Does ICT-based multi-source learning improve pupil enjoyment and attainment in Geography?
This study considered the effective use of the Internet in the teaching and learning of geography in Year 8. Pupil attainment and motivation were examined by comparing an ‘Internet/multi-source’ group who relied almost entirely on electronic sources with an equivalent (mid-)ability ‘control’ group taught using ‘traditional’ methods, i.e. textbooks, videos, Internet and teacher exposition. The topic was rivers and flooding. Evidence was collected from both groups using student questionnaires, exam results, project outcomes and the teacher’s perceptions (from a research diary). The main findings were that the ‘Internet’ group produced some excellent project work and demonstrated high levels of ICT skills. The ‘control’ group also produced a high standard of work, although not as high. Motivation levels were similar in the two groups; the Internet group regarded the computers as their main medium for learning, rather than a tool used simply for project/research work, as the Control group
