Role of ICT and Concept-Based Activities in Enhancing Retention of Knowledge among Elementary School Students in Learning General Science

Abstract

Knowledge retention constitutes a fundamental goal of elementary science education, as it underpins the development of higher-order cognitive processes and supports sustained learning across subsequent educational stages. However, conventional instructional practices in science classrooms have predominantly relied on rote memorization, a strategy that often results in superficial understanding and limited long-term retention. In response to these limitations, the integration of Information and Communication Technology (ICT) alongside concept-based instructional activities has gained increasing scholarly attention. These approaches facilitate active learning, enhance student engagement, and promote deeper conceptual understanding, thereby contributing to improved retention of scientific knowledge. The experimental group received the instructions using concept-based activities (CBA), while the control group received the instructions using traditional lecture methods (TLM). Factorial design with 80 multiple-choice questions (MCQs) is used as research tools, and for the retention test (RT), same SAT score of 80 MCQs was used. The study found that both boys and girls in the experimental group improved significantly in achievement and retention of knowledge. The retention test showed that the experimental group performed better in remembering information as compared to the control group. Overall, the study suggests that concept-based activities can be an effective teaching strategy for general science at the elementary level. This study examines the effectiveness of integrating Information and Communication Technology (ICT) tools with concept-based learning activities to enhance knowledge retention among elementary-level students studying General Science. The research emphasizes the role of multimedia resources, interactive simulations, digital assessments, and hands-on conceptual activities in fostering meaningful learning, improving conceptual understanding, and strengthening long-term memory retention. The findings indicate that students exposed to a combined ICT- and concept-based instructional approach demonstrate significantly higher academic achievement and retention levels compared to those taught through traditional lecture-based methods. These results underscore the potential of technology-enhanced, concept-driven pedagogy in promoting sustained learning outcomes in elementary science education.

Keywords: Information and Communication Technology (ICT); Concept-Based Learning; Knowledge Retention; Elementary Education; General Science; Digital Learning; Constructivist Pedagogy