Instructional Technology-Based Science Instruction: Its Effects to Pupil Performance

With the deluging of the learning environment with instructional technologies, its advent and plethora accentuates its utilizing maximally to facilitate Science Literacy and development of Science Process Skills among pupils. The Static-Group Pretest-Posttest Design was used to determine the effect of instructional technology on the performance of pupils in Grade IV Science. Specifically, it discovered the significant differences in the pre- and posttest scores of the Grade IV pupils in Science using conventional instructional technology and non-conventional instructional technology; performance of the Grade IV pupils in Science using conventional instructional technology and non-conventional instructional technology as to their pre-and posttest; and improvement in Science between the comparison group and experimental group. Findings evinced that there is a significant difference in the pre-and posttest scores of the Grade IV pupils in Science; there is no significant difference in the performance of the Grade IV pupils using conventional instructional technology and non-conventional instructional technology as to pretest and posttest; and there is no significant difference in the improvement in Science between the comparison group and experimental group.