The Use of Technology-Aided instruction in Teaching Science among Grade Four Pupils of JCPMES: A Strategy to Achieve Improved Performance in Quarterly Test

Abstract

INTRODUCTION

Science teaching is such a complex, dynamic profession that it is sometimes difficult for a teacher to stay up-to-date. To better prepare students for the science and technology of the 21st century, the current science education reforms ask science teachers to integrate technology into their instruction. Technology-aided instruction and intervention are those in which technology is the central feature of an intervention that supports the goal or outcome for the student. The researcher conducted this study to understand the impact of using technology in teaching science subject. The researcher singled out that technology-aided instruction is an innovative and probable method in teaching lessons in Science subject.

METHODS

The study applied the descriptive method of research with the quarterly test result as data gathering instrument. In order to get the instrument that is needed for the study, the researcher discussed the lessons in science among Grade Four pupils. The first plan was designing the lessons in science using daily lesson log, constructing test questions every quarter period and administering the quarterly test. The main data gathering instrument of the study is the quarterly test result in each grading period. The researcher conceptualized the study where books, unpublished materials and internet were used as references. After some modification, the researcher used video clips and animations in teaching science. The researcher also constructed formative test for the evaluation of pupils' learning after every day lesson in science.

RESULTS

Using technology-aided instruction in teaching science stimulates the interest of the learners during class discussion. It also lessens the misbehavior of the pupils because they are astounded by the different animations, images, or video clips being used by the teachers during science lessons. The pupils also show eagerness in listening and studying during science because they are aware that new presentations will be showed by the teacher. The study showed that the performance of pupils in quarterly test upon using technology-aided instruction in teaching science is fluctuating in every quarter. It also shows that some pupils have low performance even after using technology-aided instruction in teaching.

DISCUSSIONS

The study showed that using technology-aided instruction in teaching science results in a fluctuating outcomes of the pupils' quarterly test for the school year 2017-2018. More research is needed to show the effectiveness of using technology-aided instruction in teaching. Further research on the effects of using technology in teaching is needed to gain a stronger view of what works best for the pupils’ better performance in learning. It is also important to consider that our learners have individual differences and are learning in different ways, and therefore, one way of improving their performance will not fit all pupils.