This abstract is part of partial dissemination of research findings extracted from an on-going longitudinal study which commenced in 2016. Although comprehensive results are expected by end of 2021, these research results being released now have nevertheless high levels of reliability (Cronbach's Alpha Internal Reliability= 0.895). The main aim of the study was to establish the impact of e-learning emerging technologies on pupils’ academic performance focusing on rural schools of Zambia. The study employed a correlation analysis to establish the relationship and its magnitude between use of emerging technologies in the teaching and learning processes and pupil’s academic performance. The study followed grade six (6) pupils (Both treatment and control groups) for a period of four (4) years from rural Schools of Kapiri-Mposhi district, Central province, Zambia. Data were collected using observations of practical mathematics lessons in classrooms supplemented by semi-structured interviews and content analysis. Thematic and SPSS were used to analyse qualitative and quantitative data respectively. The study revealed that there was significant improvement in academic performance at 95% confidence interval (R = 0.967, R Squared = 0.935, Adjusted R Squared = 0.919 and std. Error of the estimate = 1.23. The academic improvement recorded was mainly because e-learning/ICTs provided blended teaching and learning environment, pupil-centred approach, interactive and engaging lessons.