Abstract
The study assessed the impact of virtual learning on undergraduate students of the Faculty of
Education in a public university in Nigeria. The study adopted a non-experimental approach
using a descriptive survey research design. The target population was 300 level Social
Studies and Economics Education undergraduates for the 2021/2022 Academic Session
sampled purposively. The instrument used for data collection was a researcher-constructed
questionnaire with a reliability coefficient of 0.79 using the Cronbach Alpha statistical
tool. The data was evaluated using percentage, mean, and t-test statistics at a 0.05 level of
significance. The study revealed that education undergraduates were positively disposed
to virtual learning with above-average academic performance, which was significant. The
social constructivism of learning theory chosen for this study becomes relevant in fostering
meaningful engagements in virtual teaching and learning, emphasising the need for shared
workspaces for students to improve interaction and learning through cooperation.