Literaturnachweis - Detailanzeige
| Autor/inn/en | Rind, Amjad Ali; Asad, Muhammad Mujtaba; Marri, Shahmeer Ali; Sherwani, Fahad; Rehman, Fazal Ur |
|---|---|
| Titel | How Integration of Information and Communication Technologies Impact Academic Achievement? An Empirical Study on Sindh Education Foundation |
| Quelle | In: Journal of Applied Research in Higher Education, 14 (2022) 4, S.1761-1772 (12 Seiten)
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| Zusatzinformation | ORCID (Rind, Amjad Ali) ORCID (Asad, Muhammad Mujtaba) ORCID (Sherwani, Fahad) ORCID (Rehman, Fazal Ur) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2050-7003 |
| DOI | 10.1108/JARHE-05-2021-0177 |
| Schlagwörter | Foreign Countries; Information Technology; Telecommunications; Technology Integration; Academic Achievement; Science Achievement; Scores; Philanthropic Foundations; Financial Support; Elementary Schools; Program Effectiveness; Pakistan |
| Abstract | Purpose: The purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools. Design/methodology/approach: The quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample "t"-test and paired sample "t"-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur. Findings: The findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT. Practical implications: As the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT. Originality/value: Implementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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