Does ICT-based multi-source learning improve pupil enjoyment and attainment in Geography?

Barry Evans: Soham Village College

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Summary

This study considered the effective use of the Internet in the teaching and learning of geography in Year 8. Pupil attainment and motivation were examined by comparing an 'Internet/multi-source' group who relied almost entirely on electronic sources with an equivalent (mid-)ability 'control' group taught using 'traditional' methods, i.e. textbooks, videos, Internet and teacher exposition. The topic was rivers and flooding. Evidence was collected from both groups using student questionnaires, exam results, project outcomes and the teacher's perceptions (from a research diary).

The main findings were that the 'Internet' group produced some excellent project work and demonstrated high levels of ICT skills. The 'control' group also produced a high standard of work, although not as high. Motivation levels were similar in the two groups; the Internet group regarded the computers as their main medium for learning, rather than a tool used simply for project/research work, as the Control group did. While both groups considered that they had learnt a lot of geography, the attainment of the 'Internet' group in the end-of-year exam was significantly lower than that of the 'Control' group. The researcher's overall conclusion was that traditional teaching methods seem more effective for theory work, whereas using the Internet can enhance pupil attainment in project work. The range of information available is stimulating and motivating, as long as children appreciate the importance of reading through and analysing it. Some practical difficulties of using the Internet in this way are outlined.

Note: Barry Evans worked in association with Nick Gilmour - who investigated Internet use in teaching and learning with Year 8 Geography pupils studying the geography of Italy.