IMPACT OF INFORMATION AND COMMUNICATION

TECHNOLOGIES (ICTs) ON ACADEMIC ACHIEVEMENT

OF STUDENTS AT POST GRADUATE LEVEL

SYED YASIR ALI GILANI

Roll No. 42274

DEPARTMENT OF EDUCATION

HAZARA UNIVERSITY MANSEHRA, PAKISTAN

2020

ii

IMPACT OF INFORMATION AND COMMUNICATION

TECHNOLOGIES ON ACADEMIC ACHIEVEMENT

OF STUDENTS AT POST GRADUATE LEVEL

SYED YASIR ALI GILANI

Roll No. 42274

Submitted in partial fulfillment of the requirements for the Degree of

Doctor of Philosophy in Education from Department of Education

Hazara University, Mansehra 2020

iii

iv

Dedicated

To

Beloved Prophet of Prophets

HAZRAT MOHAMMAD (ملسو هيلع هللا ىلص)

&

HIS NOBLE FAMILY (علھیم السالم)

WHO (علھیم السالم ) always backed me through

life endeavors

v

Author’s Declaration

I, Syed Yasir Ali Gilani here by state that my PhD thesis titled Impact of Information

and Communication Technologies (ICTs) on Academic Achievement of Students at

Post Graduate Level is my own work and has not been submitted previously by me for

taking any degree from this University Hazara University Mansehra, Pakistan or

anywhere else in the country/world

At any time if my statement is found to be incorrect even after my Graduation, the

University has the right to withdraw my PhD degree.

Dated: Syed Yasir Ali Gilani

vi

Plagiarism Undertaking

I solemnly declare that the research work presented in the thesis titled, “Impact of

Information and Communication Technologies (ICTs) on Academic Achievement of

Students at Post Graduate Level” is solely my research work with no significant

contribution from any one other person. Small contribution/ help wherever taken has

been duly acknowledged and that the complete thesis has been written by me.

I understand the zero-tolerance policy of the HEC and University Hazara University

Mansehra, Pakistan towards plagiarism. Therefore, I as an author of the above titled

thesis declared that no portion of my thesis has been plagiarized and any material used in

this research as reference has been properly referenced/cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis

even after the award of PhD degree, the University reserves the rights to

withdraw/revoke my PhD degree and that HEC and the University has the right to

publish my name on the HEC/University website, on which names of students are placed

who submitted plagiarized thesis.

(Syed Yasir Ali Gilani)

vii

FORWARDING SHEET

The thesis titled; “Impact of Information and Communication Technologies (ICTs)

on Academic Achievement of Students at Post Graduate Level”, submitted by Syed

Yasir Ali Gilani, Roll No. 42274 in partial fulfillment of the requirements for PhD

Degree in Education has been completed under my supervision. I am satisfied with the

quality of his research work.

Dated: ______________ ______________________________

Prof. Dr. Syed Manzoor Hussain Shah

Supervisor

viii

Certificate of Approval

This is to certify that the research work presented in this thesis, entitled “Impact of

Information and Communication Technologies (ICTs) on Academic Achievement of

Students at Post Graduate Level” was conducted by Mr. Syed Yasir Ali Gilani under

the supervision of Prof. Dr. Syed Manzoor Hussain Shah.

No part of this thesis has been submitted anywhere, else for any other degree. This thesis

is submitted to the Department of Education, Hazara University, Mansehra in partial

fulfillment of the requirement for the degree of Doctor of Philosophy in field of

Education, Department of Education, Hazara University, Mansehra.

Student Name: Syed Yasir Ali Gilani Signature: __________________

Examination Committee:

a) External Examiner 1:

Prof. Dr. Umer Ali Khan Signature: __________________

Ex- Director IER, Gomal University,

Dera Ismail Khan

b) External Examiner 2:

Prof. Dr. Allah Rakha Saghir Signature: __________________

Ex- Professor, Department of EPPS

& Leadership, AIOU, Islamabad

c) Internal Examiner:

Ms. Naeema Mumtaz Signature: __________________

Assistant Professor,

Department of Education

Supervisor Name: Prof. Dr. Manzoor Hussain Shah Signature: __________________

Name of Chairman: Prof. Dr. Manzoor Hussain Shah Signature: _________________

ix

ACKNOWLEDGEMENT

In the Name of Allah, the most Merciful, the Beneficent, the Benevolent and the

Powerful. I offer my humblest thanks to Almighty Allah for His best grants upon me. All

praises and glories to Lord of lords Allah, Who is Omnipotent and Omnipresent,

Beneficent, Merciful for all the creatures of the world and the Lord of the lords.

