ADOPTION OF E-LEARNING ANALYTICS FOR EVALUATING STUDENTS’ PERFORMANCE IN BUSINESS EDUCATION PROGRAMMES IN NORTH CENTRAL NIGERIAN UNIVERSITIES

Abstract

The study investigated the extent of adoption of e-learning analytics for evaluating students performance in Business Education programmes in North Central Nigerian universities, with focus on the benefits, challenges, and implications for teaching and learning. Four research questions in line with the purposes of the study guided the work. A descriptive survey research design was adopted. The population comprised 292 respondents (86 lecturers and 206 final-year Business Education students) drawn from four universities offering Business Education in North Central Nigeria. A sample of 169 was determined using the Yamane formula, and stratified random sampling was employed to ensure representation. A structured questionnaire titled Adoption of E-learning Analytics for Evaluating Student Performance Questionnaire (AELEASPQ) was developed, validated by experts, and used for data collection. Data were analyzed using mean and standard deviation to answer the research questions. The findings revealed that the extent of adoption of e-learning analytics tools such as LMS dashboards, predictive models, and early-warning systems is still low. However, respondents acknowledged benefits such as improved teaching effectiveness, timely student feedback, and data-driven decision-making. Challenges identified included inadequate infrastructure, poor digital literacy, and lack of institutional support. Based on the findings, it was recommended that universities in North Central Nigeria provide capacity-building training for lecturers, invest in ICT infrastructure, and integrate e-learning analytics into institutional policies to strengthen evaluation processes and improve student performance.