The widespread adoption of Learning Management Systems (LMS) in higher education necessitates understanding their impact on student performance, particularly in understudied contexts like Ghana. This study examines the factors influencing LMS use and their subsequent impact on academic performance among Ghanaian undergraduates. A quantitative survey design involved 232 undergraduate students from diverse disciplines at a Ghanaian public university. Data were collected using a validated questionnaire measuring LMS utilization, system/information quality, service quality, user self-efficacy, student satisfaction, and academic performance. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships between these constructs. The results indicate that system quality, information quality, and user self-efficacy significantly influence LMS utilization, while service quality has a minimal direct effect. Furthermore, user self-efficacy and IT service quality are key determinants of student satisfaction. Both student satisfaction and LMS utilization strongly influence academic performance. These findings suggest that LMS effectiveness in the Ghanaian context relies not only on technology but also on user empowerment and support. Managerial implications include the need for Ghanaian universities to adopt a multi-pronged approach that prioritizes user empowerment, robust IT support, and faculty training to maximize LMS impact on student performance and satisfaction.