All the praises of Allah for my birth as Muslim and a part of Ummah of the

noblest Prophet Hazrat Mohammad ( ), a torch-bearer for enlightening human life

and especially for me. Favors of Allah and Darood-o-Slam to Prophet of Prophets Hazrat

Mohammad ( ) who is the Prime fact for creations of the worlds. I am humblest

thanks to His Projeny (Ulad e Nabi ) who remained deep motivation throughout

my life and the life hereafter.

Submission of my PhD thesis is due to the grace of Almighty Allah and Prophet

of Prophets Hazrat Mohammad ( ) then the prayers of my parents, brothers and of

my respectable teachers who facilitate me to complete my research work in time.

I feel gracious to express my deep gratitude to appreciate the untiring efforts of

my honorable supervisor Prof. Dr. Syed Manzoor Hussain Shah Pro Vice

Chancellor/Dean FoA & SS, Hazara University, Manshera (KP) to provide me his fully

support. He has shared his knowledge and understanding generously to unfold the hidden

meanings of terms and vital role for the completion of my research process. I am also

thankful for his kindness, support and continuous encouragement throughout my study

period.

I am highly obliged to Prof. Dr. Iqbal Majoka, Dr. Ilyas Khan, Dr. Habib Elahi,

and Dr. Javid Iqbal, for their continuous co-operation, facil i tat ion, assistance,

x

encouragement and co-operative attitude for the completion of this research work. They

always extended kind support and guidance during whole of my study period.

I pay my deepest gratitude and appreciation to the most respectable teachers in

the past and in current; Prof. Dr. Aslam Asghar, Prof. Dr. A.R. Saghir, Prof. Dr. Fazal ur

Rehman, Prof. Dr. Amanullah Khan and rest of all whose guidance was proven to be the

source of facilitation for my academic accomplishment.

My cordial obligation and gratefulness are also for the reputable educators Prof.

Dr. Hukam Dad Malik, chairman education department, National University of Modern

Languages Islamabad (NUML), Prof. Dr. Munir Ahmed Bhatti, chairman education

department International Islamic University Islamabad (IIUI) and many others who

extended their support and assistance for data collection and enabled me to complete my

research in time.

Furthermore I extend my humble gratitude to the unconditional love, timeless

prayers and unlimited appreciation of my dearest father and mother who supported my

journey from mere walking to the academic excellence. I also pay thanks to my siblings

for their continuous love, prayer and affection especially my mother whose prayer

illuminated my life in every field and my father who serves his life for our good future.

They fed me when I was hungry, gave strength when weak, protected me when in

danger, taught me to walk on my feet with love and care.

I also pay my proud thanks to my brothers for their love and affection, being exist

there whenever I needed them, love and cooperation of my cute nephews and niece

proven to be the oxygen while working for my life better and improved.

I extend my deepest thanks to all my class fellows, friends, and administrative

staff of the concerned department as well as faculty of social sciences who facilitated

xi

refinement of my work through their suggestion, creative ideas and kept the high spirit

alive during the hard times of my research.

My humble appreciations are for all the respectable teachers who provided the

foundation of self-trust and self-evaluation while performing academically as well as

professionally.

In the end I pay my affection upon the piece of land that is rightly been called a

unique Paradise on the earth which give me birthplace and sustain my life and soul. I am

indebted a lot to this land.

