E-Learning Adoption and Academic Performance of Students in Universities in Kogi State

This study investigates the relationship between e-learning adoption and academic performance of undergraduate students in universities in Kogi State, North Central Nigeria. The rapid expansion of digital learning platforms, accelerated by pandemic-related school closures, has positioned e-learning as a significant component of higher education delivery in Nigeria. In Kogi State, where universities serve large and geographically dispersed student populations, e-learning offers both opportunities for expanded access and challenges related to infrastructure and digital literacy. The study employs a correlational survey design and samples 280 undergraduate students and academic staff from two universities in Kogi State. A validated questionnaire measuring e-learning adoption factors and academic performance indicators is administered, and data are analysed using structural equation modelling. The study draws on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Findings reveal that perceived ease of use, access to reliable internet, and the quality of instructional design are the strongest predictors of e-learning adoption, which in turn is positively associated with academic performance in e-learning-enabled courses. Significant digital access disparities between students from urban and rural backgrounds are documented. Recommendations include university investment in on-campus digital learning centres and the development of low-bandwidth instructional content for students in internet-disadvantaged areas. Keywords: e-learning, academic performance, technology adoption, universities, Kogi State.