This study examined the role of e-modules and learning applications in enhancing scientific literacy among Grade 11 Life Sciences learners in a South African secondary school. Grounded in constructivist and connectivist learning theories, the research responded to persistent challenges in learners’ conceptual understanding, scientific reasoning, and application of scientific knowledge. A mixed-methods case study design was employed, combining quantitative pre- and post-test data with qualitative classroom observations and semi-structured learner interviews. Thirty learners participated in a technology-enhanced instructional intervention using curriculum-aligned e-modules delivered through Binogi and Google Classroom. Quantitative findings revealed a statistically significant improvement in scientific literacy following the intervention. Learners’ mean scores increased from 39.20% (pre-test) to 63.07% (post-test), representing a gain of 23.87 percentage points. A paired-samples t-test confirmed that this improvement was extremely significant (t (29) = 11.58, p < 0.0001), with a very large effect size (Cohen’s d = 2.11). Qualitative findings indicated that learners experienced enhanced engagement, improved conceptual clarity, and greater motivation when using digital learning tools, particularly through visualisations, animations, and self-paced learning. However, persistent difficulties with graph interpretation were also identified. The study concludes that the intentional integration of e-modules and learning applications can substantially enhance scientific literacy in Life Sciences by supporting conceptual understanding, reasoning, and learner engagement. These findings highlight the importance of pedagogically guided digital integration and teacher professional development to strengthen science learning outcomes.
Thobejane et al. (2026) studied this question.