Aim: The aim of this study was to assess the impact of remote learning on student engagement and academic performance during the COVID-19 pandemic. Methods: The study adopted desktop research approach to review previous literature on the subject matter. Results: The study revealed that remote learning has both positive and negative effects on student engagement and academic performance. On one hand, remote learning provided students with increased flexibility, access to resources online, and opportunities for individualized learning. On the other hand, students faced challenges such as lack of face-to-face interaction, digital distractions, and limited access to technology and internet connectivity. These challenges disproportionately affected students from low-income backgrounds, leading to widened achievement gaps during the pandemic. Additionally, teachers faced challenges in adapting their instructional strategies to remote learning environments and maintaining student engagement. Conclusion: Remote learning during the COVID-19 pandemic has had a mixed impact on student engagement and academic performance. While offering some advantages, it has also created challenges that can exacerbate existing educational disparities. Recommendation: Policymakers and educators should work to address the digital divide by ensuring equitable access to technology and internet connectivity for all students. Teachers should receive training in effective remote instructional strategies and be provided with resources to support student engagement. Further research is needed to explore the long-term implications of remote learning on academic achievement and equity in education.