Effect of Busitema University Online Learning Environment (BUoLE) on the Mathematics Achievement of Undergraduate Mathematics students at Busitema University
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2026-08-28
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MUKIMBA IRENE
Abstract
The advancement of information and communication technology has greatly changed teaching and learning in higher institutions of learning across the world. Universities increasingly use online learning environments to support teaching, learning, assessment and communication between students and lecturers. In Uganda, Busitema University introduced the Busitema University Online Learning Management System (BULMS) to facilitate online learning among students. Despite the adoption of online learning systems, concerns remain regarding their effectiveness in improving mathematics achievement among undergraduate students because mathematics is a practical subject that requires interaction, explanation and continuous problem solving. The purpose of this study was to examine the effect of the Busitema University Online Learning Environment on the mathematics achievement of undergraduate mathematics students at Busitema University. The specific objectives of the study were to examine the extent to which students use BULMS for mathematics learning, determine the influence of BULMS on mathematics achievement, identify challenges affecting effective utilization of BULMS and suggest strategies for improving students’ engagement with the platform. The study employed a descriptive cross-sectional research design using both quantitative and qualitative approaches. Data was collected from 73 undergraduate mathematics students using questionnaires containing both closed-ended and open-ended questions. Quantitative data were analysed using descriptive statistics such as frequencies, percentages and mean scores, while qualitative responses were analysed thematically. The findings revealed that most students regularly used BULMS to access lecture notes, assignments and revision materials. Students agreed that BULMS improved access to learning resources, enhanced revision and increased motivation toward learning mathematics. The findings further showed that BULMS had a moderate positive effect on mathematics achievement because some students experienced difficulties understanding difficult mathematical concepts through online learning alone. Major challenges affecting effective utilization of BULMS included poor internet connectivity, high internet data costs, technical problems, limited lecturer-student interaction and inadequate digital skills among some students. The study concluded that BULMS positively contributes to mathematics learning by improving access to educational resources, promoting independent learning and supporting revision among undergraduate mathematics students. However, the effectiveness of the online learning environment is limited by infrastructural and pedagogical challenges. The study therefore recommends that Busitema University should improve internet accessibility, strengthen technical support systems, and provide affordable internet support.
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MUKIMBA IRENE