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Impact of ICT on Learning
 

Impact of ICT on Learning

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The purpose of the Project is to examine the relationship between the use of information andcommunication technologies (ICT) and Learning in higher education. During the last twodecades higher ...

The purpose of the Project is to examine the relationship between the use of information andcommunication technologies (ICT) and Learning in higher education. During the last twodecades higher education institutions have invested heavily in information and communicationtechnologies (ICT). ICT has had a major impact in the university context, in organization and inteaching and learning method. It is difficult and maybe even impossible to imagine futurelearning environments that are not supported, in one way or another, by Information andCommunication Technologies (ICT).

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    Impact of ICT on Learning Impact of ICT on Learning Document Transcript

    • PROJECT REPORT IMPACT OF ICT ON LEARNINGSubmitted to: Submitted by:Dr. Hemraj Verma Mohd Farhan Pradeep Tiwari Prashant Mishra Dheeraj Gupta (Batch-4)May, 2012 1
    • TABLE OF CONTENTS Page No.DECLARATION 3CERTIFICATE 4ACKNOWLEDGEMENT 5INTRODUCTION 6PROBLEM FORMULATION OBJECTIVE 6 HYPOTHESIS 7RESEARCH DESIGN DESCRIPTIVE RESEARCH DESIGN 8-10SAMPLING DESIGN 10DATA ANALYSIS FREQUENCY TABLE 11-14 HYPOTHESIS TEST AND RESULT 15-19CONCLUSION 20 2
    • DECLARATIONWe hereby declare that this submission is our own work and that, to the best of my/ourknowledge and belief, it contains no material previously published or written by another personnor material which to a substantial extent has been accepted for the award of any other degree ordiploma of the university or other institute of higher learning, except where due acknowledgmenthas been made in the text.Date:Signature: Signature:Name: Name:Enroll. No.: Enroll. No.:Signature: Signature:Name: Name:Enroll. No.: Enroll. No.: 3
    • CERTIFICATEThis is to certify that Project Report entitled “Impact of ICT on Learning” which is submitted byMohd Farhan, Pradeep Tiwari, Prashant Mishra, Dheeraj Gupta in partial fulfillment of therequirement for the award of degree MBA in Department of School of Business from GalgotiasUniversity, is a record of the candidate own work carried out by him under my supervision. Thematter embodied in this thesis is original and has not been submitted for the award of any otherdegree.Date:Supervisor Head of the Department 4
    • ACKNOWLEDGEMENTIt gives us a great sense of pleasure to present the report of the MBA Project undertaken duringMBA First Year. We owe special debt of gratitude to Dr. Hemraj Verma, Department of Schoolof Business, Galgotias University, Noida for his constant support and guidance throughout thecourse of our work. His sincerity, thoroughness and perseverance have been a constant source ofinspiration for us. It is only his cognizant efforts that our endeavors have seen light of the day.We also do not like to miss the opportunity to acknowledge the contribution of all facultymembers of the department for their kind assistance and cooperation during the development ofour project. Last but not the least, we acknowledge our friends for their contribution in thecompletion of the project. 5
    • INTRODUCTIONThe purpose of the Project is to examine the relationship between the use of information andcommunication technologies (ICT) and Learning in higher education. During the last twodecades higher education institutions have invested heavily in information and communicationtechnologies (ICT). ICT has had a major impact in the university context, in organization and inteaching and learning method. It is difficult and maybe even impossible to imagine futurelearning environments that are not supported, in one way or another, by Information andCommunication Technologies (ICT). There is, in other words, a widespread belief that ICTshave an important role to play in changing and modernizing educational systems and ways oflearning.The impact of the ICT on learning can be approached in different ways. There is no singleconcept of learning through the use of ICT. Many different types can be envisaged: computerassisted learning, web-learning, computer-classes, online training, distance education, eLearning,virtual learning, digital training, projector in classroom, microphone, use of Power point slideetc. Consequently, its impact on the learning process should encompass not only traditionallearning outcomes but also the use of ICT by teachers (teacher training), the organizational useof ICT by education and training institutions, and, last but not least, the impact of ICT-enablededucation on, for instance, personal development, confidence and self esteem. 6