S.Y.A.G

xii

TABLE OF CONTENTS

S. No. Contents Page No.

1. Chapter 1 INTRODUCTION 1

1.1 Statement of the problem 11

1.2 Objectives of the study 12

1.3 Hypotheses of the study 12

1.4 Significance of the study 14

1.5 Delimitations of the study 15

1.6 Limitations of the study 16

1.7 Operational Definitions 17

2. Chapter 2 REVIEW OF RELATED LITERATURE 19

2.1 Information and Communication Technologies (ICTs) 20

2.1.1 Uses of ICTs in education 26

2.1.2 Advantages of ICTs 28

2.1.3 ICTs in teaching learning process 30

2.1.4 ICTs in learning 31

2.2 Importance of Higher Education 32

2.2.1 Higher Education in Pakistan 36

2.2.2 Role of HEC in Improving Standards of Learning 37

2.2.3 Research Culture in Universities 38

2.3 Impact of ICT’s on Learning Process 41

2.3.1 ICTs and academic achievement 43

2.3.2 Impact of ICTs on students’ performance 43

2.3.3 Impact of ICTs on pedagogic 44

xiii

2.3.4 Impact of ICTs on students motivation 46

2.4 Computer Based Learning and Academic Achievement 47

2.4.1 Computer Assisted Instruction (CAI) 48

2.4.2 Computer Managed Instruction (CMI) 48

2.4.3 Computer Supported Collaborative Learning (CSCL) 50

2.4.4 Computer Assisted Assessment (CAA) 51

2.4.5 Computer Conferencing (CC) 52

2.5 Internet; and its Role in Academic Achievement 53

2.5.1 Different Connection Methods for Internet 56

2.5.2 Web/Internet Based Learning 58

2.5.3 World Wide Web 58

2.5.4 Internet Service Provider 60

2.6 Telecommunication and its Role in Academic Achievement 61

2.6.1 Classification of telecommunication according to media used 62

2.6.2 Teleconferencing/Tele-instruction 64

2.6.3 ETV based Videoconferencing 66

2.6.4 Multimedia 68

2.6.5 Educational Television (Open and Closed) 69

2.6.6 Impact of telecommunication on Academic Achievement 70

2.7 E-Learning and its Impact on Academic Achievement 71

2.7.1 Concept of E-Learning 72

2.7.2 Instructional design for E-Learning 73

2.7.3 Development of E-Learning 74

2.7.4 Types of E-Learning 76

2.7.5 Advantages of E-Learning 77

xiv

2.7.6 Impact of E-Learning on academic achievement 79

2.8 Updated ICT Based Tools (Web 2.0/3.0/4.0 Technologies) 80

2.8.1 Blended Learning 82

2.8.2 Mobile Learning 83

2.8.3 Digital TV in Learning 83

2.8.4 Dasher for Learners 84

2.8.5 E-Type as writing guide 84

2.8.6 Cloud Computing 85

2.8.7 4shared 86

2.8.8 Slide share 86

2.8.9 Howstuffworks 87

2.8.10 Educational Blogs 88

2.8.11 Wiki 90

2.8.12 Web Quest 90

2.8.13 RSS Feeds 91

2.8.14 Teacher Tube 92

2.8.15 Open courseware 93

2.8.16 Popular Social Networking Sites 95

2.8.17 Podcasts 100

2.8.18 Oovoo 101

2.8.19 Web 3.0 technologies 103

2.8.20 Web 4.0 technologies 104

2.8.21 Upcoming web 5.0 technologies 105

2.9 Academic Achievement 106

2.9.1 Role of ICT in Academic Achievement 107

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2.9.2 Factors Influencing Academic Achievement 110

2.10 Problems in the use of ICTs 113

2.11 Challenges in the Use of ICTs 117

2.11.1 Future of ICT in Education 119

2.12 Summary 122

3. Chapter 3 RESEARCH METHODOLOGY 125

3.1 Research Design of the Study 125

3.2 Population of the Study 126

3.3 Sample of the Study 127

3.4 Research Instruments 128

3.4.1 Validity of Research Instruments 129

3.4.2 Reliability of the research instruments 130

3.5 Data Collection 131

3.6 Data Analysis and Interpretation 132

3.7 Ethical Considerations 133

4. Chapter 4 DATA ANALYSIS AND INTERPRETATION 134

4.1 Section ‘A’ (Demographic Data) / Distribution of Respondents 134

4.2 Data Analysis of ICTs facilities (Check List) 138

4.3 Data Analysis Related to Examining the usage of ICT Tools 154

4.4 ICT Usage and its Impact on Academic Achievement 175

4.5 Discussion 197

5. Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS,

AND RECOMMEDATIONS

200

5.1 Summary 200

5.2 Findings of the study 202

xvi

5.3 Conclusions 212

5.4 Recommendations 216

References

219

Appendices

Appendix – A: Covering Letter

Appendix – B: Questionnaire (Checklist)

