EVALUATING THE EFFECTIVENESS OF E-LEARNING PLATFORMS INENHANCING TEACHING AND LEARNING OUTCOMES IN NIGERIAN PUBLICUNIVERSITIES

Abstract

The digital transformation of higher education has become a defining priority for academic
resilience, equity, and innovation in Nigeria. This study evaluates the effectiveness of elearning platforms in enhancing teaching and learning outcomes across three public
universities in Northwestern Nigeria Ahmadu Bello University (ABU) Zaria, Bayero University
Kano (BUK), and Federal University Dutsin-Ma (FUDMA). Employing a mixed-methods
approach, data were collected from 2,463 respondents (students and lecturers) through
structured questionnaires and open-ended interviews. Quantitative analysis using SPSS 26
revealed that platform accessibility and instructional quality significantly predict academic
performance, explaining 42% of variance in learning outcomes. Qualitative thematic analysis
using NVivo 12 identified four dominant themes infrastructure and connectivity constraints,
digital competence and pedagogical preparedness, institutional policy gaps, and student
motivation and engagement. The triangulation of findings demonstrated that effective elearning adoption depends not merely on technology availability but on the integration of
sound pedagogy, institutional commitment, and policy coherence. The study contributes
empirical evidence for the National Universities Commission (NUC) and TETFund to refine
digital education policy frameworks, strengthen capacity-building initiatives, and address
regional disparities in digital readiness. This study, concludes that sustainable e-learning
implementation in Nigeria requires a strategic balance of infrastructure, human capital, and
innovative pedagogy.