Educational Technologies and Their Relationship to Academic Achievement among Pupils in the First Cycle of Basic Education in Zliten City from the Perspective of Their Teachers

Abstract

This study aimed to investigate educational technology and its relationship to academic achievement among pupils in the first cycle of basic education in Zliten, from the perspective of their teachers. The study employed a descriptive-analytical approach and used a questionnaire as the data-collection instrument. The research population consisted of 103 male and female teachers, from whom a simple random sample of 21 teachers was selected.

The findings revealed a relationship between the use of educational technology and increased academic achievement. They also indicated that teachers use educational technologies and have received training in their application. Furthermore, the use of educational technology contributed to improving the academic performance of pupils in the first cycle to a very high degree (90%). The results also showed that some schools have laboratories capable of accommodating educational technology equipment. However, the school environment was found to be less than sufficiently supportive of the use of educational technology, with a percentage, which is below the average level.

Accordingly, the study recommends expanding the provision of educational technologies in the schools under investigation; developing the infrastructure necessary to support their use; providing computers and Internet networks; training teachers in the application of educational technologies in teaching; and developing curricula in line with the use of educational technology by integrating technological activities and applications into the educational content.