COMPARATIVE ASSESSMENT OF SCIENCE STUDENTS' OUTCOME USING TECHNOLOGY-ENHANCED LEARNING (TEL) AND TRADITIONAL INSTRUCTION METHOD (TIM)
Keywords:
Digital-Assessment, Technology-Enhanced Learning, Engagement, Intrinsic Motivation, Science Education.Abstract
The study examined the impact of Technology-Enhanced Learning (TEL) and
Traditional Instruction Method (Tim) on science students' assessment outcomes,
focusing on the engagement and intrinsic motivation. Guided by Constructivist,
Cognitive Load, and Self-Determination theories, two research questions and 2
hypotheses were tested. A quasi-experimental design with experimental and control
groups was employed. A sample of 200 undergraduate science students were drawn.
Data were collected via pretests and posttests on Biology, engagement and
motivation questionnaires. Analyses were conducted using independent t-tests and
multiple regression. Findings showed that students exposed to TEL achieved
significantly higher posttest scores than peers receiving traditional instruction,
reflecting improved conceptual understanding, problem-solving skills, and
practical competencies. TEL enhanced engagement and intrinsic motivation.
Among TEL features, interactive multimedia and virtual labs had the strongest
impact, while adaptive quizzes reinforced assessment performance. The study
concluded that TEL Significantly enhances science learning outcomes. students
taught in/with TEL environments showed significantly higher posttest scores than
those in traditional classrooms. Also, they showed a positive or high engagement
and motivation. Recommendations among others include integrating interactive
simulations and adaptive assessments, strengthening teacher TEL competencies,
and ensuring equitable access to technological resources.
