Transforming Classroom Management Through Learning Management Systems in African Higher Education: Evidence from Botswana

African universities increasingly adopt Learning Management Systems to improve education, yet evidence of their effectiveness in resource-constrained contexts remains limited. This mixed-methods study examined Blackboard's impact on classroom management at Botho University, Botswana, surveying 204 participants (32 faculty, 172 students) in the quantitative phase and conducting semi-structured interviews with 12 participants in the qualitative phase. Results demonstrated exceptional effectiveness: faculty adoption strongly correlated with teaching success (r=.88-.94, p<.001), student engagement explained 83% of learning experience variance (R²=.832), and material organization showed transformative impact (d=1.714). Five key themes emerged: satisfaction through comparative advantage, digital divide complexity, infrastructure as systemic constraint, pedagogical evolution stages, and informal support network compensation. The study provides evidence-based optimization strategies addressing infrastructure, faculty development, student support, and digital equity, demonstrating that excellent educational technology outcomes are achievable in African contexts through appropriate implementation approaches.