The Effectiveness of ICTE in Teaching Life and Earth Sciences at the Middle School Level: A Quasi-Experimental Study in Moroccan Secondary Education

Abstract

This interventional study assesses the impact of Information and Communication Technologies for Education (ICTE) on learning outcomes, motivation, and participation of students in Life and Earth Sciences (LES) at the middle school level. Methodologically, identical content was taught using two approaches: a traditional lecture-based method and a technology-enhanced approach incorporating videos, animations, and simulations. Data were collected through questionnaires administered to third-year students and LES teachers, and analyzed using descriptive statistics. Results demonstrate a remarkable effectiveness of ICTE across all evaluated pedagogical dimensions. Students report enhanced understanding of complex biological phenomena, easier content retention, and greater active participation. Teachers observe a clear improvement in academic performance and acknowledge the essential role of ICTE in making abstract scientific concepts visible and accessible, something unachievable through traditional instruction alone. These findings confirm that ICTE serves as a powerful pedagogical lever for transforming the quality of science education.

Nevertheless, structural barriers remain, including inadequate equipment, lack of internet access, and insufficient teacher training, calling for a proactive educational policy focused on digital infrastructure and continuous professional development.

Keywords: ICTE – Life and Earth Sciences – learning outcomes – motivation – participation – interventional research – middle school.

Received Date: November 05, 2024

Accepted Date: November 26, 2024

Published Date: December 01, 2024

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/761