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1
PROJECT REPORT
IMPACT OF ICT ON LEARNING
Submitted to: Submitted by:
Dr. Hemraj Verma Pradeep Kumar Tiwari
May, 2012
2
TABLE OF CONTENTS
Page No.
DECLARATION 3
CERTIFICATE 4
ACKNOWLEDGEMENT 5
INTRODUCTION 6
PROBLEM FORMULATION
 OBJECTIVE 6
 HYPOTHESIS 7
RESEARCH DESIGN
 DESCRIPTIVE RESEARCH DESIGN 8-10
SAMPLING DESIGN 10
DATA ANALYSIS
 FREQUENCY TABLE 11-14
 HYPOTHESIS TEST AND RESULT 15-19
CONCLUSION 20
3
DECLARATION
We hereby declare that this submission is our own work and that, to the best of my/our
knowledge and belief, it contains no material previously published or written by another person
nor material which to a substantial extent has been accepted for the award of any other degree or
diploma of the university or other institute of higher learning, except where due acknowledgment
has been made in the text.
Date:
Signature:
Name:
Enroll. No.:
4
CERTIFICATE
This is to certify that Project Report entitled “Impact of ICT on Learning” which is submitted by
Mohd Farhan, Pradeep Tiwari, Prashant Mishra, Dheeraj Gupta in partial fulfillment of the
requirement for the award of degree MBA in Department of School of Business from Galgotias
University, is a record of the candidate own work carried out by him under my supervision. The
matter embodied in this thesis is original and has not been submitted for the award of any other
degree.
Date:
Supervisor Head of the Department
5
ACKNOWLEDGEMENT
It gives us a great sense of pleasure to present the report of the MBA Project undertaken during
MBA First Year. We owe special debt of gratitude to Dr. Hemraj Verma, Department of School
of Business, Galgotias University, Noida for his constant support and guidance throughout the
course of our work. His sincerity, thoroughness and perseverance have been a constant source of
inspiration 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 faculty
members of the department for their kind assistance and cooperation during the development of
our project. Last but not the least, we acknowledge our friends for their contribution in the
completion of the project.
6
INTRODUCTION
The purpose of the Project is to examine the relationship between the use of information and
communication technologies (ICT) and Learning in higher education. During the last two
decades higher education institutions have invested heavily in information and communication
technologies (ICT). ICT has had a major impact in the university context, in organization and in
teaching and learning method. It is difficult and maybe even impossible to imagine future
learning environments that are not supported, in one way or another, by Information and
Communication Technologies (ICT). There is, in other words, a widespread belief that ICTs
have an important role to play in changing and modernizing educational systems and ways of
learning.
The impact of the ICT on learning can be approached in different ways. There is no single
concept of learning through the use of ICT. Many different types can be envisaged: computer
assisted learning, web-learning, computer-classes, online training, distance education, eLearning,
virtual learning, digital training, projector in classroom, microphone, use of Power point slide
etc. Consequently, its impact on the learning process should encompass not only traditional
learning outcomes but also the use of ICT by teachers (teacher training), the organizational use
of ICT by education and training institutions, and, last but not least, the impact of ICT-enabled
education on, for instance, personal development, confidence and self esteem.
7
PROBLEM FORMULATION:
OBJECTIVE
To find out the impact of ICT on Learning in higher education by developing hypothesis.
HYPOTHESIS
1. General point of view
Null hypothesis:
The mean rating of student perception about ICT is not significantly different from the average
perception value, which is 3.
Alternate hypothesis:
The mean rating of student perception about ICT is significantly different from the average
perception value, which is 3.
2. According to gender
Null 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 , that
is 3.
3. According to the program pursuing by the student
Null hypothesis:
The mean rating of perception about ICT is not significantly different among the student of
different program, which is 3.
Alternate hypothesis:
The mean rating of perception about ICT is significantly different among the student of different
program, which is 3.
4. According to the medium of education
Null hypothesis:
The mean rating of perception about ICT is not significantly different among the student of
different medium of education, which is 3.
8
Alternate hypothesis:
The mean rating of perception about ICT is significantly different among the student of different
medium of education, which is 3.
RESEARCH DESIGN
A research design is a framework or blueprint for conducting the research project. It specifies the
precise details of the procedures necessary for obtaining the required information. It is important
to have a good research design in order to ensure that the research project is conducted
effectively and efficiently.
