Impact of Technology on University Students: Empirical Investigation From Pakistan

Electronic copy available at: http://ssrn.com/abstract=2152916

Innova Ciencia Vol 4, No. 4;Apr 2012

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Impact of Technology on University Students:

Empirical Investigation From Pakistan

Dr. Imran Naseem,

Assistant Professor,

Department of Management Sciences,

COMSATS Institute of Information Technology,

Abbottabad, Pakistan

[email protected]

[email protected]

092-333-5216334

MsAdeelaRustam



Abbottabad, Pakistan [email protected]

MsZainabAlam



Abbottabad, Pakistan [email protected]

Abstract

This research is conducted to see the effect of technology on university students. This study

outlines the importance of technology and how technology can improve the education and

skills of students. For the research purpose, Hazara division was targeted and all the

universities of sciences and technology were selected and data was gathered.Data was

gathered by method of surveys, and questionnaires were floated among the students. 300

respondents were targeted and questionnaires were filled and each questionnaire contained 22

questions. Data was analyzed by making tables, estimating their frequencies and percentages.

With the help of the percentages pie-diagrams were made. And then the hypothesis was

tested by using the collected data.The overall result showed a good percentage and hypothesis

when tested with the help of factor analysis showed positive results. The research suggested

that technology does improve the teaching methods and it is helpful in good performance of

the students. It assists in attaining better quality education and helps in enhancing skills of

both teachers and students. However technology can also have a negative effect if it is used

for other purposes rather than studies. Technology may be one way instructors can maintain

Electronic copy available at: http://ssrn.com/abstract=2152916


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student interest. Indeed, the responses appear to suggest that students perceive that they might

learn less if technology were withdrawn. Students also indicated that they would be less

inclined to take additional classes from the instructor if technology were not used. On the

other hand, the responses suggest that students might be more likely to attend class and have

a greater appreciation for instructor effort if technology were not used in the classroom.

Introduction

Technology, it seems, is everywhere these days. As computers have become

morecommonplace, the use of information technology has become pervasive in everyone’s

life.For most of us, it is hard to imagine daily life without the influence of technological

devices, be ithandheld video games, personal digital assistants, cell phones or any number of

computers. Thisis especially true for younger generations. In academia, we have likely

reached the point wherethe use of technology is expected, by both students and their parents.

Computer technology provides students and teachers with unprecedented opportunities to

transform the teaching and learning process, from the most common and simple uses to the

most sophisticated. Educators are readily embracing the challenges of integrating that

technology into their teaching.Technology helps organize presentations and notes while

widening discussion outside the lecture. Students also acknowledge technology's appeal to

different learning styles. Reasons vary from ones such as it helps students visualize things

that can't be drawn on a chalkboard and it better illustrates concepts. It facilitates teaching to

students of all learning styles and makes it easier for instructors to supplement teaching with

enrichment and extra activities. Technology can also have a negative effect but it depends on

the way it is used. Thus technology, not only enhances learning through organization and

clarity, but adds to the professionalism and atmosphere of the university, which helps

motivate students to learn and participate.

Objective of the study:

The main objective of the study was to gather the opinions of students of different

universities by asking questions, in order to know how they feel about technology introduced

into education system and how can it assist in attaining better and quality education.

Scope:

The scope of this research is to find the impact of technology on university students. How

technology can assist in better and quality education is the main theme of this study. The

purpose of this research is to see how different tools of technology can affect the credibility

of students and their learning skills. This research also sees the positive as well as negative


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effects technology can have on learning; depending for which purpose it is used. This study

basically covers the university students and the effect technology can have on their education.

This is a small scale study covering only one university.

Limitations:

The factors limiting this research are based on the area surveyed. As this research is a small

scale study covering only Hazara Division so more diverse opinions cannot be gathered due

to time and cost constraints of targeting the area outside the Hazara division. Research could

be more diverse and variations could be seen if many different areas were targeted.

