Effect of ICT On Pupil's Interest in Learning Science

Action Research Report: Effect of ICT on Pupils Interest in Learning Science
Effect of ICT on Pupils Interest in Learning Science
MOHAMAD AZRUL B ABDUL RAHIM
Mohamad Azrul B Abdul Rahim
KPLI (SR) Science June 2009 Intake
ABSTRACT
The effect of ICT on pupils interest in learning science was investigated. In this study, I
investigated how the use of ICT can stimulate pupils interest in learning science. It was
done by comparing pupils involvement in both Science class that used ICT and Science
class that did not used ICT. The study was assessed by making observation on the
pupils involvement as well as through interview session with the science teacher. From
the study, I found that almost of the pupils were involved actively in the Science class
that used ICT. They tend to give their responses throughout the lesson either
individually or by groups. A few suggestions were recommended in order to encourage
the teacher to use ICT in teaching and learning processes of Science.
1.0 INTRODUCTION
1.1 The Use of ICT in the Teaching and Learning of Science

Learning is an extremely complex human process. There are many strategies to
enhance pupils learning and to teach new concepts. Children learn through experiences
as they build on past experiences and previous knowledge to process new concepts. As
children redefine old understandings of concepts and integrate new experiences into
their old concepts, they mature in their knowledge and understanding.
In their early experiences, pupils develop ideas which enable them to make sense of the
things that happen around them. They bring these informal ideas into the classroom,
and the aim of science education is to give more explanatory power so that their ideas
can become useful concepts. The objectives of learning are various and so should be
the approaches to teaching. A combination of approaches is often the most effective
education.
As a teacher, we have to confident that we are the facilitator of understanding, the
presenter of an opportunity to explore, discover, and compile knowledge. A pupils
willingness to learn and his/her enthusiasm for discovering knowledge and developing
understanding will state the level of pupil learning. Pupils need to be actively involved in
their education.
Through this study I hoped to find that ICT would be the way that the pupils needed to
acquire new knowledge, develop new concepts, and express strong understanding in
learning Science. Through the integration of ICT, I hoped to stimulate the enthusiasm of
the pupils towards learning science and make them active participants in teaching and
learning processes.
2.0
RESEARCH BACKGROUND
The research is going to be carried out at SK Abang Abdul Rahman, Saratok. The class
that was being selected was a Year 4 class, namely 4 Anggur. The ability of the pupils
were quite poor and the size or total of the pupils was quite big with the total of 36 pupils
comprised 7 girls and 29 boys. The study was looked into the involvement of the pupils
during the teaching and learning of Science that involved the use of ICT. The
comparison was made by looking at the pupils involvement during the teaching and
learning of Science that did not used ICT.
3.0 PROBLEM STATEMENT
Nowadays, textbook is the main source of teaching aid for certain Sciences teacher in
primary school. However, the information given in the textbook was not enough to help
the pupils to acquire new knowledge, develop new concepts, and express strong
understanding in learning Science. They need extra supplement of knowledge in order
to help them to integrate new experiences into their old concepts, thus mature in their
knowledge and understanding.
The use of presentation slide, courseware and video can enhance pupils involvement
throughout the Sciences lesson. They can use their sense of sight and hear to acquire
the knowledge and at the same time to be able to give good responses. This can build
on the pupils understanding on the topic better.
This study will investigate how the use of ICT can stimulate pupils interest in learning
Science as well as how it can improve teaching and learning processes of Science.
4.0
ACTION PLAN
In order to carry out the action research, the important factors that should be included
were on how to conduct the research and the action taken such as what was the ability
of the respondent group. The researcher also should emphasize on the recommended
actions that should be carried out, who and how the information of the study gathered.
4.1
Implementation of Action Plan
In order to observe pupils involvement in the Science class, several actions had been
carried out. The suitable class periods and the place of the class were chose for the
research. This can help the teacher to plan the lesson properly.
Grouping the pupils in the class into several groups whereby each group has the same
number of members. The pupils were reminded to seat properly in their group and
encouraged to give full cooperation throughout the lesson. This will help the teacher to
manage or control the class effectively.
As a teacher, we should give positive reinforcement to the pupils in order to motivate
them in their learning process. Positive reinforcement can be in form of praises for those
who answer the questions during Q&A session or discussion. Finally, the interview
session was conducted with the Science teacher related to the problem.
5.0
RESEARCH METHODOLOGY
5.1
Design of Research
The research is using the observation method which involved the usage of score table
with several criteria related to the study. Other information was gathered by interviewing
my science guidance teacher and discussing with my peer on how to carry out the
teaching and learning process more effectively.
5.2
Subjects
The subjects of this research comprised of 36 pupils from different background but with
the same academic level. From the 36 pupils selected, 7 pupils were girls and 29 pupils
were boys.
5.3
Research Limitation
The size of the class was quite big and I had problem with the class control/
management in doing the research.
5.4
Data/Information Collection Method
To carry out the study, the methods that will be used to gather the information were by
making a score table with several criteria related to the study. The teacher will fill in the
score based on the observation done for the both class. The information on the case
studied also gathered from the interview with the Science teacher.
5.5
Data/Information Analysis Method
The information was assessed by comparing the result of both class (using ICT and not
using ICT). Apart from comparing, the assessment was done by conducting a
discussion with the guidance teacher as well as the course mates on the aspects that
should be emphasized and focused in order to solve the problem.
6.0
DATA/INFORMATION ANALYSIS
The research has been carried out at Sekolah Kebangsaan Abang Abdul Rahman,
Saratok where the subject was the pupils from the 4 Anggur that comprises 36 pupils.
Another research was carried out by interviewing the guidance teacher on the problem
stated earlier. Below are the results of the study:
i.
Observation on the Science class that used ICT in the teaching and
learning (T&L) processes.
The table shown below is the score for the Science class that used ICT in T&L
processes:
Criteria to be
assessed
Pupils
involvement in
the activities
1
Only few pupils
give their
response
throughout the
class.
Score
2
Half of the
pupils give their
response
throughout the
class.
Remark
3
Almost of the
pupils give their
response
throughout the
class.
Pupilss
endurance in
the lesson
Less than 15
minutes
Half an hour
More than 30
minutes
Class
management or
class control
Hard to control
the class
Still can control