DESCRIPTIVE RESEARCH DESIGN
In that regard, we have developed a questionnaire for students to learn more about the impact of
ICT on learning. For ex:
IMPACT OF ICT ON LEARNING
NAME:
SEX: MALE FEMALE
PROGRAMME:
BATCH:
QUALIFICATION BACKGROUND:
B.COM BBA OTHERS Plz Specify:
PERCENTAGE IN UG:
PERCENTAGE IN 12TH
:
PERCENTAGE IN 10TH
:
MEDIUM OF EDUCATION: ENGLISH HINDI
NOTES:
9
S.D = STRONGLY DISAGREE D = DISAGREE NA/D = NEITHER AGREE NOR DISAGREE
A = AGREE S.A = STRONGLY AGREE
LCD: S.D D NA/D A S.A
1. 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
10
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 DESIGN
UNIVERSE
All students of Galgotias university.
SAMPLE SIZE
Sample size is around 100(50-MBA, 25-MCA and 25-B.Tech)
SAMPLING METHODS
In this project we had used the non probability (convenience sampling).
CONVENIENCE SAMPLING
Convenience sampling attempts to obtain a sample of convenient elements. Often, respondents
are selected because they happen to be in the right place at the right time.
11
DATA ANALYSIS
Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the
goal of highlighting useful information, suggesting conclusions, and supporting decision making.
Data analysis has multiple facets and approaches, encompassing diverse techniques under a
variety of names, in different business, science, and social science domains.
Frequency Table
1. According to program
PROG.
Frequency Percent Valid Percent
Cumulative
Percent
Valid 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 102 100.0 100.0
Frequency table show the no of occurrence of event (program) in the sample, we have found
from our survey. Out of 100%, we had 48% MBA student, 22.5% MCA student and 29.4%
B.TECH student.
12
2. According to qualification background
QB
Frequency Percent Valid Percent
Cumulative
Percent
Valid 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 102 100.0 100.0
Frequency table show the no of occurrence of event (qualification background) in the sample, we
have found from our survey. We have 10.8% BBA student, 43.1% B.COM student, 46.1% others
in our sample.
13
3. According to Medium of education
ME
Frequency Percent Valid Percent
Cumulative
Percent
Valid English 83 81.4 81.4 81.4
Hindi 19 18.6 18.6 100.0
Total 102 100.0 100.0
Frequency table show the no of occurrence of event (medium of education) in the sample, we
have found from our survey. We have 81.4 english medium student, 18.6% hindi medium
student in our survey.
14
4. According to gender
SEX
Frequency Percent Valid Percent
Cumulative
Percent
Valid Male 57 55.9 55.9 55.9
Female 45 44.1 44.1 100.0
Total 102 100.0 100.0
Frequency table show the no of occurrence of event (gender) in the sample, we have found from
our survey. We have 55.9% male and 44.1% female in our survey.
15
HYPOTHESIS TEST AND RESULT
1) 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 Percent
LCD * 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%
Report
SEX LCD MP OL Cal ICT
Male Mean 3.3645 3.4561 3.4079 3.7105 3.4848
N 57 57 57 57 57
Std. Deviation .71878 .84194 .70653 .77314 .50524
Female Mean 3.4642 3.2667 2.9000 3.7889 3.3549
N 45 45 45 45 45
Std. Deviation .55063 .61791 .52872 .71102 .44452
Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275
N 102 102 102 102 102
Std. Deviation .64886 .75386 .68028 .74377 .48147
Since the std.deviation value is not high we can say that the thinking of the student of different
gender is not different regarding the impact of ICT on learning.
16
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 42.523 101
MP * SEX Between Groups (Combined) .903 1 .903 1.598 .209
Within Groups 56.496 100 .565
Total 57.399 101
OL * SEX Between Groups (Combined) 6.487 1 6.487 16.115 .000
Within Groups 40.254 100 .403
Total 46.741 101
Cal * SEX Between Groups (Combined) .154 1 .154 .277 .600
Within Groups 55.718 100 .557
Total 55.873 101
ICT * SEX Between Groups (Combined) .424 1 .424 1.844 .178
Within Groups 22.989 100 .230
Total 23.413 101
Since the significance value is more than 0.05 null hypotheses is accepted. The different gender
either male or female they both are agree that the different type of product of ICT is providing
the impact on learning.
17
2) Classification of impact of different type of ICT product on learning according to different
program they are pursuing.
