THE EFFECTIVENESS OF PLACE-BASED EDUCATION WITH TECHNOLOGY TO IMPROVE SCIENCE LEARNING ACHIEVEMENT OF GRADE 5 BHUTANESE STUDENTS
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This study explored the effectiveness of place-based education with technology to improve science learning achievement and satisfaction of grade 5 Bhutanese students. The study employed a mixed-methods design with 31 grade 5 research participants from one of the primary schools in the central part of Bhutan over a period of 4 weeks. The purposive sampling technique was utilized since there was only one section of grade 5 in the school. The learning achievement tests were conducted to collect quantitative data and semi-structured interviews to collect qualitative data. The quantitative data was analyzed using a paired sample t-test, and the qualitative data was analyzed using thematic analysis. The data analysis of the learning achievement tests showed that the mean score of the post-test (17.98) was much higher than the pretest (10.03). The data also revealed the mean difference of 7.95 and the significance (p) value of 0.01, which indicated that place-based education with technology was efficacious in improving the learning achievements in science. Similarly, the findings from the semi-structured interview discovered that the research participants had remarkable learning satisfaction. Therefore, the findings of the study highlighted that place-based education with technology was one of the teaching approaches that improved learning achievement and enhanced students’ learning satisfaction in learning science.
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