the class
Can be
controlled
0% - 25%
26% - 50%
51% - 100%
Learning
objective
achievement
TOTAL SCORE
11
From the table above, the use of ICT in learning Science can encourage the pupils
involved actively throughout the lesson. The pupils give a good response on the teacher
question during Q & A session or during discussion session. The video, courseware and
presentation slide used in the lesson help the pupils a lot as the pupils were able to
analyze or interpret the pictures or video shown. Besides, the pupils have good prior
knowledge on the topic that can help them to integrate new experiences into their old
concepts.
Besides, the video, courseware and presentation slide used in the lesson were
attractive as the teacher prepared the presentation slide nicely with good quality of
video and pictures. The courseware used is user friendly and easy to use. The pupils
were very interesting and very eager to study the topic further. This helps the pupils can
maintain their concentration on the lesson.
The class was under the teachers control and there was less noise made by the pupils
throughout the class. Most of the pupils can do the exercise given by the teacher. At
least 80% of the pupils can achieve the learning objective although they are poor
abilitys pupils.
ii.
Observation on the Science class that did not used ICT in the teaching and
learning (T&L) processes.
The table shown below is the score for the Science class that did not used ICT in T&L
processes:
Criteria to be
assessed
Pupils
involvement in
the activities
1
Only few pupils
give their
response
throughout the
class.
Score
2
Half of the
pupils give their
response
throughout the
class.
Remark
3
Almost of the
pupils give their
response
throughout the
class.
Pupilss
endurance in
the lesson
Less than 15
minutes
Half an hour
More than 30
minutes
Class
management or
class control
Hard to control
the class
Still can control

the class
Can be
controlled
0% - 25%
26% - 50%
51% - 100%
Learning
objective
achievement
TOTAL SCORE
From the table above, without using ICT, there was significant difference on the pupils
involvement in the activities throughout the lesson. The pupils give less response on the
teacher questions during Q & A session or during discussion session. They tend to do
other works or talking with their classmates. The textbook used during the lesson did
not really give the pupils enough idea on what they are going to learn for the lesson.
They only can read the content of the textbook without additional knowledge outside the
textbook. The conventional method (chalk and talk) was still relevant in teaching and
learning process of Science. However, this method will restrict the ability of the pupils
to analyze or interpret information delivered by the teacher. Besides, it is hard for the
pupils to redefine their prior knowledge on the topic and this will avoid them to integrate
new experiences into their old concepts. A pupils willingness to learn and his/her
enthusiasm for discovering knowledge and developing understanding will stop.
Besides, without using ICT the pupils were easier to become bored. They only listened
to the teacher and sometimes its hard for the pupils to give responses as they have no
clear idea about the topic especially when the lesson was delivered by using English.
The pupils were not interested to study the topic further. This cause the pupils cannot
be able to maintain their concentration on the lesson.
The class was under the teachers control and there was less noise made by the pupils
throughout the class. At least 50% of the pupils can achieve the learning objective for
that lesson.
iii.
Interview session with the guidance teacher.
Some questions were asked during the interview session:
I. What do you think about using ICT in teaching and learning Science?
II. Do you use the ICT during your Science lesson?

