Abstract—In the present era of grey revolution, teachers’ role
is highly challenging to make their students meet global
demands. Instructional practices and instructional strategies
vary based on the need of the learners. Technology can be
imperative for individualized instruction in order to bridge the
gaps between teaching and learning. Contribution of science is
instrumental for the economic growth and social transformation.
The Kothari commission report asserts that if science is poorly
taught and badly learnt, it is a little more than burdening the
mind with dead information. It could even degenerate into new
superstitions. In India, science teaching needs overhauling.
To understand the real concept of science, classical
face-to-face teaching methods may have to be supplemented by
innovative methods. Developing e-content is emerging to be an
innovative method which could help the learners visualize the
content so as to make them be creative and productive learners.
The e-contents are developed with the integration of multimedia components such as text, audio, video, animation and image which are set to ensure better understanding of science by the students. In that way, e-content on cloning was developed for finding its impact on learners. 60 final year undergraduate Botany students from both genders were taken as a sample. Results revealed that e-content has its positive impact on science learning among students irrespective of gender.
Index Terms—Grey revolution, instructional practices, instructional strategies, e-contents.
S. Amutha is with the Bharathidasan University of Tiruchirappalli, Tamil Nadu, India (e-mail: firstname.lastname@example.org).
Cite: S. Amutha, "Impact of e-Content Integration in Science on the Learning of Students at Tertiary Level," International Journal of Information and Education Technology vol. 6, no. 8, pp. 643-646, 2016.