    • PROBLEM FORMULATION:OBJECTIVETo find out the impact of ICT on Learning in higher education by developing hypothesis.HYPOTHESIS1. General point of viewNull hypothesis:The mean rating of student perception about ICT is not significantly different from the averageperception value, which is 3.Alternate hypothesis:The mean rating of student perception about ICT is significantly different from the averageperception value, which is 3.2. According to genderNull hypothesis:The mean rating of perception about ICT is not significantly different among male and female ,that is 3.Alternate hypothesis:The mean rating of perception about ICT is significantly different among male and female , thatis 3.3. According to the program pursuing by the studentNull hypothesis:The mean rating of perception about ICT is not significantly different among the student ofdifferent program, which is 3.Alternate hypothesis:The mean rating of perception about ICT is significantly different among the student of differentprogram, which is 3.4. According to the medium of educationNull hypothesis:The mean rating of perception about ICT is not significantly different among the student ofdifferent medium of education, which is 3. 7
    • Alternate hypothesis:The mean rating of perception about ICT is significantly different among the student of differentmedium of education, which is 3.RESEARCH DESIGNA research design is a framework or blueprint for conducting the research project. It specifies theprecise details of the procedures necessary for obtaining the required information. It is importantto have a good research design in order to ensure that the research project is conductedeffectively and efficiently.DESCRIPTIVE RESEARCH DESIGNIn that regard, we have developed a questionnaire for students to learn more about the impact ofICT on learning. For ex: IMPACT OF ICT ON LEARNINGNAME:SEX: MALE FEMALEPROGRAMME:BATCH:QUALIFICATION BACKGROUND:B.COM BBA OTHERS Plz Specify:PERCENTAGE IN UG:PERCENTAGE IN 12TH:PERCENTAGE IN 10TH:MEDIUM OF EDUCATION: ENGLISH HINDINOTES: 8
    • S.D = STRONGLY DISAGREE D = DISAGREE NA/D = NEITHER AGREE NOR DISAGREEA = AGREE S.A = STRONGLY AGREELCD: S.D D NA/D A S.A1. Lcd Projector helps us to learn better.2. Lcd Projector makes the class interesting.3. Lcd Projector in class encourages student participation.4. Lcd Projector in class helps to increase the performance of the student.5. Power points Slides provided by the subject teachers are relevant.6. Power Point slides helps student in quick revision of the lectures.7. Power points slides are always available for every topic.8. Power point slides encourage student not to listen active in the class.9. Power point slides encourage student to postpone their learning.MICROPHONE:10. Microphone makes classroom lectures audible.11. Microphone is always available/working properly in the class.12. Microphone in the class creates disturbance.ON-LINE WEB SUPPORT:13. On-line web support is available for all subjects.14. I obtain lectures in advance through on-line 9
    • Web support.15. I find on-line web support very useful.16. On-line web support is wastage of time.CALCULATOR:17. Calculator makes calculation easier.18. Calculator reduces efficiency of the student.SAMPLING DESIGNUNIVERSEAll students of Galgotias university.SAMPLE SIZESample size is around 100(50-MBA, 25-MCA and 25-B.Tech)SAMPLING METHODSIn this project we had used the non probability (convenience sampling).CONVENIENCE SAMPLINGConvenience sampling attempts to obtain a sample of convenient elements. Often, respondentsare selected because they happen to be in the right place at the right time. 10
    • DATA ANALYSISAnalysis of data is a process of inspecting, cleaning, transforming, and modeling data with thegoal of highlighting useful information, suggesting conclusions, and supporting decision making.Data analysis has multiple facets and approaches, encompassing diverse techniques under avariety of names, in different business, science, and social science domains.Frequency Table1. According to program PROG. Cumulative Frequency Percent Valid Percent PercentValid MBA 49 48.0 48.0 48.0 MCA 23 22.5 22.5 70.6 B.Tech 30 29.4 29.4 100.0 Total 102 100.0 100.0Frequency table show the no of occurrence of event (program) in the sample, we have foundfrom our survey. Out of 100%, we had 48% MBA student, 22.5% MCA student and 29.4%B.TECH student. 11
    • 2. According to qualification background QB Cumulative Frequency Percent Valid Percent PercentValid BBA 11 10.8 10.8 10.8 B.com 44 43.1 43.1 53.9 Others 47 46.1 46.1 100.0 Total 102 100.0 100.0Frequency table show the no of occurrence of event (qualification background) in the sample, wehave found from our survey. We have 10.8% BBA student, 43.1% B.COM student, 46.1% othersin our sample. 12
    • 3. According to Medium of education ME Cumulative Frequency Percent Valid Percent PercentValid English 83 81.4 81.4 81.4 Hindi 19 18.6 18.6 100.0 Total 102 100.0 100.0Frequency table show the no of occurrence of event (medium of education) in the sample, wehave found from our survey. We have 81.4 english medium student, 18.6% hindi mediumstudent in our survey. 13
    • 4. According to gender SEX Cumulative Frequency Percent Valid Percent PercentValid Male 57 55.9 55.9 55.9 Female 45 44.1 44.1 100.0 Total 102 100.0 100.0Frequency table show the no of occurrence of event (gender) in the sample, we have found fromour survey. We have 55.9% male and 44.1% female in our survey. 14
