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UNIVERSITY OF NAIROBI COLLEGE OF HUMANITIES AND SOCIAL SCIENCES FACULTY OF ARTS DEPARTMENT OF SOCIOLOGY AND SOCIAL WORK THE IMPACT OF E-LEARNING ON ACADEMIC PERFORMANCE: A CASE STUDY OF GROUP LEARNING SETS BY ODHIAMBO STEPHEN OWINO C50/62926/2010 A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF ARTS IN SOCIOLOGY (RURAL SOCIOLOGY AND COMMUNITY DEVELOPMENT) OF THE UNIVERSITY OF NAIROBI NOVEMBER 2013 DECLARATION This research project is my original work and has not been submitted for any award in any university. Sign…………………………………Date…………………. Odhiambo Stephen Owino This research project has been submitted for examination with my approval as the university supervisor. Sign.…………………………………….. Date………………… Professor Edward K. Mburugu DEDICATION This work is in memory of my late father Michael Odhiambo and mother Angeline Atieno both of who believed in the value of education and inspired me to pursue a lifelong quest for learning and research.. ABSTRACT This study focused on the impact of e-learning on academic performance. The study relates to a level one undergraduate module delivered using traditional lectures and e-learning based methods. E-learning has been revealed in this study not to have a positive impact on academic achievement contrary to the expectations of this study. The paper also examines the data for the presence of interaction effects between e-learning study hours and socio-demographic characteristics. This is undertaken to identify whether or not personal-characteristic-related learning style differences influence the extent to which students benefit from e-learning. It is found that, after controlling for other factors, female students benefited less from e-leaning material than their male counterparts. The methodology that was employed in this study was systematic random sampling for students under traditional study mode and purposi