Literature Review

Technology, it seems, is everywhere these days. As computers have become

morecommonplace, the use of information technology has become pervasive in everyone’s lives.For most of us, it is hard to imagine daily life without the influence of technological

devices, be ithandheld video games, personal digital assistants, cell phones or any number of

computers. Thisis especially true for younger generations. In academia, we have likely

reached the point wherethe use of technology is expected, by both students and their parents

(Christensen, 1999)i.The use of instructional technology in higher education has increased

substantially over the past several years. "Computer technology provides students and

teachers with unprecedented opportunities to transform the teaching and learning process,

from the most common and simple uses to the most sophisticated." (Sulla, 1999)ii Educators

are readily embracing the challenges of integrating that technology into their

teaching.Technology helps organize presentations and notes while widening discussion

outside the lecture. Students also acknowledge technology's appeal to different learning

styles. Reasons vary from ones such as it helps students visualize things that can't be drawn

on a chalkboard and it better illustrates concepts. It facilitates teaching to students of all

learning styles and makes it easier for instructors to supplement teaching with enrichment and extra activities.

Technology provides a visual learning source that can help students remember lecture

materials. A research shows that students identify electronic mail as the technology that best facilitates their interaction with the instructor, collaboration with other students, and feedback

from the instructor (Barbara Draude and Sylvia Brace, 2000)iii

. Technology tends to have a meaningful impact on student preparation forclass, attentiveness, quality of notes taken,

student participation in class, student learning, desireto take additional classes from the

instructor or in the subject matter, and the overall evaluationof the course and the instructor.A

recent study by Apperson, Laws and Scepansky (2006)iv

examined the impact ofPowerPoint

on the students’ classroom experience. While they found no differences in grades asa result


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of the use of PowerPoint in the classroom, they did find that students in

PowerPointenhancedclassrooms responded differently to the classroom experience.

Specifically, studentsbelieved that the PowerPoint classes were better organized and more

interesting.

Furthermore, Atkins-Sayre, Hopkins, Mohundro, andSayre (1998)v concluded that the use of

technology adds to the instructor’s credibility. Lecturerscan manage class time more

efficiently as less time is spent writing on whiteboards or changingtransparencies, and thus

lectures may flow better. Overall,Apperson et al (2006)vi

believe that the use of technology in

classrooms causes students to have amore favorable attitude toward their education, and

benefits accrue to instructors who utilize it intheir classes. Now a day’s students portals at

universities are also defined which help students to check their marks, download assignments

and lecture notes.

Despite this widespread belief that the use of technology in the classroom is generally good,

such may not always be the case. Burbules and Callister (2000)vii

suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it is used, by whom and

for what purpose. Education technology has been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school,

were more motivated to learn and have increased self-confidence and self-esteem when using computer-based instruction. Technology can be useful in linking work experiences with

academic subjects. In a nationwide review of school to- work programs, Olson (1998)viii

found programs where students were learning the new basics or basics plus skills. These

skills include the ability to use technology to communicate ideas and information orally, as

well as in writing. Thus technology, not only enhances learning through organization and

clarity, but adds to the professionalism and atmosphere of the university, which helps

motivate students to learn and participate.

Data and Methodology

It includes the target population and the research tool used to gather data from the selected

sample.

Sampling:

All the students targeted are basically university going students.The respondents targeted include the university students of Hazara Division which includes, CUST (Comsats

University of Science and Technology) Abbottabad, Comwave Institute, UET (University of

Education and Technolgy Abbottabad), Hazara University (Mansehra, Haripur and Havelian

campuses). These respondents are basically students of age ranging from 18-25. 300

respondents were targeted to gather the data. Respondents included students from different

departments in order to analyze the impact of technology on a broader perspective.


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Research Tool:

The research tool used in this study is basically survey questionnaire. Different students are surveyed and their opinions were taken on the basis of questionnaires.Different questions

relating to different technological devices like multimedia etc used in learning processes are developed.A questionnaire is developed for the purpose of surveying the students and

gathering their opinions and views. This questionnaire was floated throughout the universities and targeting students with different departments. The aim was to analyze what the students

think of inducing technology in education purposes and how it impacts and improves their

learning ability and styles as well as the negative impact is also seen. For this purpose, a

questionnaire comprising of 22questions was developed for gaining opinions and ideas of

students resulting from the use of technology. The likert scale used in the questionnaires is of

5 scales ranging from strongly agreed to strongly disagree.

