The Impact of ICT Interventions on Elementary School Students' Learningand Engagement: A Study of Use and Experience

Abstract

The study investigates the capacity and engagement of female elementary school students in Punjab regarding Information and Communication Technology (ICT) and e-learning, aiming to identify factors that promote or hinder their involvement. Employing a blended research approach, qualitative and quantitative data were gathered through surveys and interviews to explore students' perceptions of ICT and their experiences with e-learning. The findings reveal a significant gap between the recognized advantages of e-learning—such as flexibility and accessibility—and the students' actual engagement with ICT tools. While many students acknowledged these benefits, a notable percentage expressed a lack of confidence in their technological skills and reported limited computer use in various contexts. The study highlights that students often find e-learning experiences monotonous and disengaging, which detracts from their willingness to participate in ICT-based education. By contrasting these current findings with previous research, whichemphasized the transformative potential of ICT, this study underscores ongoing barriers related to engagement, accessibility, and instructional design that need to be addressed to fully harness the benefits of technology in education. To enhance engagement among female students, the study recommends developing interactive and high-quality e-learning materials, improving access to technology, and implementing ongoing evaluations of e-learning programs. Ultimately, this research contributes to a deeper understanding of ICT use in education within a specific cultural context, offering insights for policymakers, educators, and curriculum developers, while emphasizing the necessity for targeted interventions to empower female students in Punjab and promote gender equity in technology use in educational settings.

Keywords: ICT interventions, Learning engagement, Elementary School, STEM