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Comparing the Impact of Traditional and Digital Teaching-Learning Materials on Class 6 Student Learning Outcomes: A Case Study from Little Andaman, Andaman and Nicobar Islands

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07 February 2025

Posted:

10 February 2025

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Abstract

This case study investigates the comparative effectiveness of traditional and digital teaching-learning materials (TLM) on the academic performance of class 6 students of Ramakrishna Pur, Little Andaman. A total of 10 students were selected using the convenience sampling method and divided into two groups (A and B) 5 students taught using traditional TLM, and 5 students taught using digital TLM over two months. A pre-test was administered to assess the baseline knowledge, followed by a two-month instruction. After the teaching period, a post-test was conducted to examine and measure the learning outcomes. The findings indicate significant differences in learning outcomes between the two groups, highlighting the role of digital TLM in enhancing the student’s engagement and comprehension. The results are analyzed to determine the impact of the teaching medium on students' learning outcomes, with implications for future educational strategies in resource-limited and remote areas.

Keywords: 
traditional TLM
;  
digital TLM
;  
learning outcome
;  
case study
;  
class 6 students
Subject: 
Arts and Humanities  -   Humanities

1. Introduction

In today’s rapidly increasing educational landscape, the use of technology in the classroom has become growing daily. Teaching learning material plays an important role in facilitating students’ understanding of the complex concepts of their subject. Traditional TLM such as textbooks, charts, physical models, worksheets, and chalkboard instructions are the older versions that were used previously for teaching students, but now, in the era of digitalisation, many schools have begun incorporating digital teaching learning materials such as e-books, educational applications, interactive software, and multimedia resources for the improvement of students’ academic performance.
Previous studies highlight the success of digital tools, such as the Digital Equalizer program in Odisha (Sarkar et al., 2015) and blended learning approaches (Nazarenko, 2015; Halasa et al., 2020), which increase student engagement and outcomes. However, concerns about the effectiveness of online learning compared to face-to-face instruction remain (Darkwa & Antwi, 2021; Kirtman, 2009). Innovative models integrating digital methods have shown promise in improving contextual learning (Juniwati et al., 2020; Suleimanova, 2020). Despite these advancements, access to effective TLM, particularly in under-resourced areas, remains a challenge (Frimpong, 2021). To address this issue, the research conducted a case study that aims to explore the effectiveness of both traditional and digital TLM in increasing the learning outcome of students in a remote location—Ramakrishna Pur, Little Andaman.

2. Research Questions

The purpose of this research is to answer the following questions
a) How do traditional TLM influence students learning outcomes?
b) How do digital TLM influence students learning outcomes?
c) Which teaching method has better result in terms of student performance?

3. Methods

a) Research Design
In this study the researcher adopt a case-study research design to compare the effectiveness of two different instructional methods.
b) Sampling and Participants
The participants of this study are ten class 6 students from Ramakrishna Pur Little Andaman were selected by using convenience sampling. The students were divided into two groups
Group A (Traditional TLM) - 5 Students
Group B (Digital TLM) - 5 Students
c) Data Collection Tools
Pre Test: A written test was taken by the researcher to assessing the students’ knowledge in subject such as Maths, Science, English, Social-Science and Science administered to all students before the intervention.
Post Test: After Two month teaching a similar test was administered by the researcher to know the students improvement in their subjects and also know to assess the improvement in learning outcomes.
d) Teaching Approach
Group A (Traditional TLM) – Taught using textbook, chart, physical model. Worksheets and chalk board instructions.
Group B (Digital TLM) – Taught using e-book, educational application, interactive software, multimedia resources and educational videos.

