Impact of ICT Integrated Pedagogy on Children’s Comprehension and Learning Outcomes in Science at Upper Primary Level
. Deepshikha
Department of Education in Science and Mathematics and Department of Education, Regional Institute of Education (NCERT), Bhubaneswar -751022, Odisha, India.
Ramakant Mohalik
Department of Education in Science and Mathematics and Department of Education, Regional Institute of Education (NCERT), Bhubaneswar -751022, Odisha, India.
Animesh Kumar Mohapatra
*
Department of Education in Science and Mathematics and Department of Education, Regional Institute of Education (NCERT), Bhubaneswar -751022, Odisha, India.
*Author to whom correspondence should be addressed.
Abstract
This study investigated the impact of ICT integrated pedagogy on learning outcomes in science of upper primary students. A quasi-experimental (Pre-tests and post-tests with control group) research design was adopted to conduct the study. One hundred and twenty five class VIII children were the participants. The experimental group was taught with the help of ICT integrated pedagogy whereas the control group was taught by traditional chalk and talk pedagogy. The data were analyzed using descriptive and inferential statistics. The results indicated a statistically significant difference in comprehension and learning outcomes of a science topic i.e. Cell: Structure and Function of experimental group and control groups. Children of the experimental group had better learning outcomes in science than control groups. This trend was also reflected in personal interviews.Therefore, it is suggested that ICT integrated pedagogy ought to be employed in the teaching of science at the upper primary level to enhance conceptual understanding and learning outcomes in the subject.
Keywords: Information and communication technology (ICT), cell, learning outcomes, upper primary, multimedia, computer animation.