Effect of Digital Pedagogy on Students’ Interest in Learning During their Elementary Schooling

Abstract

The purpose of the study is to explore as whether the students taught through digital tools and those taught through routine teaching in classroom, differ in their interest in learning. The implied logic behind the assumed variance in the learning interest is to harness the increasing trend of using digital media among young ones, for the purpose of learning. The exclusive humanized and teacher centered instruction is insufficient to teach the generation - Z, particularly for engaging them through their mind and body in the classroom.  To address the given challenge, the present study was conducted through implementing digital pedagogy, to channelize students’ interest in computer science learning through blended approach. There were two groups, one was taught through routine i.e., teacher centered approach while the other through digitalized instruction. For four weeks, the stated intervention continued, to diagnose the impact of the digitalized pedagogy as compared to the exclusive humanized instruction. A learning related interest inventory was developed by the researcher, consisting of five factors including motivation, focus, curiosity, class participation/collaboration and, attention. The results of the collected data which was analyzed through paired sample t-test, reflect significant difference in the level of students’ learning interest taught trough digital pedagogy and routine i.e., teacher centered teaching. Hence the application of interactive and engaging digital tools are more helpful to foster greater student interest and participation in the teaching learning process.