Exploring the Impact of Digital React Applications: a Qualitative Study

This research aims to evaluate students' perceptions of in-class activities through the implementation of digital REACT applications in the 7th-grade Life Sciences course, specifically focusing on the unit "Reproduction, growth, and development in living beings". Conducted using a qualitative descriptive design, the study took place during the 2022-2023 academic year at a village middle school in the Akdeniz district of Mersin, Turkey, involving 44 7th-grade students. Two experimental groups were formed: the first group was exposed to digital REACT activities, while the second group experienced only the REACT strategy. Data collection tools included semi-structured interview forms, student diaries, and researcher journals. The findings indicate that both groups of students emphasised the importance of active participation, in-class interaction, and collaboration, showing similar trends. Students reported positive emotions-particularly happiness, enjoyment, increased self-confidence, and a sense of achievement-associated with the implementation of the digital REACT and REACT strategies. The continuous integration of these strategies into Science courses enhanced student satisfaction. Additionally, assessments of how students could apply their knowledge of "Reproduction, Growth, and Development in Living Beings" in daily life highlighted the significance of practical experiences and the applicability of this information in everyday contexts. However, some students expressed dissatisfaction with video activities and reported difficulties in topics such as plant inoculation and memorising Latin terms. The results indicate that students perceive the knowledge they acquired as valuable in daily life, recognising its applicability in areas such as health, career choices, practical use, and overall convenience.

Journal

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY

Year

2026

Volume

35

Issue

1

Pages

348-368

ISSN

1059-0145

eISSN

1573-1839

DOI

10.1007/s10956-025-10266-5

WoS UID

WOS:001638800300001