Hypothesis Development:

As this research focuses on the impact of technology on education particularly university

students, so it includes two variables; one is independent and other is dependent.

Variables: Technology and Education are the two main variables used in this research. For

this research, technology is taken as an independent variable and education is taken as a

dependent variable. So education is dependent on technology. The more the technology is

used, the more the quality education is sustained.

TechnologyEducation

Hypothesis:Using these two variables; education and technology, a hypothesis is developed

which is in the form of a statement. And with the help of questionnaires, this hypothesis is tested. So the hypothesis statement becomes:

“Technology improves Education”

Data Analysis Technique:

The model used for testing hypothesis is Factor Analysis. Factor analysis is used as criteria

for validity. Factor analysis is the best way for type of questionnaires developed in the

research.


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Data Tabulation and Analysis

Do you use technology in your daily life?

Frequency Percent

Valid

Percent

Cumulative

Percent

Strongly agree 162 54.0 54.0 54.0

Agree 109 36.3 36.3 90.3

Neutral 19 6.3 6.3 96.7

Disagree 3 1.0 1.0 97.7

Strongly Disagree 7 2.3 2.3 100.0

Total 300 100.0 100.0

Table: 1

Figure: 1

The finding in response to the first questions shows that 162 persons out of 300 strongly

agreed to the usage of education in their daily life and 109 also agreed about the question. So

it shows that majority of the students use technology for daily usage. While 19 respondents

went with the neutral option and 10 respondents chose strongly disagree and disagree. If this

table and calculations are analyzed, it shows that a total of 271 students i-e a mere percentage

of 90.3% students have a large usage of technology in their daily life.


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What kind of technology do you mostly use?

Frequency Percent

Valid

Percent

Cumulative

Percent

Mobiles 129 43.0 43.0 43.0

PDA 29 9.7 9.7 52.7

Laptop 40 13.3 13.3 66.0

Notebook Computer 9 3.0 3.0 69.0

All of above 93 31.0 31.0 100.0

Total 300 100.0 100.0

Table: 2

Figure: 2

This table shows that 129 out of 300 respondents mostly use mobiles, and moreover 93

respondents use all of the above technology, that is mobiles, PDA, laptop and notebook

computer. While 29 use PDA’s, 40 of them use laptops and 9 persons use notebook

computer. If these calculations are seen it shows that the normal technology usage is mostly

of mobiles, this table just shows the frequency of respondents’ usage of technology type that

is preferred in their daily lives.


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Do you prefer to use technology in education?

Frequency Percent

Valid

Percent

Cumulative

Percent

Strongly agree 161 53.7 53.7 53.7

Agree 105 35.0 35.0 88.7

Neutral 22 7.3 7.3 96.0

Disagree 5 1.7 1.7 97.7


Total 300 100.0 100.0

Table: 3

Figure: 3 When asked about the preference of students on usage of technology in education, 161

strongly agreed to this question and 105 were the ones who also agreed. This shows that

majority of the students prefer to use technology in education system. While 22 were the ones

that went with the neutral option and 12 persons disagreed with the question, which means


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that they do not prefer to use technology in the education, and they do not take any help in

their education with the technology usage. A total of 88.7% respondents prefer to use

technology for enhancing their learning skills.

Do you think technology is helpful in attaining quality

education?

Frequency Percent

Valid

Percent

Cumulative

Percent

Strongly agree 143 47.7 47.7 47.7

Agree 125 41.7 41.7 89.3

Neutral 20 6.7 6.7 96.0

Disagree 5 1.7 1.7 97.7


Total 300 100.0 100.0

Table: 4

Figure: 4 143 respondents strongly believed that technology is helpful in attaining quality education.

While 125 respondents also agreed to this response. This result clearly shows their opinion of



using technology to attain better education. Only 12 respondents disagreed that technology is

helpful in attaining education. If it is compared with the last table and calculations, so it

shows that the 12 persons were there who do not prefer technology and they were still on

their disagreeing option, which means that these 12 persons might not like to use technology

for educational purposes.

Which technology do you prefer in education?

