Abstract

• This research aimed to examine the effectiveness of an e-learning integration model in teaching middle school science. The study employed an experimental research design, utilizing quantitative methodologies. Specifically, a non-equivalent control group design, a type of quasi-experimental design, was implemented for the quantitative research methodology. The participants of the study consisted of Grade Six science teachers and Grade Six students selected from four different schools: No. 3 BEHS, Bahan, No. 1 BEHS, Sanchaung, No. 2 BEHS, South Okkalapa, and No. 1 BEHS, Latha. The study involved an experimental group of teachers who received the proposed e-learning integration model, while the control group received a formal teacher guide book. Then, the intact groups of Grade Six students were divided into the experimental and control groups. Pretests and posttests were administered to both groups to assess science knowledge. The data analysis utilized one-way analysis of covariance (One-Way ANCOVA) to compare posttest scores, controlling for pretest scores as a covariate. The study revealed a significant increase in science achievement among students whose teachers received instruction using the proposed e-learning integration model compared to those whose teachers did not. Furthermore, the researchers employed the Wilcoxon Signed Rank test to assess the change in students' attitudes towards science learning before and after the instruction. The results indicated a positive impact of the proposed e-learning integration model on students' attitudes. The overall findings of this research support the notion that the integration of e-learning in middle school science instruction has a beneficial effect on both student achievement and attitudes towards learning science.