Mean
Case Processing Summary
Cases
Included Excluded Total
N Percent N Percent N Percent
LCD * 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%
Report
PROG LCD MP OL Cal ICT
MBA Mean 3.5941 3.5034 3.1633 3.8163 3.5193
N 49 49 49 49 49
Std. Deviation .43894 .60140 .53168 .75480 .40446
MCA Mean 3.6860 3.5942 3.1739 3.7609 3.5537
N 23 23 23 23 23
Std. Deviation .39448 .74506 .58112 .68870 .42635
B.Tech Mean 2.8926 2.9889 3.2250 3.6167 3.1808
N 30 30 30 30 30
Std. Deviation .79670 .85985 .94081 .77330 .55575
Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275
N 102 102 102 102 102
Std. Deviation .64886 .75386 .68028 .74377 .48147
18
Since the std.deviation value is not high we can say that the thinking of the student of different
program 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 42.523 101
MP * PROG Between Groups (Combined) 6.385 2 3.192 6.195 .003
Within Groups 51.014 99 .515
Total 57.399 101
OL * PROG Between Groups (Combined) .074 2 .037 .078 .925
Within Groups 46.667 99 .471
Total 46.741 101
Cal * PROG Between Groups (Combined) .749 2 .375 .673 .513
Within Groups 55.123 99 .557
Total 55.873 101
ICT * PROG Between Groups (Combined) 2.605 2 1.303 6.198 .003
Within Groups 20.808 99 .210
Total 23.413 101
Since the significance value of calculator and on line support is more than 0.05 we can accept the
null hypothesis. i.e student of different type of program are agreed about that this two are
providing some impact on learning , where as LCD, microphone is not providing any impact.
19
3) Classification of impact of different type of ICT product on learning according to different
medium 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 42.523 101
MP * ME Between Groups (Combined) .129 1 .129 .225 .636
Within Groups 57.270 100 .573
Total 57.399 101
OL * ME Between Groups (Combined) 1.172 1 1.172 2.573 .112
Within Groups 45.568 100 .456
Total 46.741 101
Cal * ME Between Groups (Combined) 1.118 1 1.118 2.041 .156
Within Groups 54.755 100 .548
Total 55.873 101
ICT * ME Between Groups (Combined) .040 1 .040 .172 .680
Within Groups 23.373 100 .234
Total 23.413 101
Since the significance value is more than 0.05 null hypotheses is accepted. The different medium
of education either English or Hindi the both medium of student are agree that the different type
of product of ICT is providing the impact on learning.
20
CONCLUSION
After 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 ICT
on learning.
3) Student of different program think that there is positive impact of calculator and on line
support 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 on
learning, which is ICT is providing positive impact on learning.

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Impact of ict on learning

  • 1. 1 PROJECT REPORT IMPACT OF ICT ON LEARNING Submitted to: Submitted by: Dr. Hemraj Verma Pradeep Kumar Tiwari May, 2012
  • 2. 2 TABLE OF CONTENTS Page No. DECLARATION 3 CERTIFICATE 4 ACKNOWLEDGEMENT 5 INTRODUCTION 6 PROBLEM FORMULATION  OBJECTIVE 6  HYPOTHESIS 7 RESEARCH DESIGN  DESCRIPTIVE RESEARCH DESIGN 8-10 SAMPLING DESIGN 10 DATA ANALYSIS  FREQUENCY TABLE 11-14  HYPOTHESIS TEST AND RESULT 15-19 CONCLUSION 20
  • 3. 3 DECLARATION We hereby declare that this submission is our own work and that, to the best of my/our knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgment has been made in the text. Date: Signature: Name: Enroll. No.:
  • 4. 4 CERTIFICATE This is to certify that Project Report entitled “Impact of ICT on Learning” which is submitted by Mohd Farhan, Pradeep Tiwari, Prashant Mishra, Dheeraj Gupta in partial fulfillment of the requirement for the award of degree MBA in Department of School of Business from Galgotias University, is a record of the candidate own work carried out by him under my supervision. The matter embodied in this thesis is original and has not been submitted for the award of any other degree. Date: Supervisor Head of the Department
  • 5. 5 ACKNOWLEDGEMENT It gives us a great sense of pleasure to present the report of the MBA Project undertaken during MBA First Year. We owe special debt of gratitude to Dr. Hemraj Verma, Department of School of Business, Galgotias University, Noida for his constant support and guidance throughout the course of our work. His sincerity, thoroughness and perseverance have been a constant source of inspiration 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 faculty members of the department for their kind assistance and cooperation during the development of our project. Last but not the least, we acknowledge our friends for their contribution in the completion of the project.
