The effect of online systems of learning and academic performance in higher education institutions: a case study of MUELE at Makerere University.

Abstract

This research was aimed examining the effect of online systems of learning on academic performance in higher institutions of learning, employing a comparative cross-sectional survey design integrating quantitative methodologies with a sample of 100 students. The study objectives were to identify the factors driving students to adapt online learning, to establish the relationship between online learning and student grades and finally to examine the changes in student grades after the incorporation of online learning. The binary logistic regression model and chi-square test were used in analysis. Key findings reveal that the number of tests/exams done on MUELE (p-value = 0.000, odds = 1.363) at 99% confidence level and perception of effectiveness of online learning (p-value = 0.093, odds ratio = 3.040) at 90% confidence level were some of the major factors that had a significant influence on students to adapt to the online learning system. There was also a significant relationship between the score students averaged in the test/exam done on MUELE and a change in their CGPA. Most respondents reported an improvement (65.0%) in their CGPA after the adaption of MUELE. The study advocates for enhanced online assessment integration, support of hybrid learning and implementation of targeted support mechanisms in higher institutions of learning. In conclusion, this research contributes nuanced insights to the global discourse on the impact of online learning systems in higher education, advocating the need for targeted strategies to ensure collective desired outcomes.