Abstract

Technology drives every aspect of our lives, and the integration of Information and Communication Technology (ICT) in education has become pivotal in transforming traditional learning. ICT, often referred to as e-learning or digital learning, enhances accessibility, interactivity, and effectiveness. The present study focuses on the impact of ICT on the learning outcomes of secondary school students in Rishikesh Tehsil, Dehradun District.

Keywords: ICT, Learning, Students, Secondary Level

Introduction

Information and Communication Technology (ICT) significantly impacts student learning by expanding educational opportunities and enhancing value in education. ICT integration transforms traditional learning by increasing accessibility, interactivity, and effectiveness, enabling a more learner-centered approach.

Background of the Study

Contemporary schools increasingly adopt ICT, transforming student experiences. ICT empowers students, educators, and parents by providing access to information, fostering community connections, and improving educational efficiency. ICT resources include digital whiteboards, student devices, and flipped classroom models. Integration is crucial for technical literacy, real-world skills, and national progress.

Significance of the Study

ICT reshapes teaching methodologies, enhances learning experiences, accelerates skill acquisition, motivates students, and strengthens teacher effectiveness. Its strategic implementation promotes learner-centered education, preparing students to be confident, creative, and productive users of technology with a critical understanding of its societal impact.

Objectives of the Study

• Assess the availability and utilization of ICT resources.
• Determine students' interest in using ICT for learning.
• Evaluate students' perceived competence and preferences for different ICT tools.
• Investigate the relationship between ICT integration and students' motivation.

Hypotheses of the Study

• H₀₁: No significant difference between the mean score of ICT resources in private and government schools.
• H₀₂: No significant difference in students’ interest in learning with ICT between private and government schools.
• H₀₃: No significant difference in students’ aptitude for learning with ICT between private and government schools.
• H₀₄: No significant difference in students’ motivation through learning with ICT between private and government schools.

Methodology

The descriptive survey method was used. The population included secondary schools in Rishikesh Tehsil, Dehradun District. A total of 60 students were sampled: 30 from government schools and 30 from private schools. Data were collected using a self-made questionnaire on ICT usage and learning outcomes.

Delimitations of the Study

The study is delimited to secondary school students in Rishikesh Tehsil, Dehradun District, comprising 60 students from four schools (two government, two private).

Major Findings of the Study

• ICT resources in private schools (mean score 26.93) are significantly higher than in government schools (23.67); null hypothesis rejected.
• Students’ interest in ICT learning is higher in private schools, with significant differences in aptitude and motivation favoring private school students.
• Motivation scores: private schools 24.5 vs government schools 21.00, significant difference; null hypothesis rejected.
• Overall, private schools demonstrate better ICT availability, student aptitude, and motivation than government schools.

Educational Implications

• ICT enhances student motivation, achievement, and learning opportunities.
• ICT fosters better student-teacher relationships.
• Teachers can improve attitudes towards ICT while guiding students’ learning.
• ICT helps students acquire essential occupational and problem-solving skills.
• Technology facilitates curriculum planning and scientific, modern instruction.
• Students develop confidence, knowledge acquisition, critical thinking, and experimentation skills through ICT.

Conclusion

ICT expands knowledge, experience, and understanding, promoting critical thinking and higher-order learning. It supports the transition from school to workplace by equipping learners with scientific tools and technological skills. ICT increases learner motivation and engagement, enhances the teaching-learning process, and fosters a learner-centered environment. Students gain the ability to manage learning, solve real-world problems, work collaboratively, and adopt a global perspective.

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