Frequency Percent Valid Percent

Cumulative

Percent

Mobiles 23 7.7 7.7 7.7

PDA 15 5.0 5.0 12.7

Laptop 53 17.7 17.7 30.3

Multimedia 105 35.0 35.0 65.3

All of above 104 34.7 34.7 100.0

Total 300 100.0 100.0

Table: 5

Figure: 5

A total of 105 students believed that multimedia is the best preference as a technology for

attaining education, while 104 were the respondents that selected all the options like mobiles,



PDA, laptop and multimedia. If we see table 2 where 129 respondents agreed to use mobiles

as daily usage of technology and 142 were the respondents using the technology which is the

major educational use i-e laptop, notebook computer etc. Now in this table a total of 209 out

300 preferred technology for education. This comparison shows that more students believe in

using technology for educational purposes.

Do you think technology helps in organizing presentations

and notes while widening discussion outside the lectures?

Frequency Percent

Valid

Percent

Cumulative

Percent

Strongly Agree 89 29.7 29.7 29.7

Agree 167 55.7 55.7 85.3

Neutral 34 11.3 11.3 96.7

Disagree 7 2.3 2.3 99.0


Total 300 100.0 100.0

Table: 6

Figure: 6



In response to this question 256 students agreed that technology helps in organizing notes and

presentations. If this table is analyzed with table 2 and table 5, so the result becomes that

there is more percentage of students who preferred the usage of technology and its help in

taking notes and widening discussions. 10 respondents disagreed to this question and 34 went

neutral. This shows that 85.4% respondents considered technology a helpful tool in widening

the discussions outside the lecture and only 3.3% is there who disagreed with them. But

majority of the students believed that technology is a active tool to broaden their learning.

Do you think computer technology transforms teaching

process providing teachers and students with various

opportunities?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 147 49.0 49.0 81.7

Neutral 43 14.3 14.3 96.0

Disagree 3 1.0 1.0 97.0


Total 300 100.0 100.0

Table: 7



Figure: 7

245 out of 300 respondents agreed that computer technology provides teachers and students

with various opportunities. That is a total of 81.7 % agreed to this question. Here the same no

of respondents could be seen that disagreed to the past questions, they still had their opinions

firm on the technology usage in education system. Here too 12 respondents disagreed and

there were the same respondents as in the previous tables. But the percentage clearly shows

that most of the students believed that technology is a better technique for both teachers and

students as it provides them with various opportunities.

What in your opinion is the best and preferable method for

better understanding?

Frequency Percent

Valid

Percent

Cumulative

Percent

Multimedia 157 52.3 52.3 52.3

Use of white board 97 32.3 32.3 84.7

Verbally rendered

lecture 46 15.3 15.3 100.0

Total 300 100.0 100.0

Table: 8



Figure: 8

In response to the question that what is the better method of understanding, 157 respondents

chose multimedia, 97 chose use of white boards and the remaining 46 chose verbally

rendered lectures option. This shows that more percentage lies with the use of technology i-e

multimedia for better understanding. It means that a total of 52.3% think multimedia is the

best and preferable method for understanding. So the more percentage lies with the

technological tool, which is multimedia. Here too the calculation shows positive result.

Does use of Multimediawhile taking lectures help

student visualize things?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 149 49.7 49.7 80.0

Neutral 36 12.0 12.0 92.0

Disagree 17 5.7 5.7 97.7


Total 300 100.0 100.0

Table: 9



Figure: 9 240 students believed that use of multimedia help students to visualize things while taking

lecture. So it proves to be a better method of managing things, while 24 disagreed with them.

But overall 80% respondents goes with the technology usage, it clearly emphasizes the fact

that now with the passage of time, more and more students like to use innovative skills and

technology in their learning methods to enhance their credibility.

Does multimedia facilitate different learning styles and

induces enrichment in teaching?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 158 52.7 52.7 80.0

Neutral 44 14.7 14.7 94.7

Disagree 12 4.0 4.0 98.7


Total 300 100.0 100.0

Table: 10



Figure: 10 In response to this question 240 students believed that multimedia facilitates different

learning styles and induces enrichment in teaching. While the disagreeing ratio is lowthis is

about 16 respondents. Here 80% like in the last table i-e table 9 think that multimedia is an

effective tool to induce enrichment in teaching. And if the respondents that chose neutral are

seen, it shows that they remained the same throughout the previous questions i-e 30-45.

