Impact of online resources on pre-service teachers' academic performance in social studies concepts

Abstract

Previous studies have established that pre-service teachers' performance in Social studies is dwindling. Prior researches have focused largely on strategies to improve students' performance in Social studies, with less attention to examining the relationship that the use of online resources have with students' performance in the subject. This study assessed the impact of online resources on pre-service teachers' academic performance in Social studies concepts. The study adopted descriptive research using correlational design, and purposive sampling technique. A total of 398 Students responded to the questionnaire. The data collected were analyzed using frequency counts, percentage, mean and standard deviation while the hypothesis was subjected to Pearson Product Moment Correlation. Findings of this study reported no significant relationship in students' use of online resources and their performance in Social Studies. This paper, therefore, concludes that, students' use of online resources has no significant relationship with their academic performance in the concepts selected in social studies. It was recommended that, adequate use of online resources by the students should be encouraged at all levels of education, to improve students' academic performance.