Assessing the Impact of E-Learning on Increasing Access to Education for Disadvantaged Groups in Primary Schools in Uganda

Abstract

In Uganda, disadvantaged groups, including children with disabilities, those from low-income backgrounds, and girls, face significant barriers to accessing quality education. E-learning has been touted as a potential solution to increase access to education for these groups. This study investigates the impact of e-learning on increasing access to education for disadvantaged groups in primary schools in Uganda.
A mixed-methods approach was employed, combining survey data from 300 primary school students and 100 teachers, as well as in-depth interviews with 20 stakeholders. The study found that e-learning increased access to education for disadvantaged groups by providing flexible learning opportunities, overcoming geographical barriers, and reducing costs associated with traditional schooling.
However, the study also revealed significant challenges, including limited access to digital devices, poor internet connectivity, and inadequate teacher training. To address these challenges, the study recommends the development of contextualized e-learning content, investment in digital infrastructure, and provision of teacher training and support.
This study contributes to the growing body of research on e-learning in sub-Saharan Africa, highlighting the potential of e-learning to increase access to education for disadvantaged groups. The findings have important implications for policymakers, educators, and development practitioners seeking to harness the power of e-learning to promote inclusive education in Uganda.