  • 6. 6 INTRODUCTION The purpose of the Project is to examine the relationship between the use of information and communication technologies (ICT) and Learning in higher education. During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organization and in teaching and learning method. It is difficult and maybe even impossible to imagine future learning environments that are not supported, in one way or another, by Information and Communication Technologies (ICT). There is, in other words, a widespread belief that ICTs have an important role to play in changing and modernizing educational systems and ways of learning. The impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, projector in classroom, microphone, use of Power point slide etc. Consequently, its impact on the learning process should encompass not only traditional learning outcomes but also the use of ICT by teachers (teacher training), the organizational use of ICT by education and training institutions, and, last but not least, the impact of ICT-enabled education on, for instance, personal development, confidence and self esteem.
  • 7. 7 PROBLEM FORMULATION: OBJECTIVE To find out the impact of ICT on Learning in higher education by developing hypothesis. HYPOTHESIS 1. General point of view Null hypothesis: The mean rating of student perception about ICT is not significantly different from the average perception value, which is 3. Alternate hypothesis: The mean rating of student perception about ICT is significantly different from the average perception value, which is 3. 2. According to gender Null 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 , that is 3. 3. According to the program pursuing by the student Null hypothesis: The mean rating of perception about ICT is not significantly different among the student of different program, which is 3. Alternate hypothesis: The mean rating of perception about ICT is significantly different among the student of different program, which is 3. 4. According to the medium of education Null hypothesis: The mean rating of perception about ICT is not significantly different among the student of different medium of education, which is 3.
  • 8. 8 Alternate hypothesis: The mean rating of perception about ICT is significantly different among the student of different medium of education, which is 3. RESEARCH DESIGN A research design is a framework or blueprint for conducting the research project. It specifies the precise details of the procedures necessary for obtaining the required information. It is important to have a good research design in order to ensure that the research project is conducted effectively and efficiently. DESCRIPTIVE RESEARCH DESIGN In that regard, we have developed a questionnaire for students to learn more about the impact of ICT on learning. For ex: IMPACT OF ICT ON LEARNING NAME: SEX: MALE FEMALE PROGRAMME: BATCH: QUALIFICATION BACKGROUND: B.COM BBA OTHERS Plz Specify: PERCENTAGE IN UG: PERCENTAGE IN 12TH : PERCENTAGE IN 10TH : MEDIUM OF EDUCATION: ENGLISH HINDI NOTES:
  • 9. 9 S.D = STRONGLY DISAGREE D = DISAGREE NA/D = NEITHER AGREE NOR DISAGREE A = AGREE S.A = STRONGLY AGREE LCD: S.D D NA/D A S.A 1. 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
  • 10. 10 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 DESIGN UNIVERSE All students of Galgotias university. SAMPLE SIZE Sample size is around 100(50-MBA, 25-MCA and 25-B.Tech) SAMPLING METHODS In this project we had used the non probability (convenience sampling). CONVENIENCE SAMPLING Convenience sampling attempts to obtain a sample of convenient elements. Often, respondents are selected because they happen to be in the right place at the right time.
  • 11. 11 DATA ANALYSIS Analysis of data is a process of inspecting, cleaning, transforming, and modeling data with the goal of highlighting useful information, suggesting conclusions, and supporting decision making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names, in different business, science, and social science domains. Frequency Table 1. According to program PROG. Frequency Percent Valid Percent Cumulative Percent Valid 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 102 100.0 100.0 Frequency table show the no of occurrence of event (program) in the sample, we have found from our survey. Out of 100%, we had 48% MBA student, 22.5% MCA student and 29.4% B.TECH student.
  • 12. 12 2. According to qualification background QB Frequency Percent Valid Percent Cumulative Percent Valid 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 102 100.0 100.0 Frequency table show the no of occurrence of event (qualification background) in the sample, we have found from our survey. We have 10.8% BBA student, 43.1% B.COM student, 46.1% others in our sample.
  • 13. 13 3. According to Medium of education ME Frequency Percent Valid Percent Cumulative Percent Valid English 83 81.4 81.4 81.4 Hindi 19 18.6 18.6 100.0 Total 102 100.0 100.0 Frequency table show the no of occurrence of event (medium of education) in the sample, we have found from our survey. We have 81.4 english medium student, 18.6% hindi medium student in our survey.
