ICT Integration and Students’ Academic Performance in Biology

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{"abstract":"The rapid advancement of Information and Communication Technology (ICT) has revolutionized traditional education, offering opportunities for enhanced student engagement and personalized learning experiences. This study investigates the impact of ICT integration, specifically employing the Aralinks Learning Management System (LMS), on the academic performance of Grade 9 biology students. Using a quasi-experimental design, two classes were selected, one as the experimental group with ICT integration and the other as the control group with traditional instruction. Results indicated that the ICT integration had no significant impact on overall academic performance, suggesting that traditional methods were as effective as technological intervention. Building on these findings, recommendations are proposed for further research and practice. Firstly, future studies should investigate factors influencing higher proficiency levels, as ICT integration primarily prevented students from falling into lower proficiency levels but showed limited effectiveness in promoting higher achievement. Longitudinal research is also recommended to assess the sustained impact of ICT integration over time. Additionally, exploring factors contributing to the improvement observed in the control group can provide insights into alternative strategies for enhancing academic performance. Teacher training and competence in utilizing technology are crucial factors that may influence the effectiveness of ICT integration. Therefore, evaluating the role of teacher training programs is essential in understanding the impact on student outcomes. Furthermore, incorporating additional variables such as student engagement, access to technology resources, and socio-economic factors can provide a more comprehensive understanding of the relationship between ICT integration and academic performance. Overall, this study contributes to the ongoing discourse on leveraging ICT for educational advancement and highlights avenues for further exploration to optimize its benefits in teaching and learning contexts.","abstract_source":"original","authors":["John Mark Naldoza"],"date":"2024-04-21","doi":"10.5281/zenodo.11005454","id":2825,"issue":2,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"d3732f4a6e0e42ec258c1088358466162274c5f1d3c5863f03b0c5cb317938bf","schema":"scimatic-article/1","title":"ICT Integration and Students’ Academic Performance in Biology","volume":19}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/2825.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(2825)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000000b09"},"latest"]}'

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