This study examined the relationship between digital learning tools and academic performance among students at Makerere University in Uganda. Employing a mixed-methods sequential explanatory design, the research combined quantitative surveys (n=412) with qualitative interviews and focus groups to investigate how various digital learning technologies influenced student outcomes. The study revealed significant positive correlations between digital tool usage and academic performance indicators, with e-books/digital library resources showing the strongest correlation with GPA (r=0.45, p<0.001) and the Learning Management System demonstrating the strongest correlation with course completion rates (r=0.42, p<0.001). Multiple regression analysis confirmed these relationships persisted after controlling for demographic and access variables, with digital tools explaining approximately 42% of variance in GPA and 39% in course completion rates. Notable performance disparities were observed across usage levels, with high-frequency users achieving a mean GPA 0.83 points higher than low-frequency users (4.11 vs. 3.28, p<0.001). The study also identified substantial digital access inequalities, with 20.1% of respondents lacking personal computer access and 11.9% reporting limited or no internet access. These access variables significantly predicted academic outcomes, highlighting concerns about digital equity. The effectiveness of specific tools varied across performance metrics, suggesting different technologies served distinct pedagogical functions. Based on these findings, the research recommended establishing a Digital Access Equity Program, developing an Integrated Digital Learning Pedagogy Framework, and implementing a comprehensive monitoring system to optimize digital learning initiatives. This study contributed valuable insights into the complex interplay between digital learning technologies and academic performance within the specific context of East African higher education, emphasizing the need for contextually appropriate implementation strategies rather than uncritical adoption of approaches developed in different settings.