Is technology a visual learning source that can help the

students to remember lecture materials?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 144 48.0 48.0 74.0

Neutral 55 18.3 18.3 92.3

Disagree 17 5.7 5.7 98.0


Total 300 100.0 100.0

Table: 11



Figure: 11

A total of 222 students agreed to this question while 23 disagreed and 55 were the neutral

responses. 74% respondents believed that technology is a visual learning source that can help

the students to remember lecture materials. Only 7.7% disagreed to them. So more ratio goes

out with the technological effect on the students.

Do you think electronic mail is a useful tool to keep in touch with

the teachers for learning purposes?

Frequency Percent Valid Percent

Cumulative

Percent


Agree 152 50.7 50.7 73.3

Neutral 59 19.7 19.7 93.0

Disagree 14 4.7 4.7 97.7


Total 300 100.0 100.0

Table: 12



Figure: 12

220 respondents agreed that electronic mail is a useful tool to keep in touch with the teachers.

This shows that more students think that technology is a better way to connect the teachers

and students together for discussing issues etc. 21 respondents think that e-mail is not an

effective tool to keep in touch with the teachers. This might be a case if the students or

teachers do not have e-mail ID’s, so their perception towards this question was different.

Neutral respondents increased here, this might be a case if they do not use e-mail for this

purpose so they remained neutral in this matter.

Is electronic mail useful in facilitating student’s interaction

with teachers?

Frequency Percent

Valid

Percent Cumulative Percent


Agree 157 52.3 52.3 73.0

Neutral 51 17.0 17.0 90.0

Disagree 20 6.7 6.7 96.7


Total 300 100.0 100.0



Table: 13

Figure: 13 A total of 219 respondents said that e-mail is a useful tool in facilitating student’s interaction

with teachers. 30 respondents disagreed to them. 73 % respondents believed in the usefulness

of emails in good interaction with their teachers. And here too the neutral respondents are 51,

this is because they might haven’t used emails.

Is electronic mail a way of collaboration with other students

and gaining feedback from teachers?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 159 53.0 53.0 74.3

Neutral 50 16.7 16.7 91.0

Disagree 21 7.0 7.0 98.0


Total 300 100.0 100.0

Table: 14



Figure: 14 223 students said that electronic mail is a way of collaboration with other students and

gaining feedback from teachers. Table 12, 13 and 14 shows that e-mail is positive interacting

source for students to stay in contact with teachers and get feedback. Here the disagreeing

ratio remained the same and also that of neutral option remained the very same ranging from

50-60. The percentage of the respondents who agreed towards these three questions related to

emails also remained the same that is between 70-75%.

Do you believe power point classes are better organized and

more interesting?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 138 46.0 46.0 70.3

Neutral 66 22.0 22.0 92.3

Disagree 20 6.7 6.7 99.0


Total 300 100.0 100.0

Table: 15



Figure: 15 211 respondents think that power point classes are better organized and more interesting.

While 66 are the students that went with neutral option that is they didn’t have any

opinionwhether PowerPoint classes are interesting or not.23 respondents disagreed to this

question. The ratio of agreeing respondents was about 70.3% in this response.

Does technology increasethe credibility of teachers?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 150 50.0 50.0 74.7

Neutral 49 16.3 16.3 91.0

disagree 14 4.7 4.7 95.7


Total 300 100.0 100.0

Table: 16



Figure: 16

A total of 224 students said that technology increase the credibility of teacher’s while27

disagreed to them and 49 went with neutral. 74.7% students think that technology has a vast

effect on teachers too and it also increase the credibility of teachers, it means that they can

make more enhanced notes.

In what way do you think multimedia is helpful?