  • 14. 14 4. According to gender SEX Frequency Percent Valid Percent Cumulative Percent Valid Male 57 55.9 55.9 55.9 Female 45 44.1 44.1 100.0 Total 102 100.0 100.0 Frequency table show the no of occurrence of event (gender) in the sample, we have found from our survey. We have 55.9% male and 44.1% female in our survey.
  • 15. 15 HYPOTHESIS TEST AND RESULT 1) 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 Percent LCD * 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% Report SEX LCD MP OL Cal ICT Male Mean 3.3645 3.4561 3.4079 3.7105 3.4848 N 57 57 57 57 57 Std. Deviation .71878 .84194 .70653 .77314 .50524 Female Mean 3.4642 3.2667 2.9000 3.7889 3.3549 N 45 45 45 45 45 Std. Deviation .55063 .61791 .52872 .71102 .44452 Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275 N 102 102 102 102 102 Std. Deviation .64886 .75386 .68028 .74377 .48147 Since the std.deviation value is not high we can say that the thinking of the student of different gender is not different regarding the impact of ICT on learning.
  • 16. 16 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 42.523 101 MP * SEX Between Groups (Combined) .903 1 .903 1.598 .209 Within Groups 56.496 100 .565 Total 57.399 101 OL * SEX Between Groups (Combined) 6.487 1 6.487 16.115 .000 Within Groups 40.254 100 .403 Total 46.741 101 Cal * SEX Between Groups (Combined) .154 1 .154 .277 .600 Within Groups 55.718 100 .557 Total 55.873 101 ICT * SEX Between Groups (Combined) .424 1 .424 1.844 .178 Within Groups 22.989 100 .230 Total 23.413 101 Since the significance value is more than 0.05 null hypotheses is accepted. The different gender either male or female they both are agree that the different type of product of ICT is providing the impact on learning.
  • 17. 17 2) Classification of impact of different type of ICT product on learning according to different program they are pursuing. Mean Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent LCD * 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% Report PROG LCD MP OL Cal ICT MBA Mean 3.5941 3.5034 3.1633 3.8163 3.5193 N 49 49 49 49 49 Std. Deviation .43894 .60140 .53168 .75480 .40446 MCA Mean 3.6860 3.5942 3.1739 3.7609 3.5537 N 23 23 23 23 23 Std. Deviation .39448 .74506 .58112 .68870 .42635 B.Tech Mean 2.8926 2.9889 3.2250 3.6167 3.1808 N 30 30 30 30 30 Std. Deviation .79670 .85985 .94081 .77330 .55575 Total Mean 3.4085 3.3725 3.1838 3.7451 3.4275 N 102 102 102 102 102 Std. Deviation .64886 .75386 .68028 .74377 .48147
  • 18. 18 Since the std.deviation value is not high we can say that the thinking of the student of different program 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 42.523 101 MP * PROG Between Groups (Combined) 6.385 2 3.192 6.195 .003 Within Groups 51.014 99 .515 Total 57.399 101 OL * PROG Between Groups (Combined) .074 2 .037 .078 .925 Within Groups 46.667 99 .471 Total 46.741 101 Cal * PROG Between Groups (Combined) .749 2 .375 .673 .513 Within Groups 55.123 99 .557 Total 55.873 101 ICT * PROG Between Groups (Combined) 2.605 2 1.303 6.198 .003 Within Groups 20.808 99 .210 Total 23.413 101 Since the significance value of calculator and on line support is more than 0.05 we can accept the null hypothesis. i.e student of different type of program are agreed about that this two are providing some impact on learning , where as LCD, microphone is not providing any impact.
  • 19. 19 3) Classification of impact of different type of ICT product on learning according to different medium 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 42.523 101 MP * ME Between Groups (Combined) .129 1 .129 .225 .636 Within Groups 57.270 100 .573 Total 57.399 101 OL * ME Between Groups (Combined) 1.172 1 1.172 2.573 .112 Within Groups 45.568 100 .456 Total 46.741 101 Cal * ME Between Groups (Combined) 1.118 1 1.118 2.041 .156 Within Groups 54.755 100 .548 Total 55.873 101 ICT * ME Between Groups (Combined) .040 1 .040 .172 .680 Within Groups 23.373 100 .234 Total 23.413 101 Since the significance value is more than 0.05 null hypotheses is accepted. The different medium of education either English or Hindi the both medium of student are agree that the different type of product of ICT is providing the impact on learning.
  • 20. 20 CONCLUSION After 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 ICT on learning. 3) Student of different program think that there is positive impact of calculator and on line support 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 on learning, which is ICT is providing positive impact on learning.