The Effect of Digital Learning on the Academic Achievement and Motivation of Natural Sciences Learners: A Case Study of a South African Independent School

Abstract

The South African basic education system is characterized by inadequate learner performance in science as a result of the provision of limited opportunities for learner-centred instruction. Digital resources can be used in science classrooms to enhance learner engagement and motivation. Digital resources include interactive game-based applications that can be used in online learning environments. This study examined the effect of digital learning on the academic achievement and motivation of grade 9 Natural Sciences learners in a South African independent school. The empirical investigation adopted a mixed method approach as part of a quasi-experimental design. Quantitative data was collected through the administration of questionnaires while qualitative data was collected through semi-structured interviews. A questionnaire based on the Skeletal System and a motivation questionnaire were administered as pre-tests and post-tests to establish the effectiveness of the use of digital resources as an instructional intervention on the academic achievement and motivation of grade 9 Natural Sciences learners. The empirical investigation is underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. Key findings revealed significant difference between the pre-test and post-test scores as a result of the use of digital resources as an instructional intervention. Theoretical implications for technology-enhanced teaching and learning are discussed.