4. Analysis and Interpretation

The analysis focuses on comparing the pre-test and post-test scores of the two groups Group-A and Group-B to assess the impact of traditional vs. digital TLM on students Learning.
a) Pre- Test
Group A
Students 1 2 3 4 5
Subject
Maths 10 11 10 11 8
Hindi 12 12 11 12 10
English 11 10 9 13 12
Social Science 9 13 8 10 11
Science 13 10 10 11 12
Group B
Students 1 2 3 4 5
Subject
Maths 10 13 9 12 11
Hindi 12 14 10 13 10
English 12 12 8 14 12
Social Science 11 11 11 10 12
Science 10 10 10 11 11
Group A: 53%
Group B: 55%
After this pre-test, the researcher started giving interventions. The researcher taught Group A with the help of traditional TLM and taught Group B by using digital TLM. After two months of successful teaching to both groups, the researcher once again took a test from both groups as a post-test.
b) Post- Test Score
Group A
Students 1 2 3 4 5
Subject
Maths 15 13 14 15 15
Hindi 12 15 15 16 14
English 14 15 14 12 15
Social Science 13 12 14 12 11
Science 10 10 11 10 10
Group B
Students 1 2 3 4 5
Subject
Maths 15 18 15 16 18
Hindi 16 16 17 18 17
English 15 18 18 16 15
Social Science 16 19 19 14 16
Science 17 18 16 16 12
Group A: 63%
Group B: 82%
c) Interpretation of the Collected Data
Group Pre-Test Score Group Pre-Test Score
A 53% A (Traditional TLM) 63%
B 55% B (Digital TLM) 82%
Preprints 148655 i001
In this study, the researcher first divides 10 students into two groups, A and B, each having 5 students. After this, a written test was taken by the researcher to assess the student’s knowledge in subjects such as Maths, Science, English, Social-Science and Science administered to all students before the intervention the result of this test was Group A students scored 53% and Group B students scored 55% almost similar result comes from both the group. The pre-test results showed that the academic performance of both the group students was comparable, with minor variations in score.
After taking the test, the researcher now decides to teach group A (5 students) by using traditional TLM (textbook, chart, physical model). Worksheets and chalkboard instructions.) and teach group B (5 students) using digital TLM (e-book, educational application, interactive software, multimedia resources and educational videos). After two months of dedicated teaching to both groups, the researcher decided to take a post-test. After taking the post-test, Group A scored 63% and Group B scored 82%.
The post-test score indicated a noticeable improvement in the academic performance of students in both groups. Group A showed a moderate improvement, with an average post-test score. However, Group B which was taught using digital TLM exhibited a larger improvement with an average post-test score. This suggested that digital TLM may have a more significant positive impact on learning outcomes, especially in remote or resource-constrained environments.

5. Result

The study’s findings indicate that both traditional and digital teaching methods employing TLM have benefitted students’ performance, yet digital TLM proved significantly more effective in enhancing academic results. Beyond improved content retention, students in the digital group were also more active participants in the learning process. These results imply that integrating digital tools into educational settings could greatly benefit students in remote regions like Little Andaman.

6. Discussion

This case study underscores the potential advantages of incorporating digital TLM into classroom instruction. While traditional TLM remains a valuable resource, the interactive and engaging nature of digital materials seems to create a more stimulating learning environment. These outcomes align with existing literature advocating for the effectiveness of technology-enhanced education. However, it is crucial to recognize that the success of digital TLM is influenced by various factors, including students’ familiarity with technology, the quality of digital resources, and the teacher’s skill in using these tools effectively. Additionally, the limitations of this study, such as the small sample size and reliance on convenience sampling, highlight the need for further research with larger, more diverse groups for more generalized findings.

7. Conclusion

This case study illustrates the potential benefits of digital teaching-learning materials over traditional ones in boosting student performance. Considering the remote setting of Little Andaman, where educational resources are scarce, integrating digital TLM could lead to significant advantages. Moreover, further investigation is necessary to understand the long-term impacts of digital tools on learning, especially in resource-challenged environments. The findings encourage more exploration into the utilization of digital tools in education, particularly with larger and varied participant groups to validate the results. Educators should consider incorporating digital TLM in a blended learning framework to meet diverse learning styles and needs.

References

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  2. Kirtman, L. (2009). Online versus In-Class Courses: An Examination of Differences in learning Outcomes. Issues in Teacher Education, 18(2), 103–116. http://files.eric.ed.gov/fulltext/EJ858508.pdf.
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