Appendix – C: Questionnaire (Examining ICT Tools)

Appendix – D: Questionnaire (Impact of ICT on Academic Achievement)

Appendix – E: List of Experts for Validation of Tool

Appendix – F: List of Public Sector Universities in Islamabad

Appendix – G: List of Public Sector General Universities in Islamabad

Appendix – H: List of Public Sector General Universities where History and

Education Discipline Taught at Post Graduate Level in Islamabad

Appendix – I: Permission for Data Collection

Appendix – J: List of Reliability Tests

Appendix – K: Item wise List (Reliability)

xvii

LIST OF TABLES

Table No. Title of Table Page No.

3.1 Breakup of the Population 127

3.2 Sampling Frame 128

3.3 Cronbach Alpha/Reliability (r) 131

4.1.1 Notations, Coding of Categories 135

4.1.2 Distribution of age groups with percentage 136

4.1.3 Distribution of Gender, GA, and ES with percentage 137

Checklist Regarding ICT Tools at Federal Capital

Universities students at post graduate/ university level

4.2.1 Use of ICT skills regarding Microcomputer 138

4.2.2 Use of ICT skills regarding Laptops / Tablets 139

4.2.3 Use of ICT skills regarding On-line labs 139

4.2.4 Use of ICT skills regarding Printer / Access to Printing 140

4.2.5 Use of ICT skills regarding Projectors 140

4.2.6 Use of ICT skills regarding Scanner (for hard copy to soft) 141

4.2.7 Use of ICT skills regarding Interactive Boards (G/W/B) 141

4.2.8 Use of ICT skills regarding suitable access to network 142

4.2.9 Use of ICT skills regarding access to websites 142

4.2.10 Use of ICT skills regarding Search Engine (Goggle etc.) 143

4.2.11 Use of ICT skills regarding word processing (MS Word) 143

4.2.12 Use of ICT skills regarding Spreadsheets (MS Excel) 144

4.2.13 Use of ICT skills regarding Power point (ppt. format) 144

4.2.14 Use of ICT skills regarding Adobe flash (PDF) 145

4.2.15 Use of ICT skills regarding Publication/Graphic software 145

xviii

4.2.16 Use of ICT skills regarding Educational portals 146

4.2.17 Use of ICT skills regarding syllabus available on-line 146

4.2.18 Use of ICT skills regarding Online (Assignments / Quizzes) 147

4.2.19 Use of ICT skills regarding E-mail / Internet or Intranet 147

4.2.20 Use of ICT skills regarding sharing material 148

4.2.21 Use of ICT skills regarding V/T Conferencing 148

4.2.22 Use of ICT skills regarding Multimedia Production 149

4.2.23 Use of ICT skills regarding Data Logging Tools 149

4.2.24 Use of ICT skills regarding Computer Simulation 150

4.2.25 Use of ICT skills regarding FB/Twitter (Educational Blogs) 150

4.2.26 Use of ICT skill Skype/Imo/WhatsApp (Communication) 151

4.2.27 Use of ICT skills regarding Broad Casting Tools 151

4.2.28 Use of ICT skills regarding (Educational Video) 152

4.2.29 Use of ICT skills regarding Wikipedia 152

4.2.30 Use of ICT skills regarding Mobile Internet (2G, 3G, 4G) 153

Examining the Current ICT Tools; their usage and

impact on academic achievement of students at post

graduate level

4.3.1 Use of ICT for word processing (MS Word) and academic

achievement (CGPA)

154

4.3.2 Use of ICTs for proficiency in opening, saving and creating

back-ups of Word documents Result (CGPA)

155

4.3.3 Use of ICTs for document search command and spell-check

of a document using shortcuts and academic achievement

156

4.3.4 Use of ICTs for proficiency in Proficiency in use of ICT for

spreadsheets (MS Excel) and academic achievement

157

4.3.5 Use of ICTs for proficiency in opening entering, editing and

plotting a graph on spread sheets and academic achievement

158

4.3.6 Use of ICTs for tabulating and analyzing data and academic

achievement (CGPA)

159

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4.3.7 Use of ICT for presentation skills (MS Power Point) and

academic achievement (CGPA)

