The Effect of Digital Learning on the Academic Achievement and Motivation of Natural Sciences Learners: A Case Study of a South African Independent School

Sam Ramaila,Nokubonga Peaceful Mpinga

doi:10.5430/ijhe.v11n7p71

Abstract

The South African basic education system is characterized by inadequate learner performance in science as a result of the provision of limited opportunities for learner-centred instruction. Digital resources can be used in science classrooms to enhance learner engagement and motivation. Digital resources include interactive game-based applications that can be used in online learning environments. This study examined the effect of digital learning on the academic achievement and motivation of grade 9 Natural Sciences learners in a South African independent school. The empirical investigation adopted a mixed method approach as part of a quasi-experimental design. Quantitative data was collected through the administration of questionnaires while qualitative data was collected through semi-structured interviews. A questionnaire based on the Skeletal System and a motivation questionnaire were administered as pre-tests and post-tests to establish the effectiveness of the use of digital resources as an instructional intervention on the academic achievement and motivation of grade 9 Natural Sciences learners. The empirical investigation is underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. Key findings revealed significant difference between the pre-test and post-test scores as a result of the use of digital resources as an instructional intervention. Theoretical implications for technology-enhanced teaching and learning are discussed.

Highlights

A questionnaire based on the Skeletal System and a motivation questionnaire were administered as pre-tests and post-tests to establish the effectiveness of the use of digital resources as an instructional intervention on the academic achievement and motivation of grade 9 Natural Sciences learners
There were significant differences between the pre-test and post-test scores for individual learners as a result of the use of digital resources as an instructional intervention. These significant differences between the pre-test and post-test scores strongly suggest that the use of digital resources as an instructional intervention in a science classroom appeared to be effective
The results strongly suggest that the use of digital resources as an instructional intervention can serve as a catalyst for enhancing the motivation of learners in science classrooms

Summary

Introduction

Innovative and evidenced-based solutions are required to overcome inadequate learner performance in science in South African schools. It is argued in this paper that innovative use of digital resources can serve as a panacea for inadequate learner performance in science. Digital resources are platforms or programs that can make it easier to perform tasks in online learning environments Pedagogical affordances of the use of Kahoot have been acknowledged by Boden and Hart (2018) Edpuzzle is another type of digital tool that can be used in science classrooms. The use of Edpuzzle requires planning because the teacher needs to check that the video to be used is appropriate in terms of language and content (Cooke, 2018)

Methods

Results

Conclusion