सार

Information and communication technologies (ICT) have become commonplace 
entities in all aspects of life. Technology is moving rapidly in recent times than our ability so 
we need to adapt and adopt the new way of technology to improve to gather information in 
our daily affairs to save our money, energy and large amount of time. Across the past twenty 
years the use of Information and Communication Technology (ICT) has fundamentally 
changed the practices and procedures of nearly all forms of endeavor within business and 
governance. Education is a very socially oriented activity and quality education has 
traditionally been associated with strong teachers having high degrees of personal contact 
with learners Nowadays, ICT plays a vital role to reduce mass illiteracy and help to 
overcome the educational problems faced during the development of Digital India. IT is a 
discipline deals with Science, Technology, Engineering and Management in handling 
information, its applications associated with social, economic and cultural matters. 
Currently, 90% of the world‟s population depends on internet technology and related gadgets 
to fulfil their basic needs of their routine life. This technological revolution is very important 
for all over human development in this smart world, especially in educational field. It makes 
the process of teaching-learning and evaluation more fascinating, easy to understanding and 
all involving with a smoother application. Even the government also promotes ICT based 
learning tools from primary level to degree level courses for practically sound knowledge 
and expanding expertise in their specific field. Students from any corner of the world can 
share their knowledge and solve their difficult experiments, problems with other researcher. 
In many fields of study, ICT based learning is useful to improve understanding of practical 
knowledge. There are so many applications based on ICTs. This paper focuses on 
methodologies of ICT in recent challenges of ICT in outcome based teaching and learning 
Pedagogy. Different Strategies for teachers to apply ICTs, various tools for different purpose 
like accessibility   of   distance learning, evaluation, scholastic Performance, e-courses and 
virtual classroom for qualitative and productive educational culture. In Kerala even though 
the government introduced IT@school project in general education schools from 2001 
onwards, in teaching learning process ICT enabled education is not yet facilitated 
completely. In 2017 onwards it is started “Samagra” eResource portal to enrich the Hi-tech 
classrooms with ICT equipment and trained teachers. 
This study is aimed to identify the relationship between the Information and 
Communication Technology use in teaching and learning towards the achievement of 
secondary school students in Science subject. A total of 80 respondents were selected amongst 8th standard students in Pantheerankave HSS, Kozhikode, and Kerala. Quantitative 
approach has been used in this study. Students were classified into two groups namely the 
teaching using ICT and teaching without using ICT. The t-test showed higher value for the 
ICT group as compared non ICT Group.  The findings showed positive relationship between 
ICT use in Science lessons and the students‟ achievements/ learning outcome. The usage of 
ICT during lessons conducted in classes has improved the learning outcomes of students and 
therefore the contribution should be recognised by all teachers in order to enhance students‟ 
achievement in academic. Based on the findings, several recommendations have been made 
to provide some insights into the application of ICT in Science subject. The result indicated 
that ICT use in teaching and learning process increased the students‟ achievement in Science 
subject in the school.