Assessment of the Impact of Online Learning Platforms on Students' Performance in Computer Science

ABSTRACT
This study assessed the impact of online learning platforms on the academic performance of undergraduate students in the Department of Computer Science and the Department of Computer Science Education at Ahmadu Bello University, Zaria. The objectives of the study were to examine students’ access and participation in online learning, to evaluate the influence of online platforms on their academic performance, and to identify the challenges faced in the use of these platforms. A survey research design was adopted, and data were collected through a structured questionnaire distributed electronically via Google Forms. A total of 200 valid responses were obtained and analyzed using frequencies and percentages presented in tables. The findings revealed that most students have regular access to digital devices and actively participate in online learning, with blended learning being the most preferred method. The results further showed that online learning platforms significantly contribute to improved understanding of course materials, better performance in assignments, and enhanced overall academic achievement. However, challenges such as unstable electricity supply, high cost of internet data, poor connectivity, and limited interaction with lecturers were identified as major obstacles. The study concluded that online learning platforms play a positive role in supporting student performance, but infrastructural and engagement challenges limit their full potential. It recommended that universities should strengthen internet and power infrastructure, adopt blended learning models, train both lecturers and students on effective platform usage, and develop policies that support inclusive and interactive online learning. This study contributes to knowledge by providing empirical evidence on the experiences of Nigerian students in relation to online learning platforms, highlighting infrastructural challenges, gender participation gaps, and offering practical recommendations for improving digital learning in higher education.