160

4.3.8 Use of ICTs for proficiency in editing, saving and printing

out presentation and academic achievement (CGPA)

161

4.3.9 Use of ICTs for proficiency in Create presentation with

audio or video clips and academic achievement (CGPA)

162

4.3.10 Use of ICTs for projects & presentations and academic

achievement

163

4.3.11 Use of ICTs (video/audio conferencing) for online lectures

and academic achievement (CGPA)

164

4.3.12 Use of ICT for databases & desktop publishing applications

and academic achievement (CGPA)

165

4.3.13 Use of ICTs for worksheets to create database applications

by defining, modifying fields and academic achievement

166

4.3.14 Use of ICTs for (Internet, Web Tools) efficiently and

academic achievement (CGPA)

167

4.3.15 Use of ICTs for search engines and academic achievement

(CGPA)

168

4.3.16 Use of ICTs for discussion forums, mailing lists, blogs and

academic achievement (CGPA)

169

4.3.17 Use of ICTs for effective learning process and academic

achievement (CGPA)

170

4.3.18 Use of ICTs for online questionnaire, quizzes &

assignments and academic achievement (CGPA)

171

4.3.19 Use of ICTs for effective usage of interactive white/green

boards and academic achievement (CGPA)

172

4.3.20 Use of ICTs for data tabulating & analysis and academic

achievement (CGPA)

173

4.3.21 Use of ICTs for finding results on SPSS and academic

achievement (CGPA)

174

Using ICT Tools and their impact on Academic

Achievement of Students at post graduate level

4.4.1 Use of ICTs for preparing standardized assignments and

academic achievement (CGPA)

176

4.4.2 Use of ICTs for collaborative work between students for

peer learning and academic achievement (CGPA)

177

4.4.3 Use of ICTs for peer learning and academic achievement

(CGPA)

178

4.4.4 Use of ICTs for learning improvement and academic

achievement (CGPA)

179

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4.4.5 Use of ICTs for best learning condition and academic

achievement (CGPA)

180

4.4.6 Use of ICTs for learners to understand more easily and

academic achievement (CGPA)

181

4.4.7 Use of ICTs for energy crisis and academic achievement

(CGPA)

182

4.4.8 Use of ICTs for lack of basic skills competency about

computer application and academic achievement (CGPA)

183

4.4.9 Use of ICTs for Video/Teleconferencing which involve

more human sense and academic achievement (CGPA)

184

4.4.10 Use of ICTs for direct & immediate information and

academic achievement (CGPA)

185

4.4.11 Use of ICTs for active participation of students and

academic achievement (CGPA)

186

4.4.12 Use of ICTs for learning environment and academic

achievement (CGPA)

187

4.4.13 Use of ICTs for joining online communities and academic

achievement (CGPA)

188

4.4.14 Use of ICTs for web tools which reduces the gap between

teacher & students and academic achievement (CGPA)

189

4.4.15 Use of ICTs for Internet which is helpful on learning

process and academic achievement (CGPA)

190

4.4.16 Use of ICTs for global standards of education and academic

achievement (CGPA)

191

4.4.17 Use of ICTs for educational blogs and academic

achievement (CGPA)

192

4.4.18 Use of ICTs for internet surfing and academic achievement

(CGPA)

193

4.4.19 Use of ICTs for non-availability of 4G services in remote

areas and academic achievement (CGPA)

194

4.4.20 Use of ICTs for ETV/educational radio and academic

achievement (CGPA)

195

4.4.21 Use of ICTs for virtual/digital libraries and academic

achievement (CGPA)

196

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LIST OF FIGURES

Figure No. Title of the Figure Page No.

