An Investigation into the Effectiveness of Icts in the Teaching of Chemistry
DOI:
https://doi.org/10.63062/trt/SG25.090Keywords:
Effectiveness, ICTs, Teaching, Chemistry, Secondary LevelAbstract
Classroom Teaching strategies in the modern world have transformed from teacher-centered to student-centered. The importance of Information Communication Technologies (ICTs) has increased manifold in teaching abstract sciences like Chemistry in this new era. Information and communication technologies offer students a visual representation of abstract concepts, which is not possible with traditional teaching methodologies. Therefore, this experimental study investigates the effectiveness of Information and Communication Technologies (ICTs) on the teaching of Chemistry in secondary schools. The current study was conducted at the Government Higher Secondary School, Charbagh, in the Swat District, Pakistan. A pretest was designed, termed the 'Chemistry Achievement Test' (CAT). The population of this study consisted of 52 students of F.Sc (pre-medical). These students were assigned to two groups (experimental and control groups), each containing 26 students, based on their pretest results. Lesson plans were developed for both control and experimental groups for the specified period. Posttests were conducted after the delivery of the instructions with traditional and ICT-integrated methodologies, and the obtained data were analyzed with Standard deviation, mean, and paired sample t-test. In terms of the academic achievements of students, the results from this study confirmed that ICT-integrated teaching is more effective than traditional methods in Chemistry at the secondary level.
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