Academic performance of undergraduate students before and after the introduction of online learning in Makerere University

Abstract

Introduction. The abrupt shift to online learning during the COVID-19 pandemic posed significant challenges to higher education, particularly in resource-limited setting. Makerere university implemented online learning as an alternative to traditional instruction. This study aimed to assess the impact of this transition on the academic performance of undergraduate students in the College of Health Sciences. Methodology. A retrospective comparative study was conducted using data from 124 students across two cohorts: 2015/16(physical class) and 2020/21(online class). Academic performance was measured using cumulative grade point averages (CGPAs) obtained from the academic registrar’s office. An independent samples t-test was used to assess differences in performance before and after the adoption of online learning. Additionally, multiple regression analyses were employed to identify factors associated with performance in the two classes. Results. The findings revealed no statistically significant difference in academic performance between the two classes (p = .267). In both learning periods, sponsorship (p = 0.001 and p = 0.030 in the physical class and online class respectively) emerged as a significant predictor of academic performance. Students who were government-sponsored tended to perform better than their privately-sponsored counterparts. Conclusion. The transition to online learning did not significantly affect the overall academic performance of undergraduate students. However, the mode of sponsorship played a critical role in both learning periods, suggesting that socioeconomic factors may influence academic success in both learning environments. Addressing these disparities is essential to ensure equity in education.