Strengthening Instructional Technology-Based Science Instruction to Improve Pupil Performance

Abstract

INTRODUCTION

The study was conducted to determine the effect of conventional and non-conventional technology to improve the performance of pupils in Science IV.

METHODS

The Static-Group Pretest-Posttest Design was used to answer the problems in the study. The comparison group was exposed to conventional instructional technology while the experimental group was taught using non-conventional instructional technology. The posttest was administered after the lessons were discussed.

RESULTS

Findings showed that the levels of performance of the comparison and experimental group in Science in their pre-and posttest scores are Fair and Very Good. There is a significant difference in the pre-and posttest scores of the Grade IV pupils in Science using conventional and non-conventional instructional technology. However, there is no significant difference in the performance of the Grade IV pupils using conventional and non-conventional instructional technology as to pretest and posttest. However, there is no significant difference in the improvement in Science between the two groups, it should be noted that improvement of the comparison group is as high as the improvement of the experimental group.

DISCUSSIONS

The improvement of pupil performance is influence by the use of instructional technology but is not primarily dependent on it. Rather, performance improvement is a sum of the integration of the multi-facets of instruction enhanced by tools named technology.