International Journal of Science, Engineering and TechnologyAuthors: Assistant Professor K.Diala, S.E. Daniela, J.Kavitha
Abstract: The onset of the integration of e-learning technologies into primary education has been documented as a revolutionary change intended to intensify student involvement, better learning outcomes, and more personalized educational experiences for school-aged children. To better understand the effects of such an outline in practice, this study has focused on the mainstream implementation of e-learning and its impact on student cognition and behaviors in a primary school context for pupils at grade levels 3 to 5. The remediation was undertaken for a period of four weeks. The intervention primarily constituted an amalgamation of learning management systems (Google Classroom), contents that are interactive (Kahoot, Quizizz), and multimedia resources. Ultimately, 50 students constituted participants, with learning activities executed on tablets provided exclusively for the intervention. For data collection, pre- and post-assessment scores were maintained together with observational notes made by teachers and feedback questionnaires filled by students and instructors. The results have shown how great influence in academic performance can exert after the intervention, the average test scores rising from 62% to 83%. Other engagement metrics, participation included, time spent on the task, and completing activities voluntarily, have increased by 92%, hinting at quite the positive response to the digital learning environments. Qualitative feedback points to enhancements in motivation, fun, and comprehension of complex subjects, attributed to the visual nature of the tools and interactivity with such. There were, however, some slight hindrances, including the fostering of an initial orientation to the platforms and minor technical difficulties regarding connectivity. Recently, the study showed three stages in the analysis: it was found that well-implemented e-learning solutions for school children can also immensely benefit them by ensuring active participation and academic performance. Another key issue raised here is the requirement for teacher training, parental participation, and infrastructure readiness to ensure maximum usefulness from the AWTs. The study findings build into the growing literature supporting the digital transformation of primary education and offer practical insights for working educators, policymakers, and developers of technology to make learning experiences better for young learners.
DOI: http://doi.org/10.5281/zenodo.15869642
