E-Learning Instructional Strategies and Students’ Academic Performance in Public Secondary Schools in Rwanda


  • Bizimana Jonathan Mount Kenya University
  • Hesbon Opiyo Andala Mount Kenya University




Effective usage of instructional strategies through e-learning plays a significant role in improving students’ academic performance though requiring teachers to have ICT skills. Therefore, the purpose of this paper was to evaluate the effect of E-learning instructional strategies on students’ academic performance in public secondary schools in Kicukiro district. This paper employed comparative research design. The target population included 755 people, out of which 262 formed the sample size that was obtained using the Yamane formula. Questionnaires were used to collect the data. The analysis was done with the help of Statistical Package of Social Sciences (SPSS) version 16. The findings revealed that majority of students who managed to participate in E-learning were total passive in lessons. Another significant number of students indicated they did not have chance of participating in E-learning as their colleagues. It was generally revealed that a big number of students who studies through e-learning increased their performance compared to how they performed in face to face lessons. But there were also students who indicated that their academic performance was not affected by E-leaning in any way. The study concluded that E-leaning teaching and learning system affect performance of some students positively and others negatively. The study recommended that the ministry of education in partnership with school administrations should train teacher on how to teach using E-learning to equip them with techniques and methods that will help them to which will help them to involve all learners in E-learning lessons. Teachers should be more creative and must do deep research to make sure that they are equipped with enough content and appropriate methods which they use in teaching students in E-leaning classes. Further, students should create a sense of responsibility in them to avoid distractions during E-leaning classes because this will help them to follow well the explanation and other instructions given by teachers for them to understand what they are learning.

Keywords: E-learning, Instructional strategies and students’ academic performance  

Author Biographies

Bizimana Jonathan, Mount Kenya University

Post graduate student, Mount Kenya University, Rwanda

Hesbon Opiyo Andala, Mount Kenya University

Lecturer and Research coordinator, school of education, Mount Kenya University, Rwanda


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How to Cite

Jonathan, B., & Andala, H. O. (2022). E-Learning Instructional Strategies and Students’ Academic Performance in Public Secondary Schools in Rwanda. Journal of Education, 5(1), 61–83. https://doi.org/10.53819/81018102t5054




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