IMPACT OF ATUTOR ONLINE LEARNING PLATFORM ON PRE-SERVICE TEACHERS’ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE

Abstract

This study investigated the impact of ATutor online learning platform on pre-service teachers’ Academic
Performance in English Language. The study adopts quasi-experimental non-equivalent, pre-post-test
control group design comprised of an experimental group (n = 89) with group learning treatment and a
Control group (n = 73) was given conventional teaching for a duration of seven weeks. Two research
questions were raised and answered, and two hypotheses were raised and tested at 0.05 level of
significance. English Language Performance Test (ELPT) with a reliability coefficient of 0.84, was used
for data collection. T-test independent sample was employed to determine the main impact of ATutor
online learning platform on group performance and gender. The results showed a significant effect on
pre-service teachers’ academic performance, but no significant effect of gender on the concept of
English language. The findings revealed that, pre-service teachers taught English language using ATutor online learning platform out-performed their counterpart taught the same concept using conventional
lecture method in their academic performance, and both the male and female students in the
experimental group improved their academic performance. The study recommends among others that
English language teachers should be encouraged and trained in the use of ATutor online learning
platform so as to improve pre-service teachers' academic performance