Efficacy of technology enabled learning in science at diploma in teacher education level

Technology enabled learning introduced a system of student-centered environment for learning where the students’ participation has become phenomenal. This also paved the way for Self-Learning for the students and the electronic resources have facilitated learning to a great extent. It has revolutionized the teaching and learning virtually. Before direct application of technology enabled learning in the real classroom situations, it is indispensable to find out the ground reality in terms of empirical study. The main aim of the research study is to explore on effectiveness of Technology Enabled Learning in enhancing achievement in Science among D.T.Ed. (Diploma in Teacher Education) trainees. The researchers have been implemented experimental research method with ‘pre-test post-test parallel group’ design involving experimental and control groups which were equated as nearly as possible. A homogenous group of 36 students from second year diploma teacher trainees were identified as sample of the study. The samples were divided equally into two groups namely control and experimental groups, consisting of 18 samples each. For control group Lecture method was followed whereas, for the experimental group Technology Enabled learning package was applied. Technology Enabled learning package and Achievement test are the tools of the study. Pre-test and post test was conducted for both groups. Descriptive analysis and differential analysis have been carried out as statistical technique. The findings of the research study show that there is no significance difference between pre-test scores of experimental and control groups. This result indicates that both the control and experimental groups are homogenous in nature. It has been found that both lecture method and Technology Enabled learning package are effective in term of achievement among the D.T. Ed trainees. Further, the control and experimental groups post-test scores analysis reveals that Technology Enabled learning effectively improves the academic achievement of the teacher trainees than the lecture method. It enables the teacher trainees active through a strong information processing involving both creative and cognitive senses. Hence, it is suggested to employ the Technology Enabled learning for D.T. Ed trainees.