Use of Modern Technological Devices in Teachin and Learning of Science Subject

Abstract

In Sri Lanka, Science is an essential subject within the school curriculum. It plays a significant role in preparing students for the world of work and in developing their foundational technological knowledge. Therefore, Science should be taught effectively. For this purpose, various modern technological devices are used in teaching and learning. This study was conducted with the primary objective of identifying the level of use of modern technological devices in the teaching and learning of Science. Specifically, it aimed to examine the availability and usage level of such devices, the contributions of teachers in effectively utilizing modern technological tools in Science instruction, and the relationship between the use of these devices and students’ achievement in Science. This study employed a cross-sectional survey design. 18 Tamil-medium secondary schools in Division 02 of the Nuwara Eliya Educational Zone, Sri Lanka were selected. Using purposive sampling, 24 science teachers and 18 principals were selected. 69 students from grades 10 and 11 were selected through stratified random sampling. Data collected through structured questionnaires, interviews and document analysis were analyzed using descriptive statistics such as mean and Pearson’s correlation coefficient and content analysis. The results of the study revealed that modern technological devices in schools are not at a satisfactory level for effective use. Furthermore, the average level of use of such devices in science teaching in the second semester of 2025 was very low (31%). Although teachers were found to have a relatively high level of use of technological devices as aids during lesson planning (average 3.5–4.4), their contributions to using these devices to effectively achieve lesson objectives, improve students’ understanding of scientific concepts, encourage active participation, make learning more engaging, and promote self-learning were at a low level (average 2.5–3.4). In addition, the correlation coefficient (r = 0.594) indicates that there is a moderate positive correlation between the level of use of modern technological devices and students’ achievement in science subjects. Based on these results, it is recommended that school administration should recognize the importance of modern technological devices in teaching and learning, ensure their availability, and implement appropriate strategic planning to effectively integrate these tools into the teaching-learning process.