Digital Learning in Elementary Education: An Analysis of ICT Familiarity and Student Satisfaction

The integration of Information and Communication Technology (ICT) in elementary education has been widely recognised as a crucial factor in enhancing teaching effectiveness, learner engagement, and educational equity. Despite policy initiatives and infrastructural investments, many Indian states continue to face substantial challenges in the effective implementation of ICT at the elementary level. This study aims to analyse the level of familiarity and satisfaction regarding ICT tools in elementary education, with specific reference to government school students, in Patna, Bihar. The research study adopts a descriptive and analytical research design. Primary data were collected from a sample of elementary school students using a structured questionnaire based on five-point Likert Scale, varying from strongly agree to strongly disagree. To achieve the research objectives, both descriptive and inferential statistical tools were employed. Descriptive statistics and Pearson's correlation coefficient were used for data analysis. Pearson's correlation coefficient was used to examine the relation between familiarity with ICT tools and students' satisfaction levels. The findings indicate a strong positive relationship between familiarity with ICT tools and student satisfaction (r = 0.945), suggesting that increased familiarity is associated with higher satisfaction levels. The study concludes that improving familiarity with ICT tools can enhance students' learning experience and satisfaction levels. These findings provide useful insights for improving ICT integration in elementary education.