Information and communication technology tool and children’s achievement in Basic Science: Implication for Evaluation of Library and Information Resources

Authors

Christian S. Ugwuanyi PhD, University of the Free StateFollow
Chinedu I.O. Okeke PhD, University of the Free StateFollow
Charity C. Okeke, University of the Free StateFollow

Date of this Version

2021

Document Type

Article

Abstract

The mode of teaching shifted from the traditional face-to-face to the remote or online mode of teaching in most countries of the world due to the emergence of coronavirus disease 2019 (COVID-19). Thus, the new normal demands the use of information and communication tool for instructional delivery across the levels of education. On this premise, the study sought the efficacy of information and communication tool (flipped classroom) on the children’s achievement in Basic Science. Adopting simple repeated measures design, 31 primary three children participated in the treatment session. Basic Science Achievement Test (BSAT) that was properly validated and trial-tested was used to collect data for the study. The children were exposed to two different pretests prior to the treatment and two posttests after the treatment. A mixed-design repeated-measures analysis of variance was used to analyse the data. The finding revealed that information and communication technology tool (flipped classroom) significantly (p = 000) improved the achievement of children in Basic Science. This finding implicates evaluation of library and information resources to come up with best practices in online information resources to propere instructional delivery. Based on this finding, the adoption of information and communication technology (flipped classroom) in teaching and learning Basic Science was recommended