Abstract:
Science and technology have shaped the world into a small, interconnected village.
Indicators of economic growth and prosperity now frequently include science and
technology. The world's nations compete to be the best in this field. In order to enter a
period of economic growth and prosperity for Pakistan, which is still developing, the
nation must make advances in science and technology. Revolutionary improvements
and changes must be made to science education at all levels in order for science and
technology to advance. Therefore, incorporating digital learning into science
instruction is one of the desired changes. There are numerous internal and external
factors that hinder educational institutions from teaching subjects that are based
on science and technology. In addition to a lack of institutions, another significant
factor holding back public and private sector efforts to implement technology in
education and for learning science is a lack of student motivation for such education.
The purpose of this study is to explore the digital tool effectiveness in enhancing
learning performance and students’ motivation toward science of grade 8. The research
took place in one of the public school of Sialkot, Pakistan. The nature of the study is
quasi-experimental design where the experimental group (n=45) was taught using the
digital tool whereas the control group (n=45) used the traditional method for learning
science. The study consisted of 90 participants. The data was collected by employing
quantitative method which included pretest and posttest of science to measure the
learning performance of students, Students motivation towards science learning
instrument for measuring the science motivation of learners and perception survey for
learner’s perception towards using the digital tool. The scores of students in both
groups were compared to find the impact of each instructional method. Findings from
the pre-post-test supported that the students learning performance increased by learning through the integration of the digital tool. Additionally, students motivation
towards science learning was enhanced by using technology in learning where a
significant difference was shown in active learning strategies. Students had positive
perceptions towards using Edmodo for learning.
