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ABSTRACT
This study focused on the influence of e-learning on academic performance. The paper examines the data for the presence of interaction effects between e-learning study hours and socio-demographic characteristics. This is undertaken to identify whether or not personal-characteristic-related learning style differences influence the extent to which students benefit from e-learning. The methodology that was employed in this study was systematic random sampling for students under traditional study mode and purposive sampling in identification of students under the e-learning study mode. The statistical population of the study was one hundred and twenty (120) university undergraduates, twenty (20) students were selected randomly from six (6) faculties. Results and data analysis using weighted mean demonstrated statistically higher scores on measured variables.
Therefore, it could be concluded that e-learning has an influence on the academic performance of undergraduates.
