• Byimana Dieudonne
• Dr. Hesbon Andala (PhD)
• Mr. Letanzio Mugo

This study investigated the effect of adaptive learning technology on academic achievement among learners in public primary schools in Rusizi District, Rwanda. The research aimed to identify adaptive learning tools influencing student performance, assess learners’ academic achievement levels, and examine the relationship between technology use and achievement. Employing a descriptive survey design with quantitative and qualitative methods, the study sampled 389 respondents from teachers, students, and headteachers across 29 primary schools using purpose and random sampling. Data were collected via questionnaires, interviews, and observations, then analyzed using SPSS for descriptive and inferential statistics. Results showed a high usage of online textbooks (94.9% agreement) as adaptive tools, and that 94.5% of respondents recognized improved national exam results as evidence of academic achievement. Pearson correlation (r = 0.851) indicated a strong positive relationship between adaptive learning technology use and student achievement. The study recommends further research on adaptive systems’ role in motivating learners and aligning with diverse learning styles.

Academic Achievements, Adaptive learning, Educational technology, Elementary Education

"Effect of Adaptive Learning Technology Use and Academic Achievement of Learners in Public Primary Schools in Rwanda: A Case of Rusizi District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.c472-c481, September-2025, Available :http://www.jetir.org/papers/JETIR2509257.pdf

"Effect of Adaptive Learning Technology Use and Academic Achievement of Learners in Public Primary Schools in Rwanda: A Case of Rusizi District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppc472-c481, September-2025, Available at : http://www.jetir.org/papers/JETIR2509257.pdf