The study is one of the first of its type to investigate the distractions towards the use of Learning Management System (LMS) during the Covid-19 shutdown and how it affected students’ academic performance. The study sampled 456 learners who had returned to school following the Covid-19 lockout to resume their academic schedule. Data collected was evaluated using the SmartPLS tool for Structural Equation Modeling (SEM). Environmental distraction, technological distraction, and learning family distraction all had a detrimental impact on students' LMS usage, as found in the study. The use of the LMS was also found to have a detrimental impact on students' academic performance. The study's findings will assist lecturers, teachers or instructors in being courteous, as well as knowing the sort of evaluation to be utilized to assess students pursuing distance learning, as some of these distractions are likely to occur at home. As a result, the study contributes to the paucity of previous research on e-learning distractions in developing-country environments. Keywords: E-learning, Distraction, Covid-19, Academic performance, Developing Country, SEM