E-CONTENT VIDEO MODULES AND SECONDARY SCHOOL SCIENCE: BRIDGING THE DIGITAL DIVIDE

The present study examined the effect of e-content video modules on the academic achievement and attitude towards science of Class IX students in CBSE-affiliated government-aided secondary schools in Ganjam district, Odisha. A quasi-experimental pre-test post-test non-equivalent control group design was employed. The sample comprised 120 students purposively selected from two matched schools, with 60 students each in the experimental and control groups. The experimental group received instruction through structured offline e-content video modules over eight weeks, while the control group underwent conventional chalk-and-talk teaching. Data were collected using a researcher-developed Science Achievement Test (SAT; KR-20 = 0.86) and the standardised Science Attitude Scale (Vaidya & Chandiramani, 1989). Independent samples t-tests and ANCOVA were applied for data analysis. Results revealed that the experimental group significantly outperformed the control group on both achievement (t = 6.83, p < .001, d = 1.24) and attitude (t = 5.47, p < .001, d = 0.98). Gender did not moderate the treatment effect. The findings confirmed that well-designed e-content video modules serve as effective tools for improving science learning outcomes and reducing the digital divide in resource-constrained educational settings.