Authors : Victor Utibe Edmond; Adesegun Osijirin; Shamsudeen Mohammed

Volume/Issue : Volume 10 - 2025, Issue 3 - March

Google Scholar : https://tinyurl.com/mr3yukza

Scribd : https://tinyurl.com/vbcamtye

DOI : https://doi.org/10.38124/ijisrt/25mar585

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Abstract : This study investigates the impact of e-learning on academic achievement among tertiary institution students in Enugu State, Nigeria. As e-learning becomes an integral component of modern education, understanding its influence on student performance in developing countries is essential. A mixed-methods approach was utilized, combining quantitative surveys (n=350) with qualitative focus group discussions (n=18) across three tertiary institutions. Data were analyzed using SPSS, applying descriptive statistics, correlation, and regression analyses. The study found a significant positive correlation (r = 0.47, p < 0.01) between regular engagement with e-learning platforms and improved academic performance. However, barriers such as poor internet connectivity, limited digital literacy, and inconsistent faculty preparedness were noted as limiting factors. The findings highlight the need for infrastructural improvements, enhanced digital literacy programs, and faculty training to optimize e-learning outcomes in Nigerian tertiary institutions. This study contributes to the growing body of research on e-learning in developing countries, providing context-specific insights into the Nigerian higher education system.

Keywords : E-Learning, Academic Achievement, Tertiary Education, Nigeria, ICT in Education.

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