The purpose of this study is to examine the impact of Information Communication Technology (ICT) utilisation in learning science to improve students' motivation. This study examined 100 students from Malaysian Tamil vernacular schools to learn ICT-based science.Research design used a mixed method approach involving quantitative and qualitative data. Students answered the Science Motivation Questionaire II (SMQ II) instrument based on the dichotomous scale that uses "Yes or No" questions. Open-ended questions were also analysed qualitatively. The instrument was divided into five categories, namely Intrinsic Motivation, Grade Motivation, Self-efficacy Motivation, Self-determination and ICT Motivation. The findings showed that all 25 items of SMQ IIhad significantly high level of motivation. 90.2% of respondents agreed that ICT-based learning of Science stimulated their Intrinsic Motivation. Respondents admitted that factors such as Elements of ICT (46.6%), Assisted Learning (30.10%) and Stimulated Interest (23.3%) had been their attraction towards the usage of ICT in learning Science. This study also identified that respondents regarded the level of internet accessibility (34.7%) and health (25.5%) as being the main obstacles to using ICT during Science learning. Findings from this study show health issues hinder the usage of ICT in learning Science. Therefore this new element should be taken into account so as not to become a constraint for their motivation. The significance of this study is to enable Tamil vernacular school students to show interest in studying science.

The effort of the Ministry of Education of Malaysia (KPM) in strengthening Science, Technology, Engineering and Mathematics (STEM) educations in Malaysia is to increase the source of experts and skilled workforce in the field of research and industry. The inspiration of KPM to empower the strengthening of STEM can be implemented with the availability of ICT. ICT can be a comprehensive tool in teaching and facilitation (PdPc) of science that is complete and inclusive. ICT based science learning is an outcome of the combination of principle and strategy within education and technology domains. ICT has a great potential to spur the learning process and extensive thinking skill among the students since they regularly incorporate the use of ICT in their daily life. However, this mentioned potential has not been fully disclosed in Malaysia. Countries like Finland has a ‘road map’, meanwhile Canada has a framework for T&L of science based on ICT. Malaysia still has not developed a ‘road map’ or a framework as the above for science especially in SJK(T). Besides that, poor achievement in science education is becoming a continuous issue in SJK (T). This case is proven to be true when the results for science subject among the SJK (T) UPSR candidates are dropping since the year 2011. Hence, various elements involving the expansion of ICT based teaching and facilitation of science framework guideline should be identified in Malaysia. The framework guideline will be built based on the Malaysian culture which has the potential to spur success and science competency at the international level.

Kajian ini bertujuan meneliti Pengajaran dan Pemudahcaraan (PdPc) mata pelajaran Sains menggunakan Information Communication Technology (ICT) sebagai media instruksi dalam kalangan guru dan murid di Sekolah Jenis Kebangsan (Tamil) luar bandar di negeri Perak. Kajian ini dijalankan terhadap guru-guru Sains dan murid-murid darjah empat di SJK(T) luar bandar di negeri Perak. Kajian ini berbentuk gabungan kualitatif dan kuantitatif (Mix Method) yang melibatkan tiga instrumen utama iaitu instrumen pemerhatian, temu bual semi berstruktur dan soal selidik. Data kajian kualitatif dikumpulkan, diproses serta dianalisis dengan menggunakan perisian Quirkos manakala data-data kuantitatif dikira menggunakan peratusan mudah. Dapatan kajian menunjukkan penguasaan TPACK dalam kalangan guru masih berada pada tahap yang rendah. Dapatan kajian juga menunjukkan guru-guru menghadapi pelbagai halangan dalam penggunaan ICT semasa PdPc Sains iaitu kecapaian internet, halangan dari segi sikap ibu bapa dan murid, masa, kemudahan dan peralatan, pemasangan dan teknikal, gangguan elektrik, dan bahasa. Hasil kajian juga menunjukkan guru-guru menggunakan ICT semasa PdPc Sains kerana ICT membantu murid, guru dan memberi sokongan untuk menjalankan PdPc Sains. 90% murid bersetuju yang penggunaan ICT semasa PdPc Sains meningkatkan Motivasi Dalaman. Dapatan kajian menunjukkan murid-murid bersetuju yang capaian internet, kesihatan, masa, keluarga, kemudahan komputer di rumah, sekolah dan adaptasi menjadi penghalang untuk menggunakan ICT semasa PdPc Sains. Murid-murid mengaku penggunaan ICT semasa PdPc Sains menarik kerana elemen - elemen ICT, merangsang minat dan membantu pembelajaran. Berlandaskan dapatan-dapatan kajian ini, satu kerangka panduan efektif, kompeten dan lengkap telah pun dihasilkan. Kerangka panduan efektif ini, berpotensi dijadikan sebagai panduan memperluaskan penggunaan ICT semasa PdPc Sains dijalankan di sekolah-sekolah luar bandar. Melalui kajian ini, satu budaya penggunaan ICT yang mantap diterapkan dalam proses PdPc Sains di SJK(T) luar bandar yang boleh dijadikan amalan pelbagai pihak yang berkepentingan.

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