Abstract:
Students study mathematics in elementary schools, high schools, and universities. One method of teaching mathematics is through e-learning; it is a kind of instruction where pupils are passively given a l of the material. It’s used globally and it enables students to study wherever they are. E-learning was introduced at Busitema University in 2019 however it was fully implemented in 2020 during the Covid-19 pandemic lockdown, where all modes of teaching were shifted online following COVID-19 guidelines by the ministry of health. This study investigates how e-learning affects mathematics students at Busitema University. Regarding data gathering and analysis, this study adopts a quantitative methodology. Data was collected using a self-made questionnaire. The study sampled 60mathematics students in their second and third years.
The findings show that: 50% lack knowledge in video conferencing systems for example zoom, teams and google classroom. 55% had no personal computers and 51.7% could not open even a website link on their own. In terms of institutional challenges, results show that; 68.3% had no access to the computer laboratory while at campus, 55% had issues of poor internet, 83.3% didn’t have enough time for e-learning while at campus and 70% had no access to online resources including software that supports e-learning.
The study found that students at campus lacked computers and knowledge about computers and were unable to perform well without them. The study suggests that the university administrators need to provide adequate training to students, purchase computers for the university and partner with internet service providers to provide students with full time access to the internet.
