Effectiveness of ICT integrated Modularized Instruction on Retention Learning of Science Students

Abstract

In this era of globalization, the needs of digital learners demand the use of technology-driven classrooms and learning resources. To assess the effectiveness of ICT integrated Modularized Instruction, an experimental study was designed and implemented in one of the Islamabad Model Colleges for Girls and one for Boys simultaneously. All science students of class 9th, who were studying Biology as one of the elective subjects at these colleges were the target population. A total of 172 students formed the required sample. Technology-enriched modules were prepared to teach the students of the experimental group. A sample of 172 students was divided into groups (treatment, reference) and subgroups (3-categories) using stratified random sampling. Random assignment of two biology teachers was ensured who were equally qualified and trained. One-week training oriented teachers with the objectives and operational procedures of modularized Instruction. A pretest-post-test control group design was employed to assess the retention learning of students. T-test and ANOVA helped to determine the statistically significant differences among the groups. On the whole, ICT-integrated modularized Instruction enhanced the retention learning of students,