ICT Integration into Chemistry-Physics Classes In Middle Schools Through A Participatory Pilot Project Approach

摘要

Information and Communication Technology (ICT) based education was examined, through an integrated project, to experimentally determine how such technology could influence the motivation and performance of students in science (Chemistry-Physics, Mathematics, and Life-Earth sciences) in Morocco. The experiment was deliberately run at middle school level (age 12-14) as it constitutes the best stage in student life to influence their choice for the field of study. Two schools were selected based on their location and environment; one in a semi-rural area of Ifrane, and the other in the large city of Fes. The present study focuses more on the physical sciences (Chemistry-Physics), as they are taught together by the same teacher and represent a structural template of what was carried out within the framework of the pilot project. The project was the first of its kind in Morocco since it permitted decent usage of ICT in classroom sittings and allowed integral participation of middle school teachers in the elaboration of ICT pedagogical teaching resources using Arabic as teaching language. Control (standard) and experimental (ICT-based) classes were both taught by the same teachers and all the experiments were carried out in close collaboration between the authors and the teachers, with assistance from ICT engineers and technicians. Quantitative evaluation of the experimental data based on general balanced 3-stage nested design, together with qualitative assessment show a positive impact on the performance and motivation of students as well as their teachers. The project established successful practice guidelines and has set a promising roadmap for extending it at a larger scale to the rest of the country. As expected, this project encountered obstacles and limitations. Lessons learnt as well as suggestions are presented in this paper.