E-learning adoption on the academic performance of students in the Faculty of Engineering at Busitema University.

Abstract

The adoption of e-learning in higher education has transformed teaching and learning globally, offering flexible and accessible technology-driven environments. However, its effectiveness in improving academic performance remains context-dependent, relying on factors such as infrastructure, instructional design, and student readiness. This study aims to assess the impact of e-learning adoption on the academic performance of students in the Faculty of Engineering at Busitema University, Uganda. The research employs a mixed-methods design, combining quantitative and qualitative approaches. A stratified random sample of 291 undergraduate engineering students will be surveyed using structured questionnaires, while 15 lecturers will be purposively selected for semi-structured interviews. Academic records and learning management system logs will also be reviewed. Quantitative data will be analyzed using descriptive and inferential statistics, while qualitative data will undergo thematic analysis. The study seeks to examine the extent and forms of e-learning adoption, evaluate students' access, readiness, and challenges, and analyze the relationship between adoption and academic performance. Findings are expected to inform strategies for optimizing e-learning in engineering education within the Ugandan context. Ethical considerations, including informed consent, confidentiality, and institutional approval, will be upheld throughout the research process.