The Effectiveness of Science Course Prepared According to Systematic Planning Model with ICT Integration: A Mixed Method Research

Abstract

This study examined the impact of the 'Systematic Planning Model', an ICT integration model, on student achievement and perceptions in a 4th-grade primary school science course. The research aimed to determine whether there were significant differences in the achievement and retention scores between an experimental group, where a curriculum based on this model was implemented, and a control group, where it was not. Additionally, students’ views on the model were explored. Using an explanatory mixed-method design, the study involved 45 students from a private school in Konya during the 2022–2023 academic year. Data were collected through an achievement test (reliability: 0.896) focused on the unit “Lighting and Sound Technologies from Past to Present” and semi-structured interviews. The findings revealed statistically significant improvements in the achievement and retention scores of the experimental group, while no significant changes were found in the control group’s scores. Qualitative results showed that students responded positively to the model, particularly appreciating the use of technology and interactive activities. They described the lessons as enjoyable and educational. Furthermore, many students suggested that similar technology-supported activities be implemented in other subjects, underlining the effectiveness of engaging, tech-integrated learning environments.