Universidad Cardenal Herrera CEU (SPAIN)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Pages: 1239-1242
ISBN: 978-84-608-2657-6
ISSN: 2340-1095
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
This research project “ICT as an interdisciplinary tool (TICHIN). Pilot study” aims to test the effectiveness of basic general knowledge acquisition through multimedia resources as a learning tool, as opposed to a more traditional methodology, in Primary Education. It is a prospective study (planned) which has made use of an experimental method with pretest and posttest and different techniques and tools for data collection.

This research was conducted in various schools in Castellón with students of 1, 3 and 5 Year of Primary Education, being three of these schools private and one state school. Different contents related to natural sciences were taught, namely, living beings, matter and energy, technology, objects and machines, among others. All classes partaking in this study were divided into two randomized groups, one group being taught through the more traditional method (control group), and the other through multimedia resources (experimental group). Upon completion of the sessions, all students filled in a questionnaire, which allowed for the analysis of the results based on variables such as: the initial knowledge of the participants in each group, the knowledge acquired through both methodologies employed, and group of students whose knowledge was greater after the posttest.

The results indicate that, as opposed to the control group, the students in 3 Year who were taught through the use of ICT obtained a higher degree of knowledge. On the other hand, both in 1 and 5 Year Primary Education, students who were taught through ICT obtained better results in the posttest, with the exception of two of the eight classes participating, in which the knowledge acquired was more limited in both groups.

Last but not least, it is imperative to mention that a group of teachers taught the same contents in two different schools, and during both interventions there was a number of students who did show any progress in their learning. It might follow that the teacher might have an influence on the learning process of the students, regardless of whether the content is taught through a more traditional methodology or ICT.
ICT, traditional, school, learning, prior knowledge.