Abstract
This study examined the effect of e-learning on junior secondary school students’ academic achievement in Social Studies in Lafia Local Government Area of Nasarawa State. A quasi-experimental pretest-posttest intact classes’ research design was adopted. A population of 233 JSS II Students from two public secondary school in Lafia will be used. The total Population sampling technique was employed, therefore the whole 233 students drawn from the two schools constituted the respondents. A Social Studies Students Objectives Academic Test (SSSOAT) was the instrument for data collection. The content validity of the instrument was done using a table of specification and the reliability was determined using the test re-test method and a coefficient 0f 0.82 was obtaine. The two research questions were analysed and answered using mean scores and standard deviation, while postulated hypotheses were tested at 0.05 level of significance using independent t-test. The findings revealed that there was a significant difference in the posttest achievement scores between the experimental and control groups (p<0,05). The experimental group had a higher posttest meant score compared to the control group. The result further revealed the difference in posttest scores between male and female students in the experimental group is statistically significant (p<0,05), it showed male students in the experimental group had a higher posttest mean score compared to their female counterparts. The study concluded that e-learning tools has an effect on the academic achievement of junior secondary school students in Lafia Local Government Area of Nasarawa state. The study recommends among others the e-learning tools be implemented in the control group to further assess their impact on achievement scores and ensure a more balanced approach to learning across groups.