Effect of ICT Integration on Secondary School Students’ Physics Achievement and Reasoning Skills

Abstract

This study analyzed the effect of ICT integration on secondary school students’ physics achievement and reasoning skills and used quasi-experimental pre-test post-test non-equivalent control group design. The study population comprised all the secondary school science students enrolled in grade 10th in secondary schools of district Multan. Two pre-existing/intact sections of grade 10th in one of the secondary schools constituted the study sample. Experimental group, comprising 31 students, was taught through ICT integration, while control group, comprising 30 students, was taught through traditional method. Researchers collected pre-test and post-test data using Physics Achievement Test (PAT). To measure students’ reasoning skills, a questionnaire comprising ten close-ended items designed on Likert 5-point scale, was administered to students after post-test. Both descriptive and inferential analyses were used to analyze the data. Data analysis indicated that the experimental group, who received instruction through ICT, performed significantly better than the control group. Furthermore, results showed that ICT integration enhanced students’ reasoning skills. Overall, this study revealed that the use of ICT integration has a positive effect on students’ physics achievement along with their reasoning skills. Finally, this study provides useful guidelines for teachers, administrators, and policymakers for improving school students’ academic performance.

Evaluation of Critical Thinking Elements: A Qualitative Content Analysis of Physics Textbook Grade IX

“…In another experimental study, it was found that the integration of ICT enhanced students' reasoning skills. Moreover, ICT integration had a positive effect on student achievement in Physics (Ali et al, 2023). CT has been explored in the national context regarding science studies, including Physics, Chemistry, and Biology curricula and teaching practices (Jamil, 2021;Jamil & Rafiq, 2024;Jamil et al, 2023;Jamil & Muhammad, 2019;Jamil et al, 2021aJamil et al, , 2021b.…”