    • HYPOTHESIS TEST AND RESULT1) Classification of impact of different type of ICT product on learning according to gender.Mean Case Processing Summary Cases Included Excluded Total N Percent N Percent N PercentLCD * SEX 102 100.0% 0 .0% 102 100.0%MP * SEX 102 100.0% 0 .0% 102 100.0%OL * SEX 102 100.0% 0 .0% 102 100.0%Cal * SEX 102 100.0% 0 .0% 102 100.0%ICT * SEX 102 100.0% 0 .0% 102 100.0% ReportSEX LCD MP OL Cal ICTMale Mean 3.3645 3.4561 3.4079 3.7105 3.4848 N 57 57 57 57 57 Std. Deviation .71878 .84194 .70653 .77314 .50524Female Mean 3.4642 3.2667 2.9000 3.7889 3.3549 N 45 45 45 45 45 Std. Deviation .55063 .61791 .52872 .71102 .44452Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275 N 102 102 102 102 102 Std. Deviation .64886 .75386 .68028 .74377 .48147Since the std.deviation value is not high we can say that the thinking of the student of differentgender is not different regarding the impact of ICT on learning. 15
    • Anova test ANOVA Table Sum of Squares df Mean Square F Sig.LCD * SEX Between Groups (Combined) .250 1 .250 .591 .444 Within Groups 42.273 100 .423 Total 42.523 101MP * SEX Between Groups (Combined) .903 1 .903 1.598 .209 Within Groups 56.496 100 .565 Total 57.399 101OL * SEX Between Groups (Combined) 6.487 1 6.487 16.115 .000 Within Groups 40.254 100 .403 Total 46.741 101Cal * SEX Between Groups (Combined) .154 1 .154 .277 .600 Within Groups 55.718 100 .557 Total 55.873 101ICT * SEX Between Groups (Combined) .424 1 .424 1.844 .178 Within Groups 22.989 100 .230 Total 23.413 101Since the significance value is more than 0.05 null hypotheses is accepted. The different gendereither male or female they both are agree that the different type of product of ICT is providingthe impact on learning. 16
    • 2) Classification of impact of different type of ICT product on learning according to differentprogram they are pursuing.Mean Case Processing Summary Cases Included Excluded Total N Percent N Percent N PercentLCD * PROG 102 100.0% 0 .0% 102 100.0%MP * PROG 102 100.0% 0 .0% 102 100.0%OL * PROG 102 100.0% 0 .0% 102 100.0%Cal * PROG 102 100.0% 0 .0% 102 100.0%ICT * PROG 102 100.0% 0 .0% 102 100.0% ReportPROG LCD MP OL Cal ICTMBA Mean 3.5941 3.5034 3.1633 3.8163 3.5193 N 49 49 49 49 49 Std. Deviation .43894 .60140 .53168 .75480 .40446MCA Mean 3.6860 3.5942 3.1739 3.7609 3.5537 N 23 23 23 23 23 Std. Deviation .39448 .74506 .58112 .68870 .42635B.Tech Mean 2.8926 2.9889 3.2250 3.6167 3.1808 N 30 30 30 30 30 Std. Deviation .79670 .85985 .94081 .77330 .55575Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275 N 102 102 102 102 102 Std. Deviation .64886 .75386 .68028 .74377 .48147 17
    • Since the std.deviation value is not high we can say that the thinking of the student of differentprogram is not different regarding the impact of ICT on learning.Anova test ANOVA Table Sum of Squares df Mean Square F Sig.LCD * PROG Between Groups (Combined) 11.444 2 5.722 18.227 .000 Within Groups 31.079 99 .314 Total 42.523 101MP * PROG Between Groups (Combined) 6.385 2 3.192 6.195 .003 Within Groups 51.014 99 .515 Total 57.399 101OL * PROG Between Groups (Combined) .074 2 .037 .078 .925 Within Groups 46.667 99 .471 Total 46.741 101Cal * PROG Between Groups (Combined) .749 2 .375 .673 .513 Within Groups 55.123 99 .557 Total 55.873 101ICT * PROG Between Groups (Combined) 2.605 2 1.303 6.198 .003 Within Groups 20.808 99 .210 Total 23.413 101Since the significance value of calculator and on line support is more than 0.05 we can accept thenull hypothesis. i.e student of different type of program are agreed about that this two areproviding some impact on learning , where as LCD, microphone is not providing any impact. 18
    • 3) Classification of impact of different type of ICT product on learning according to differentmedium of education.Anova test ANOVA Table Sum of Squares df Mean Square F Sig.LCD * ME Between Groups (Combined) 1.287 1 1.287 3.121 .080 Within Groups 41.235 100 .412 Total 42.523 101MP * ME Between Groups (Combined) .129 1 .129 .225 .636 Within Groups 57.270 100 .573 Total 57.399 101OL * ME Between Groups (Combined) 1.172 1 1.172 2.573 .112 Within Groups 45.568 100 .456 Total 46.741 101Cal * ME Between Groups (Combined) 1.118 1 1.118 2.041 .156 Within Groups 54.755 100 .548 Total 55.873 101ICT * ME Between Groups (Combined) .040 1 .040 .172 .680 Within Groups 23.373 100 .234 Total 23.413 101Since the significance value is more than 0.05 null hypotheses is accepted. The different mediumof education either English or Hindi the both medium of student are agree that the different typeof product of ICT is providing the impact on learning. 19
    • CONCLUSIONAfter performing the data analysis and calculating the mean and Anova test we conclude that-1) There is positive impact of ICT on learning.2) Both male and female perception is same, which is they think there is positive impact of ICTon learning.3) Student of different program think that there is positive impact of calculator and on linesupport in learning, where as LCD and microphone does not provide any impact on learning.4) Both Hindi and English medium student perception are same regarding the impact of ICT onlearning, which is ICT is providing positive impact on learning. 20