Effect of Digitized Textbooks on Secondary School Students' Domains of Learning
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| Title: | Effect of Digitized Textbooks on Secondary School Students' Domains of Learning |
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| Language: | English |
| Authors: | Aslam, Hadia (ORCID |
| Source: | International Journal of Technology in Education. 2022 5(2):369-382. |
| Availability: | International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Electronic Publishing, Textbooks, Educational Technology, Program Effectiveness, Chemistry, Science Instruction, Grade 9, Secondary School Students, Conventional Instruction, Technology Uses in Education, Science Achievement, Student Attitudes, Affective Behavior, Learning |
| Geographic Terms: | Pakistan |
| ISSN: | 2689-2758 |
| Abstract: | In developing countries like Pakistan, digitized textbooks are one of the most recent educational reforms brought about by the educational technology This study analyzed the effectiveness of Punjab Information Technology Board's (PITB) digitized textbooks on students' cognitive, affective and psychomotor domains of learning. The study was delimited to only those levels of learning domains that were specified in National Curriculum of Pakistan, 2006. The nature of the study was quantitative and employed Quasi Experimental Non-Equivalent Control Group Design. Sample of the study comprised of 56 students studying Chemistry in grade 9 at a public sector school of district Lahore, Pakistan. Experimental group was taught by using digitized Chemistry textbook and control group was taught by using conventional mode of instruction. The intervention lasted for 12 weeks. Data was collected by using three different valid and reliable instruments. Data was then analyzed using descriptive and inferential statistics. All hypotheses were tested at a significance level of 0.05. The results revealed that there was no significant effect of digitized textbooks on students' cognitive domain. But there was statistically significant effect of digitized Chemistry textbook on students' affective and psychomotor domains. Recommendations were made to bring learning in cognitive domain at par with affective and psychomotor domains. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1342993 |
| Database: | ERIC |
| Abstract: | In developing countries like Pakistan, digitized textbooks are one of the most recent educational reforms brought about by the educational technology This study analyzed the effectiveness of Punjab Information Technology Board's (PITB) digitized textbooks on students' cognitive, affective and psychomotor domains of learning. The study was delimited to only those levels of learning domains that were specified in National Curriculum of Pakistan, 2006. The nature of the study was quantitative and employed Quasi Experimental Non-Equivalent Control Group Design. Sample of the study comprised of 56 students studying Chemistry in grade 9 at a public sector school of district Lahore, Pakistan. Experimental group was taught by using digitized Chemistry textbook and control group was taught by using conventional mode of instruction. The intervention lasted for 12 weeks. Data was collected by using three different valid and reliable instruments. Data was then analyzed using descriptive and inferential statistics. All hypotheses were tested at a significance level of 0.05. The results revealed that there was no significant effect of digitized textbooks on students' cognitive domain. But there was statistically significant effect of digitized Chemistry textbook on students' affective and psychomotor domains. Recommendations were made to bring learning in cognitive domain at par with affective and psychomotor domains. |
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| ISSN: | 2689-2758 |
