The effectiveness of BBC Bitesize for learning science by KS3 learners in the UK

• Main Author: Al-Khatib, G.
• Published: University of Salford 2016
• Subjects: 658
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.736298

There are a number of studies arguing for and against the use of Online learning resources for learning facilitation. Some studies attribute the rise of learners’ achievement to the use of technology; others believe that technology has changed the learners’ attitudes towards learning. Scholars have used learners’ attitudes and achievement as indicators of the success or the failure of technology. The majority of extant related research is carried out at University, College and further education levels but limited studies have examined KS3 learners in the UK. In particular, there are not a lot of studies that focus on measuring the learning effectiveness through KS3 learners’ attitude and achievement at the same time. The present study uses both attitudes and achievement and the link between them as a predictor of the BBC Bitesize online learning resource effectiveness. This case study aims to examine the use of BBC Bitesize and identify its effectiveness for learning Science in Year 9 in two Schools in Manchester, UK. Subsequently, the present study investigates these 3 themes: a. The effect of Computers & BBC Bitesize on KS3 learners’ attitudes. b. The impact of Computers & BBC Bitesize on KS3 learners’ achievement and learning effectiveness. c. The correlation between the learners’ attitudes towards BBC Bitesize and their achievement. This study is a mixed methods study that combines both quantitative and qualitative data. The quantitative research method is reflected through the use of 121 attitudinal questionnaires. The qualitative research method in this study is represented by 11 semi-structured interviews The study traces the learners’ achievement by using a written test after they have been given a Science course via BBC Bitesize. Attitudes have been approached in a way that defines an attitude as the combination of a number of factors: affective component, perceived-usefulness, perceived-control, behavioural component, anxiety component and self-efficacy component. These components have been the base of the study questionnaire based on Selwyn’s (1997) model. The contribution to knowledge is in the area of debate on whether Online learning can improve learner’s achievement. In particular, the current study makes the following contributions to knowledge for KS3 -related Online learning using BBC Bitesize: a. Development of a new scale for measuring learners’ attitude using socio-psychological factors and identifying that two of these – control and anxiety- are not significant; b. The attitude and achievement constructs are studied together using partial correlation analysis and Spearman correlation, and a positive link is found suggesting that positive attitude has a positive impact on achievement; c. The components of attitudes are confirmed as: affective, usefulness, behavioural and self-efficacy. This amends the original four components from Selwyn. The current study has a practical contribution in that it confirms that BBC Bitesize has positively affected the learners’ achievement and attitudes. BBC Bitesize is found to be effective for facilitating learning of Science by KS3 learners.