Electronic Learning Systems’ effectiveness in teaching and learning in public universities of Uganda: A case of Mbarara University of Science and Technology (MUST)

This study examined the effectiveness of e-learning systems in enhancing teaching and learning at public universities in Uganda, with a focus on Mbarara University of Science and Technology (MUST). A cross-sectional survey design was used, combining quantitative and qualitative approaches. Data was collected from 237 respondents through questionnaires, interviews, and document reviews. Quantitative data was analyzed using SPSS version 24, while qualitative data underwent thematic analysis. The study assessed how system quality, information quality, and service quality impact teaching and learning. Key challenges identified included low student engagement, inactive distance learning groups, poor internet connectivity, inadequate infrastructure, and courses not optimized for online delivery. Results revealed that e-learning significantly contributes to teaching and learning effectiveness, with system quality accounting for 12.1%, information quality 25.1%, and service quality 54.5% of the impact. High system quality marked by usability and user-friendly interfaces enhances instructional delivery and learning outcomes. Information quality supports curriculum continuity and access to dependable resources. Service quality emerged as the most influential factor, reinforcing the need for efficient technical support and learner assistance. The study recommended upgrading technical infrastructure, forming an Information Quality Task Force, improving system compatibility, strengthening support services, promoting staff training, and formulating a policy to ensure sustainable, high-quality online education at MUST.