THE COMBINED INFLUENCE OF LEARNING MOTIVATION AND PARENTAL INVOLVEMENT ON VOCATIONAL HIGH SCHOOL STUDENTS' ACHIEVEMENT IN OPERATING SYSTEM COURSES

Abstract

Information and communication technology (ICT) education in Indonesian junior secondary schools has traditionally relied on lecture-based instruction, a format that affords learners limited opportunity for active engagement and often fails to translate into optimal learning outcomes. This study investigated whether an online-adapted demonstration method produced significantly different learning outcomes compared with a conventional lecture-based method among grade VII students studying basic Microsoft Word operations at a public junior secondary school (SMPN 2 Pakel) in Tulungagung, Indonesia, during the transition to remote instruction necessitated by the COVID-19 pandemic. A quantitative, quasi-experimental approach employing a nonequivalent pretest-posttest control-group design was adopted. From a population of 94 grade VII students, 62 students were selected through purposive sampling and assigned to an experimental class (n = 31), which received video-based demonstration instruction distributed through a class messaging group and a video-sharing platform, and a control class (n = 31), which received conventional text- and lecture-based instruction through the same digital channels. Achievement was measured using a validated multiple-choice test administered before and after treatment, and an independent-samples t-test was used to examine between-group differences once normality and homogeneity assumptions were confirmed. The mean posttest score of the experimental group (M = 83.06, SD = 7.49) exceeded that of the control group (M = 65.65, SD = 9.46); the independent-samples t-test indicated a statistically significant difference, t(60) = 8.035, p < .001, mean difference = 17.42. These findings demonstrate that the online demonstration method produced a significantly larger improvement in learning outcomes than the conventional method, supporting multimedia- and constructivist-learning perspectives that visualized, sequential demonstration facilitates deeper comprehension of procedural ICT content even in a fully remote setting. The study contributes empirical evidence on adapting an inherently visual, hands-on teaching method to emergency remote instruction—an area that remains underexplored relative to research on demonstration teaching in face-to-face classrooms. Implications for ICT pedagogy, methodological limitations, and directions for future research are discussed.