EFFECT OF ONLINE LEARNING PLATFORMS ONTHE STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN HIGHER INSTITUTIONS IN RWANDA,A CASE GASABO DISTRICT

Background: The purpose of this study was to examine the effects of online learning platforms on academic performance in geography at higher institutions in Rwanda. The specific objectives are to determine the effect of online learning resource availability on the students academic performance in geography in Gasabo Districts higher institutions, Rwanda, to examine the effect of online learning resource accessibility on students academic performance in geography in Gasabo Districts higher institutions, Rwanda, and to evaluate the effect of usage of online resources on students academic performance in geography in Gasabo Districts higher institutions, Rwanda and to establish the relationship between the effect of online learning platforms and the students academic performance in geography in higher institutions in Rwanda. The targeted population was the University of Kigali (UK), with 100 students located in the Kimihurura sector the University of Rwanda and the College of Education, located in the Remera sector, with 120 students administrators from UR 15 and 9 administrators from the UK. This study selected respondents and key informants purposefully and randomly. A study sample was obtained by using Taro Yamanes 1967 formula. Materials and Methods: Information was analyzed using statistical product and service solution version 21.0 for descriptive statistics in terms of frequency, percentage, and mean and standard deviation. Moreover, inferential statistics were produced in terms of correlation and regression coefficients to determine the size of the effect between variables. Results: Results on the effect of online learning resource availability indicated that 93.8% either strongly agreed or agreed that the online learning platform resources are well organized and effectively engage students within the geography studies, and 78.1% either strongly agreed or agreed that the resources are available to support the effective use of online learning platforms in geography. 82.6% either strongly agreed or agreed that the teaching staff in our institution is highly trained and prepared to use the available online learning platform resources. Results on the effect of online learning resource accessibility indicated that 94.4% either strongly agreed or agreed that the academic performance of students in the institution has improved because of the accessibility of online learning resources. 93.5% strongly agreed or agreed that the accessibility of online learning platform resources has positively affected students performance in the classroom in geography, and 89.7% either strongly agreed or agreed that the accessibility of online learning resources on platforms has increased students enrollment rates in higher learning institutions in geography. The result on the usage of online resources indicated that 91.4% either strongly agreed or agreed that resources accessed by students 87.6% either strongly agreed or agreed that participation in online collaborative activities 91.5% either strongly agreed or agreed that increased time spent on online resources 87.0% either strongly agreed or agreed that digital library usage increases the number of students and finally, 96.1% either strongly agreed or agreed that students increased time spent on online resources affects geography performance. The results of the correlation between participation in online collaborative activities, increased time spent on online resources, and digital library usage also contribute to this effect. The completion of assignments was also positively correlated with increased academic performance, with a p-value of less than 0.05. Conclusion: Overall, the study suggests that online learning resources, time spent on online resources, and academic performance are all positively related factors.