Assessing the Impact of E-Learning on Learners Mathematics Performance in Nakivale Refugee Settlement, Uganda

Abstract

This study investigated the impact of e-learning on learners’ academic performance in mathematics in Nakivale refugee settlement, Uganda. A causal-comparative research design was used to measure the effect of implemented e-learning technology on the learners’ academic performance, which was an after-effect natural experiment. This longitudinal study revealed the extent to which e-learning usage might positively or negatively affect learners’ mathematics performance scores. The study evident that not always will the implementation of e-learning yield positive results to learners’ performance, but negative results can also be expected. It is the finding of this study that the impact of e-learning on learners’ performance cannot be easily generalized but viewed as a matter of case by case. Theoretically, this paper provides evidence that marketing theories such as Expectation Confirmation Theory (ECT) can be used to extract more insight on learners’ experiences and intentions post interaction with e-learning technology or any other technology that might have been integrated into teaching and learning.