This study determined the effect of Learning Management system (LMS) on students performance in educational measurement and evaluation course. A non-equivalent group quasi experimental research design was adopted for the study, using a population of all the undergraduate students in Imo State University, Nigeria. A sample of 232 students was purposively selected comprising of 109 males and 123 females. An instrument titled “Measurement and evaluation Achievement Test (MEAT)” was used for data collection. The internal consistency reliability of the items of the MEAT was estimated to be 0.88 using Kuder-Richardson formula (K-R₂₀) method, while the estimated temporal stability was obtained to be 0.89 using Pearson Product-moment correlation. The Data collected were analyzed using mean and standard deviation to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses. The findings of the study revealed that students taught using LMS (Moodle) performed better than those exposed to the CAI4ME Package. It was equally revealed that female students performed better than the males in both the two approaches although the male students recorded a higher gain score. Based on the findings, the researchers recommend that, LMS Packages such as Moodle should be learnt and used by lecturers of Educational Measurement and Evaluation.

这项研究确定了学习管理系统（LMS）对学生在教育测量和评估课程中的表现的影响。该研究采用了尼日利亚大学Imo州立大学所有本科生群体的非等效准实验研究设计。目的选择了232名学生，其中包括109名男性和123名女性。名为“测量和评估成就测试（MEAT）”的仪器用于数据收集。使用Kuder-Richardson公式（KR ₂₀）估算出MEAT项目内部一致性的可靠性为0.88）方法，而使用Pearson积矩矩相关性获得的估计时间稳定性为0.89。使用均值和标准差分析收集的数据，以回答研究问题，同时使用协方差分析（ANCOVA）检验原假设。研究结果表明，使用LMS（Moodle）授课的学生的表现要好于使用CAI4ME软件包的学生。同样表明，在两种方法中，女学生的成绩都比男学生好，尽管男学生的学习成绩更高。基于这些发现，研究人员建议教育测量与评估的讲师应学习并使用LMS软件包（例如Moodle）。