THE IMPACT OF ELECTRONIC RESOURCES ON LEARNING OUTCOMES IN INFORMATICS EDUCATION: AN EMPIRICAL STUDY ON DIGITAL COMPETENCE AND ENGAGEMENT

Guler Mammadhuseyn gizi Asadova

Abstract


This study empirically examines the impact of structured electronic resources (ER) on student achievement, digital learning competence, and engagement in undergraduate informatics education. Using a quasi-experimental design with an experimental group (n=23) and a control group (n=22), the research involved the experimental group utilizing a curated ER package, including interactive coding platforms (e.g., Repl.it), algorithm simulations (e.g., AlgoViz), and virtual laboratories, while the control group followed traditional textbook-based methods. Data were collected through pre/post-tests on programming knowledge, a practical problem-solving task, a Digital Learning Competence Scale (DLCS), and an engagement survey. Mann-Whitney U tests revealed that the experimental group significantly outperformed the control group in post-test scores (U=145, p=.008) and learning engagement (U=138, p=.012). Multivariate analysis (MANOVA) confirmed an overall significant difference in learning outcome profiles between the groups (Wilks' Λ= .72, p=.004). Additionally, the self-assessment dimension of digital competence was found to be a significant predictor of academic success. The findings demonstrate that interactive electronic resources robustly support knowledge acquisition, motivation, and digital competence in informatics education, forming a pedagogical foundation for digital transformation.

 

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Keywords


electronic learning resources, informatics education, digital learning competence, quasi-experimental design, Mann-Whitney U Test, MANOVA, academic achievement

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i2.6509

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