2.1 Updated ICTs Tools (Web 2.0/3.0/4.0) Technologies 80

2.2 Blended learning 82

2.3 Cloud computing 85

2.4 Howstuffworks 87

2.5 Web Quest 90

2.6 Teacher Tube 92

2.7 Open Courseware 93

2.8 Popular Social Networking Websites 95

2.9 Podcasts 100

2.10 OOVOO video conferencing and video chat 101

2.11 Web 3.0 Tools 103

2.18 Web 4.0 Technologies 104

2.19 Upcoming Web 5.0 Tools 105

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LIST OF ABBREVIATIONS

ALE Adaptive Learning Environments

BBN Back Bone Network

CCITT Consultative Committee for International Telephone and Telegraph

CMS Course Management System

CD Compact Disc

CAI Computer Aided Instruction

CAL Computer Aided Learning

DICOM Digital Imaging and Communication in Medicine

DLF Digital Library Federation

DLP Digital Light Processing Projector

DVD Digital Video Disc

DNFCE Distance, Non-Formal & Continuing Education

D Space Digital Signal Processing and Control Engineering

DPI Dots per Inch

DE Distance Education

DL Distance Learner

DTV Digital Television

E-Library Electronic Library

E-mail Electronic mail

E-Learning Electronic Learning

E-Books Electronic Books

EULA End User License Agreement

FTP File Transfer Protocol

GUI Graphical User Interface

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GAN Gigantic Area Network

HAN Home Area Network

HU Hazara University

HCI Human Computer Interaction

HTML Hypertext Markup Language

HEC Higher Education Commission

HTTP Hyper Text Transfer Protocol

ID Instructional design

ICCEE Identify, Choose, Create, Engage, and Evaluate

ISD instructional systematic design

ISP Internet Service Provider

IP Internet Protocol

ISDN Integrated Services Digital Network

ITU International Telecommunication Union

ICT Information and Communication Technologie

ICTs Information and Communication Technologies

IT Information Technology

IPM Information Processing Model

LAN Local Area Network

LCD Liquid Cristal Display

LMS Learning Management System

LSS Learning Support System

MCQs Multiple Choice Questions

M-Learning Mobile Learning

MSSC Mobile Services Switching Centre

xxiv

NSFDLI National Science Foundation’s Digital Libraries Initiative

NIP National Institute of Psychology

NS Name Spaces

ODL Open Distance Learning

OHP Over Head Projector

ON Overlay Network

PAN Personnel Area Network

PCs Personnel Computers

PDAs Personal Digital Assistants

POLAN Passive Optical Local Area Network

PLE Personal Learning Environment

PS Personal Server

PR Personal Robots

RSS Rich Site Summary

RSS Real Simple Syndication

SPSS Statistical Package for Social Sciences

SC Smart Communicator

SAN Storage Area Network

SAN System Area Network

TITAN Telemetry Instrument and Telecommunication Automated Network

TTS Text To Speech

URL Uniform Resource Locator

UNESCO United Nations Educational, Scientific and Cultural Organization

VSAT Very Small Aperture Terminal

VR Virtual Reality

xxv

VLE Virtual Learning Environment

VPN Virtual Private Network

WAN Wide Area Network

WLAN Wireless Local Area Network

xxvi

ABSTRACT

The present study has been conducted to explore the “Impact of Information and

Communication Technologies (ICTs) on Academic Achievement of Students at Post

Graduate Level” in public sector general universities of Federal Capital Islamabad.

The objectives of the study were: i) to find the uses of ICTs by the students at post

graduate level, ii) to find the impact of the use of ICTs on the academic achievement

of the students at post graduate level, and iii) to find out the problems in using ICTs

at post graduate level. The study adopted descriptive research design. Population of

the study comprised four hundred and sixty (460) male and female students studying

the discipline of Education and History at MS/MPhil & PhD level from Federal

Public Sector General Universities in Federal Capital Islamabad, where these

subjects are taught at the required level. The sample of study comprised two

hundreds and ten students; selected through random sampling technique. The tools of

the research were questionnaire and a checklist developed on five-point (Likert) scale

to get the responses from the sample of the study. The validity and reliability were

tested by pilot testing. The reliability of the questionnaire was 0.96 through Cronbach

alpha test. The data were analyzed through percentage, mean, standard deviation and

the chi-square (χ2). Findings indicated that ICTs play a vital role in the teaching

learning process. Findings also indicated that the use of ICTs have enhanced students

understandings of the subjects in a better way and have been effective in their

academic performance. The ICTs have not only a significant impact on academic

achievement of students, but also helped the faculty in better assessment. On the

basis of analyzed data and conclusions of the study, it is recommended that in order

to gain the maximum benefits of information and communication technologies,

students may be provided opportunities of orientation sessions for the effective usage

xxvii

of MS office (word processing, excel sheets, and presentation skills) applications in

order to develop abilities of using these ICTs based tools efficiently and significantly.

