Abstract
The study evaluated the effectiveness of e-learning platforms in improving Science achievement among Grade VI pupils at Southville Elementary School. A total of 54 pupils were divided equally into traditional instruction and e-learning groups. The research used matched pairing and statistical methods, including mean, standard deviation, paired t-tests, and Cohen's d. Initial findings revealed that both groups had the same mean pre-test score of 7.52 (SD = 1.87), indicating a satisfactory performance. During the formative tests, the e-learning group outperformed the Traditional Instruction Group, with mean scores of 50.41 (SD = 3.92) and 46.70 (SD = 4.42), respectively. In the post-test, the e-learning group again showed superior performance, with a mean score of 15.44 (SD = 1.72) compared to the traditional instruction group’s 14.15 (SD = 2.05), both of which were at a very satisfactory level. Statistical analysis confirmed a significant difference between the groups in both formative tests [(t(52) = 3.26; p<0.01], with a moderate effect size (d = 0.88), and post-tests [(t(52) = 2.52; p<0.05], with a moderate effect size (d = 0.68). Furthermore, the within-group analysis revealed significant differences between pre- and post-test scores. For the traditional instruction group, the post-test scores were significantly higher than the pre-test scores [(t(26) = 12.17; p<0.01], with a large effect size (d = 4.41). Similarly, the e-learning group showed significant improvement [(t(26) = 15.66; p<0.01], with a large effect size (d = 3.38). It is concluded that e-learning platforms significantly enhance pupil performance in Science. Also, both null hypotheses in the study were rejected.