Frequency Percent

Valid

Percent

Cumulative

Percent

Class time is managed

more efficiently 42 14.0 14.0 14.0

Lectures flow better 61 20.3 20.3 34.3

Less time is spent

writing on white board 60 20.0 20.0 54.3

No effect 27 9.0 9.0 63.3

All of first 3 options 110 36.7 36.7 100.0

Total 300 100.0 100.0

Table: 17



Figure: 17

110 respondents chose all of the first three options about multimedia’s help in education and

27 said that is no effect of multimedia and it is not helpful. While 42 respondents said that

with the use of technology class time is managed more efficiently, 61 said that lectures flow

better and 60 said that less time is spent on writing on white boards. So only 9 % were there

who took the no effect option while remaining 91% chose the option that goes with the

usefulness of multimedia.

Do you think that technology increases attentiveness and

participation?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 172 57.3 57.3 79.0

Neutral 43 14.3 14.3 93.3

Disagree 13 4.3 4.3 97.7


Total 300 100.0 100.0

Table: 18



Figure: 18

In response to this question 237 were the students that agreed to the question that it increases

participation and attentiveness. 20 students disagreed that technology increases attentiveness

and participation.79% respondents are satisfied with the technological help in increasing class

participation and quality of notes.

Do you think introduction of student portal is better than

manual system?

Frequency Percent

Valid

Percent

Cumulative

Percent


Agree 147 49.0 49.0 70.7

Neutral 63 21.0 21.0 91.7

Disagree 20 6.7 6.7 98.3


Total 300 100.0 100.0

Table: 19



Figure: 19

212 students believed that the introduction of student’s portal is better than manual system as

students are now able to check their marks, attendance, courses, notes etc. Here 25 students

said that portal system is not better than manual system and the neutral ratio is also high i-e of

63, this is because portal system is not introduced in every university so this disregarding

opinion can be due to this fact.

Does technology always have a positive impact?

Frequency Percent

Valid

Percent

Cumulative

Percent


hgjhhgAgree 87 29.0 29.0 46.7

Neutral 83 27.7 27.7 74.3

Disagree 64 21.3 21.3 95.7


Total 300 100.0 100.0

Table: 20



Figure: 20

In response to the question that does technology always have a positive effect, 140 believed it

to be true, while 77 believed that it is not always the positive effect and 83 remained neutral.

The agreeing ratio is low because technology does not always have a positive effect, it can

also have negative impact, because it depends on the way the students use it and for which

purpose they use.

In what way do you think technology has negative impact on

students?

Frequency Percent

Valid

Percent

Cumulative

Percent

it is used poorly 74 24.7 24.7 24.7

it is used for other

purposes rather than for

learning

136 45.3 45.3 70.0

it affects student

credibility as thinking

ability is minimal

48 16.0 16.0 86.0

it limits student

imagination 42 14.0 14.0 100.0

Total 300 100.0 100.0

Table: 21



Figure: 21

74 respondents believed that technology can have a negative effect if it is used poorly, 136

said that it is used for other purposes, 48 said that it affects student credibility and 42 said that

it limits student imagination. More percentage of 45.3%goes with the second option that is;

technology can have a negative impact if it is used for other purposes rather than for learning.

So most of the students think that it is the most affecting option of technology

What is the impact of technology on students who use it for

learning process?

Frequency Percent

Valid

Percent

Cumulative

Percent

They are motivated to

learn 100 33.3 33.3 33.3

Enhances clarity 86 28.7 28.7 62.0

Adds to the

professionalism 79 26.3 26.3 88.3

Is a waste of time 35 11.7 11.7 100.0

Total 300 100.0 100.0

Table: 22



Figure: 22

100 students said that students are motivated to learn by technology usage, 86 said it

enhances clarity, 79 believed that it adds to professionalism and 35 said that it’s a waste of

time. So this shows that 88.3% respondents believed that technology has a positive impact on

students if they use it for learning process. So overall more percentage goes with the positive

impact of technology it if used for learning process and enhancing skills of students.

