Effectiveness of E-Content in Enhancing Students’ Achievement in Science

Abstract

The study aimed to examine the effectiveness of teaching through e-content compared to traditional classroom instruction in enhancing students’ achievement and retention in science. The independent variable was the teaching method, comprising two approaches: e-content-based instruction and conventional teaching. Two separate experiments were conducted to ensure comprehensive results: Experiment 1 with Standard X students from an urban school and Experiment 2 with Standard X students from a rural school.
Two equal groups (experimental and control) were formed in each experiment using a self-constructed achievement test based on the Standard VIII and IX syllabi. The experimental group received instruction through a specially developed e-content program covering two units of the Standard X science curriculum, while the control group was taught using the conventional classroom method. The study employed a “two-group post-test only” design. Achievement tests were administered immediately after instruction, and retention tests were conducted after five weeks.
Data analysis showed that students taught with e-content achieved significantly higher scores in both achievement and retention compared to those taught using traditional methods, in both urban and rural settings. The findings emphasize the potential of e-content as an effective teaching tool for enhancing learning outcomes in science education