Analysing Electronic Gadget Usage and Makerere University Engineering Student Performance
Abstract
Purpose: This study aims to investigate the relationship between electronic gadget usage and academic performance among Makerere University engineering students in Uganda. Methods: A structured five-item Likert-scale 10-item questionnaire was used to collect data from 618 students at Makerere University School of Engineering. Smart PLS-SEM was employed to assess the measurement and structural models, including reliability, validity, and path analysis. Results: The findings indicate that electronic gadget usage has a statistically significant positive effect on engineering student performance (β = 0.673, p < 0.001), explaining 45.3% of the variance in academic performance at a 95% confidence interval. Convergent and discriminant validity were confirmed, and the model met acceptable thresholds for composite reliability. Conclusion: Electronic gadgets are essential tools that can enhance academic performance if used strategically. Their widespread use among engineering students offers both opportunities and challenges for academic success. Institutions should promote responsible use through structured digital literacy initiatives. This study contributes to the body of knowledge on the electronic gadget usage and student performance, offering practical recommendations for educators and policymakers to enhance academic outcomes
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References
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