Factor Analysis

Communalities

Initial Extraction

Do you use technology in your daily life? 1.000 .461

What kind of technology do you mostly use? 1.000 .494

Do you prefer to use technology in education? 1.000 .672

Do you think technology is helpful in attaining quality education? 1.000 .568

Which technology do you prefer in education? 1.000 .460



Do you think technology helps in organizing presentations and

notes while widening discussion outside the lectures? 1.000 .594

Do you think computer technology transforms teaching process

providing teachers and students with various opportunities? 1.000 .510

What is your opinion is the best and preferable method for better

understanding? 1.000 .376

Does use of media while taking lectures helps student visualize

things? 1.000 .447

Does multimedia facilitate different learning styles and induces

enrichment in teaching? 1.000 .584

Is technology a visual learning source that can help the students to

remember lecture materials? 1.000 .360

Do you think electronic mail is a useful tool to keep in touch with

the teachers for learning purposes? 1.000 .631

Is electronic mail useful in facilitating student’s interaction with

teachers? 1.000 .571

Is electronic mail a way of collaboration with other students and

gaining feedback from teachers? 1.000 .486

Do you believe power point classes are better organized and more

interesting? 1.000 .432

Does technology increases the credibility of teachers? 1.000 .566

In what way do you think multimedia is helpful? 1.000 .699

Do you think that technology increases attentiveness participation

quality of notes and helps in overall evaluation of course and

teacher?

1.000 .378

Do you think introduction of student portal is better than manual

system? 1.000 .484

Does technology always have a positive impact? 1.000 .403

In what way do you think technology have negative impact on

students? 1.000 .607

What is the impact of technology on students who use it for

learning process? 1.000 .480

Extraction Method: Principal Component

Analysis.Table:23



Total Variance Explained

Componen

Initial Eigen values Extraction Sums of Squared Loadings

Total

% of

Variance

Cumulative

% Total

% of

Variance Cumulative %

1 4.500 20.454 20.454 4.500 20.454 20.454

2 1.776 8.071 28.525 1.776 8.071 28.525

3 1.409 6.407 34.931 1.409 6.407 34.931

4 1.349 6.133 41.065 1.349 6.133 41.065

5 1.154 5.244 46.309 1.154 5.244 46.309

6 1.075 4.888 51.196 1.075 4.888 51.196

7 .971 4.412 55.608

8 .923 4.196 59.804

9 .880 3.998 63.802

10 .857 3.895 67.697

11 .799 3.630 71.327

12 .771 3.505 74.832

13 .730 3.320 78.152

14 .690 3.136 81.289

15 .649 2.952 84.240

16 .613 2.788 87.028

17 .591 2.687 89.715

18 .554 2.517 92.231

19 .502 2.280 94.511

20 .446 2.025 96.536

21 .418 1.900 98.436

22 .344 1.564 100.000

Extraction Method: Principal Component

Analysis.

Table:24



Component Matrixa

Component

Technology

Adaptation

Student

Understanding

Technology

Impact

Technology

Continuity

Teacher’s

Credibility

Multimedia

Technology

Do you use technology in

your daily life? .467

What kind of technology do

you mostly use? .431

Do you prefer to use

technology in education? .684

Do you think technology is

helpful in attaining quality

education?

.546

Which technology do you

prefer in education? .443

Do you think technology

helps in organizing

presentations and notes while

widening discussion outside

the lectures?

.587

Do you think computer

technology transforms

teaching process providing

teachers and students with

various opportunities?

.607

What is your opinion is the

best and preferable method

for better understanding?

.305

Does use of media while

taking lectures helps student

visualize things?

.442

Does multimedia facilitate

different learning styles and

induces enrichment in

teaching?

.510



Is technology a visual

learning source that can help

the students to remember

lecture materials?

.458

Do you think electronic mail

is a useful tool to keep in

touch with the teachers for

learning purposes?

.521

Is electronic mail useful in

facilitating student’s

interaction with teachers?

.552

Is electronic mail a way of

collaboration with other

students and gaining feedback

from teachers?

.550

Do you believe power point

classes are better organized

and more interesting?

.539

Does technology increases the

credibility of teachers? .546

In what way do you think

multimedia is helpful? .711

Do you think that technology

increases attentiveness

participation quality of notes

and helps in overall

evaluation of course and

teacher?

.522

Do you think introduction of

student portal is better than

manual system?

.385

Does technology always have

a positive impact? .465

In what way do you think

technology have negative

impact on students?

.602



What is the impact of

technology on students who

use it for learning process?