-
What kinds of ICT tools you use during the lesson?
Why do you choose those tools as your teaching aids?
How often do you use ICT in teaching and learning Science?
III. What are the differences between integrating ICT in the lesson and do not
integrating ICT in the lesson? In term of:
- Pupils involvement in class activities
- Pupils endurance in the lesson
- Classroom management or class control
- Learning objectives achievement
IV. What do you think about the usage of ICT among the Science teacher in teaching
and learning processes?
Finding from the interview with teacher:

According to the guidance teacher, Miss Nor Siti Intan Bt Kifli, from SK Abang Abdul
Rahman (Saratok), the use of ICT in teaching and learning of Science is one of the
essential approaches to teach Science in primary school. A combination of approaches
is often the most effective education whereby the teachers not only use the
conventional method, but also use ICT during this globalization era.
She also said that by using ICT in T&L processes, pupils can gain extra knowledge on
the specific topic taught by the teacher. A teacher was responsible in facilitating the
pupils in their education by preparing enough information so that the pupils can
participate and enjoy the process of exploring and discovering new knowledge.
My guidance teacher informed me that she likes to use presentation slide (MS Power
Point), video and courseware as her teaching aids during Science lesson. However, this
was depends on the topic. Besides of using these ICT tools, she likes to bring real
samples or specimens in the class to give clear pictures on what she want to deliver in
the lesson. She pointed out that this combination of approaches will help the pupils
more in their T&L processes.
She added that the availability of sources from the Internet encouraged her to retrieve
the information as many as possible. It includes video and animation, worksheets, etc.
However, sometimes she did not use the ICT during Science lesson. Commitment in
other tasks causing my guidance teacher used conventional method in her lesson. She
will integrate the ICT in her lesson when there are suitable topics. This is to ensure the
effectiveness of her lesson for the specific topic.
When asked on the differences between the lesson that use ICT and the lesson that use
ICT, my guidance teacher said there was significant difference between both lessons.
The participation of the pupils in the lesson with ICT was very active compared to the
lesson without ICT. Pupils like to view interesting media as this can stimulate their
willingness to study. Besides, ICT can help the pupils to understand better the topic as
they have high curiosity and eagerness in knowing something they did not familiar with.
In my guidance teachers point of view, the use of ICT in learning Science must be
increased in the primary school. Teachers must have the willingness to study on how to
integrate ICT in their lesson.
7.0
REFLECTION
The strength that I could find out from the research which had been carried out was that
I had figured out that ICT is the essential tools in T&L processes of Science in Primary
School. By doing this, I planned to concentrate more on the usage of ICT in my lesson
in the future. However, this also depends on the availability of ICT tools in the school.
Since that I know the matters, I tried to plan my lesson properly so my pupils could
participate actively in class. Besides that, I also can enhance the attention on my pupils
and get them to the new knowledge through the implementation of ICT in the lesson.
This will encourage them to build their willingness and confident to discover new
knowledge or experiences.
As for the weaknesses, I tried to improve my time management. I will try to plan my
lesson properly so that I can deliver my lesson effectively. Besides that, I will try to
encourage my pupils to participate actively in the lesson, maybe by providing interesting
materials as well as activities throughout the lesson. This research was conducted in
the short period of time. I have to plan the implementation of this research correctly so
that this research was conducted in a proper manner and in specific period of time.
There are always rooms for improvement. I was glad that I could improve my T&L
strategies in learning Science. Teaching aids (use of ICT), interesting activities, easier
yet meaningful worksheets given, enhancement of communication and enough
guidance are some of the tokens of way to attract the attention of the pupils.
8.0
CONCLUSION
As for the conclusion, pupils education is the main concern of the teachers. As a
teacher, I should aware of the big responsibility that I have to facilitate the pupils
throughout their teaching and learning process. Different kinds of approaches can be
carried out to attract the pupils to actively involve in their education.
A pupils willingness to learn and his/her enthusiasm for discovering knowledge and
developing understanding will state the level of pupil learning. There are many ways to
solve the problems in how to get the pupils involve or participate actively in class activity
and one of the approaches was by using ICT.
Approaches like interesting and exciting activities that involve the use of ICT can be
carried out apart of doing the chalk and talk, presentation and simulation related to the
topic of the day. Interesting and colourful teaching aids can attract the pupils to study
further about the topic. Enrichment such as gifts, token also can be the added value to
encourage them to involve actively in class activity.
9.0
REFERENCES
Hollis J. L. (n.d). Effect of Technology on Enthusiasm for Learning Science. Lake City
Middle School
Norhana A. M. A, Noorashikin N., Sarah F. J. & Nahid. S (n. d). Tahap Penggunaan
Media Komputer (Perisian dan Internet) Dalam Pengajaran Sains dan Matematik
Dalam Kalangan Guru-guru Sains dan Matematik Daerah Temerloh. Universiti
Putra Malaysia.
Rogers L. & Finlayson H. (2003). Does ICT in science really work in the classroom?
Part 1, The individual teacher experience. School Science Review. 84(309)
Appendix 1
Score Table
Criteria to be
Score
Remark
assessed
1
Only few pupils
give their
response
throughout the
class.
2
Half of the
pupils give their
response
throughout the
class.
3
Almost of the
pupils give their
response
throughout the
class.
Pupilss
endurance in
the lesson
Less than 15
minutes
Half an hour
More than 30
minutes
Class
management or
class control
Hard to control
the class
Still can control

the class
Can be
controlled
0% - 25%
26% - 50%
51% - 100%
Pupils
involvement in
the activities
Learning
objective
achievement
TOTAL SCORE

Effect of ICT On Pupil's Interest in Learning Science

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Action Research Report: Effect of ICT on Pupils Interest in Learning Science