Comparative Study of Traditional vs. Digital Learning Materials in Ghanaian Schools

Abstract

This paper examines the escalating concerns within the Ghanaian educational sector, particularly in primary and secondary education. It delves into the influence of rapidly evolving scientific and technological landscapes and their impact on educational quality. A specific focus is placed on the critical role of textbook selection, mainly electronic textbooks, in enhancing students' academic performance. A quasi-experimental study targeted the efficacy of e-textbook selection in a mathematics curriculum among fifth-grade students in a Ghanaian primary school. The rapid advancement in technology and its integration into educational methodologies has prompted a reevaluation of traditional teaching resources, mainly textbooks. In Ghana, this paradigm shift has sparked an interest in understanding how these changes impact student learning outcomes. The selection of appropriate educational materials, especially in foundational subjects like mathematics, is crucial in this digital era. The study employed a quasi-experimental design involving 280 fifth-grade students from a primary school in Ghana. These students, with an average age of nine, were divided into two groups, each using a different type of e-textbook for mathematics learning. The research methodology was designed to measure the impact of these textbooks on student performance quantitatively. The ANCOVA analysis of the data indicated a notable difference in the academic performance between the two groups. The second type of e-textbook group demonstrated a higher average score of 72.75 in the assessment, compared to 66.58 in the first group. This difference (F = 9.34, p < 0.05) was statistically significant, suggesting the choice of e-textbook plays a vital role in academic achievement. The findings suggest that selecting e-textbooks is critical in enhancing student learning outcomes. The study also provides educators with valuable criteria for selecting high-quality e-textbooks. These criteria, grounded in theoretical and empirical research, can significantly influence the educational process and outcomes. This research highlights the potential of e-textbooks to transform educational experiences and outcomes in primary education, particularly in mathematics. It underscores the need to carefully select digital educational resources based on robust educational theories and quality indicators. The implications of this study are significant for educators and policymakers in the Ghanaian education system as they navigate the integration of technology in teaching and learning processes.