.415

Extraction Method: Principal Component Analysis. Table:25

a. 6 components extracted.

In this component matrix, all the questions with highest values are left behind and a proper

heading of each factor is assigned according to the specification of the factor.

The factor analysis is done for the validity of the hypothesis. In this study 6 main factors were

developed on the basis of their characteristics and proper names were given to them. In

component matrix the highest values in each column are selected and others are omitted.

Total of 6 factors were extracted out of many factors which areTechnology Adaptation,

Student Understanding, Technology Impact, Technology Continuity, Teacher’s Credibility,

Multimedia Technologyand the values greater than 1 were selected and others were omitted.

According to the 6 factors and their variances calculated, 51.196% result came which shows a

good result according to the hypothesis taken. It means removing the other factors, 6 basic

factors when extracted out, it shows that our hypothesis is valid and above 50% is a positive

result.

Conclusion According to the study conducted the hypothesis is tested and it shows the validity of above

50% which means that technology improves education system. Technology is a better tool to

attain helpful and skilful education. From the above results analyzed, it can be seen that out

of all of the 22 questions each question showed the more percentage of agreeing respondents.

The same percentage continued throughout the 22 questions of agreeing, neutral and

disagreeing respondents. Out of 300 respondents in each question the disagreeing respondents

stayed same to about 20-30 and not more than that and variations could be seen with the

neutral respondents but their ratio also remained the same throughout the research. The data

analysis techniques used also shows that the 6 main factors extracted out which are

Technology Adaptation, Student Understanding, Technology Impact, Technology Continuity,

Teacher’s Credibility, and Multimedia Technology showed a cumulative percentage of

51.196% which means that the hypothesis is valid and it is a good percentage and thus the

hypothesis stays valid that technology improve education. Technology provides a visual

learning source that can help students remember lecture materials. A research shows that

students identify electronic mail as the technology that best facilitates their interaction with

the instructor, collaboration with other students, and feedback from the instructor. Thus

technology, not only enhances learning through organization and clarity, but adds to the

professionalism and atmosphere of the university, which helps motivate students to learn and

participate.In contrast, student responses indicate that students expect that the loss of

technology would have a negative impact on attentiveness in class, the amount learned from



class, the students’ desire to take additional classes from the particular instructor, and the

students’ desire to take additional classes in the subject matter. These results suggest that

students perceive there are specific benefits associated with technology use in the classroom.

In contrast, technology appears to have a meaningful impact on student preparation for class,

attentiveness, quality of notes taken, student participation in class, student learning, desire to

take additional classes from the instructor or in the subject matter, andthe overall evaluation

of the course and the instructor.The research is not meant to determine how effective

technology was in helping students learn or which technology might be most effective.

Rather, this research focuses on student perceptions or opinions regarding technology usage

and how adding technology to a course that does not use it or eliminating technology from a

course that does use it might impact a student’s perception of the course or the faculty

member as well as his/her behaviour.

References

iChristensen, K. (1999). A Comparison of Student Performance in Human Development

Classes Using Three Different Modes of Delivery: Online, Face-to-Face, and Combined.

Ed.D. Dissertation, Department ofeducation, Drake University.

iiSulla, N. “Technology: To Use or Infuse.” The Technology Source: Commentary,February

1999

iii Assessing the Impact of Technology on Teaching and Learning: Student Perspectives

BarbaraDraude and Sylvia Brace (2000).

ivApperson, J., Laws, E., and Scepansky, J. (2006).The Impact of Presentation Graphics on

Students’ Experience in the Classroom.Computers and Education, 47(1), pp. 116-126.

vAtkins-Sayre, W., Hopkins, S., Mohundro, S., & Sayre, W. (1998). Rewards and liabilities

of presentation software as an ancillary tool: Prison or paradise? New York, NY: National

Communication Association. (Eric Document Reproduction Service No. ED430260).

viApperson, (2006).

vii

Burbules, N. and Callister, T., Jr. (2000).Watch IT: The Promises and Risk of New

Information

Technologies for Education. Boulder, CO: Westview Press.



viii

Olson, L. (1998). The new basics in school-to-work.Educational Leadership, pp. 50-56.

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