Educational technology and its impact on the academic achievement of students in the second stage of basic education, from the perspective of some teachers within the municipality of Surman
DOI:
https://doi.org/10.65405/narhdk94Keywords:
Educational Technology, Academic Achievement, Second Cycle, Basic Education, Surman Municipality, Teachers' Perspectives.Abstract
This empirical study aimed to investigate the reality of instructional technology integration and its direct impact on the academic achievement of second-cycle basic education pupils (Grades 7, 8, and 9) within the Surman Municipality Education Directorate, from the perspective of active teachers. The descriptive-analytical methodology was utilized. The target population and study sample comprised all (63) male and female teachers using the comprehensive census technique.
A structured questionnaire was designed as the primary data collection instrument, divided into four core dimensions: availability and utilization, cognitive achievement impact, skill acquisition and motivation, and infrastructural/logistical obstacles. The tool achieved high construct reliability (Cronbach's Alpha = 0.89). Statistical processing was conducted via SPSS software.
The statistical findings demonstrated a high overall perceived impact of educational technology on pupil academic achievement (Mean = 3.84, SD = 0.58). Statistically significant differences (p ≤ 0.05) were found regarding specialized technology training in favor of trained teachers, whereas no significant differences were detected based on gender or years of teaching experience. The study highly recommends equipping basic education facilities with multimedia technology, solar power backup solutions, and systematizing TPACK-based instructional development programs for educators.
Downloads
References
- بن علي، الطاهر، والزروق، عبد السلام. (2023). معوقات استخدام تكنولوجيا التعليم في المدارس الأساسية الليبية: دراسة ميدانية. المجلة الليبية للعلوم التربوية، 8(2)، 110–135.
- حسين، محمود عبد الرزاق، ومنصور، فايز. (2022). تكنولوجيا التعليم وتطبيقاتها المعاصرة في التعليم الأساسي (ط. 2). دار المسيرة للنشر والتوزيع.
- سليمان، جمال، والشريف، منى. (2022). الدافعية والتحصيل الدراسي في بيئات التعلم الرقمية. مجلة الدراسات الإنسانية والتربوية، 14(3)، 201–225.
- العمري، خالد بن سعيد. (2021). أثر استخدام الفصول الافتراضية على التحصيل الدراسي في مادة العلوم لدى تلاميذ المرحلة المتوسطة. مجلة العلوم التربوية والنفسية، 5(12)، 45–68.
- وزارة التربية والتعليم. (2023). التقرير الإحصائي السنوي لمؤسسات التعليم الأساسي والمرافق المدرسية. مركز المعلومات والتوثيق، طرابلس، ليبيا.
المراجع الأجنبية (English References):
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
- ALNNALE, T. (2026). Teaching Methods and Methods and Their Impact on the Performance of Faculty Members Field Study. Shihab Journal of Humanities, 2(2), 53-79. https://doi.org/10.65405/sjh.2.2.26
-
- Good, T. L., & Brophy, J. E. (2020). Educational psychology: A realistic approach (5th ed.). Longman.
- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
- Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355
- Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching (8th ed.). Pearson.
- Smith, R. A., & Williams, K. L. (2022). Evaluating digital interactive media in middle school classrooms: Teacher perceptions and pupil outcomes. Journal of Educational Technology Systems, 50(4), 512–534. https://doi.org/10.1177/00472395211068892