The results and conclusions of the study also show that the use of e-tutorials, internet

links, video conferencing, teleconferencing, on line lectures and digital libraries are

now essentially required to meet the research and academic need of the students. It is

therefore recommended that the universities may ensure e-tutorials, internet links,

digital libraries, video and teleconferencing by allocating sufficient resources and

space for the purpose so that postgraduate students may avail all these ICT resources

for their better learning. The application of ICTs have found more effective for the

academic achievement of students at post graduate level. Therefore, it is

recommended to integrate it in education by training the students in ICTs tools from

the grass root level. For this purpose ICT based tools may be introduced as an

inclusive discipline in the curricula of Pakistan from elementary to secondary level.

1

CHAPTER 1

INTRODUCTION

Information Communication Technologies (ICTs) comprised of all the

computational tools used to learn from World Wide Web. ICT is a comprehensive word

that comprises of all communication devices that transfer all facts and figures via inter

computer network, encompassing: radio, TV, cellular headphones and headsets, personal

computer hardware/software, broadcasting schemes and so on. The numerous facilities

comprised internet, wireless systems, cell phones, electronic mail etc. are the several

facilities related to teaching learning such as; video-conferencing, teleconferencing,

telephone conferencing and the educational based social networking websites. ICT relates

with storing, retrieval transference and influence of digital information. It is a prolonged

manifestation for information technology (IT) which emphasis on the attractiveness

of incorporated infrastructures and the integration of communications and

broadcasting (phone lines and wireless signs). Personal computers (PCs) work as an

elementary innovative software, storage, and audio-visual structures, which help

operators to admit, store, communicate and operate information (Burnett, 2001).

ICT predominantly concentrates on communication tools. This comprises the web,

remote framework, cell-phones and various correspondence media. In previous few decades’

ICTs have transformed to the public with massive collection of a new communication

competencies. Individuals can communicate with their fellows in remote areas with the usage

of information transfer, e.g., messaging, vocal sound over IP and video-conferencing,

individual to individual correspondence destinations like face book which regulates from all

through the globe to remain in contact and pass on continually. Existing ICTs have shaped an

2

overall system where people interconnect through the domain just as they existed. Therefore,

ICT is consistently observed with regard to how present e-tools impacted the society

(Martinez, 2010).

The word ICT has been used by educational researchers since the 1980s; it was

used in the UK parliament by Stevenson in 1997.These can donate to universal entrance to

teaching, impartiality in learning, the conveyance of excellence learning and instruction,

educators' professional expansion and more effectual on learning management,

supremacy and organization. The ICTs in training highlights these issues over the joint

work of its parts: communication and information, learning and science. The conversion

of telephone lines with the availability of mobile cellular signals and unique technique of

data correspondence automation (Brookes, 2008).

Information Technology as a technical support for the human thinking and

communication has been evolving over thousands of years. New developments have been

rapid over the last few decades. It is only recently that the term has been used as a collection

term for the whole spectrum of technologies providing the ways and means to acquire, store,

transmit, retrieve and process information. Manfred (2007) describes that any technology

develops in three stages. In the first stage, technology enables us to do things, that we have

been doing, but to do them better, cheaper and faster. In the second stage, technology provides

new capabilities and enables us to do things that we had not been able to do previously. And in

the third stage, technology becomes an integral part of our activities; it affects the way we do

things and changes our lifestyle. Development in computer and communication technology

has brought a new dimension to the program of information handling. The introduction of

microprocessor and microcomputers has made thing easier. All these developments facilitate

3

better and quicker services to the user.

The recent IT revolution has transformed the communication-conscious human

society into, an information global village in a short span of just two decades. The most

updated technologies like the laser based e-tools, fiber optics, telephone,

telex, television, silicon chip, intranet, internet, extranet and many other

telecommunication devices have come to constitute an important and inevitable

component of written and oral communication media network. These modern

communication technologies have the potential to bypass several stages and

sequences in the process of development encountered in the earlier decades. The

advents of communication technology have revolutionized the activities of library

and information system. The concept of virtual or digital library has emerged and

is synonymous to future library which largely works with ever-shifting arrays of

allies, instead of acquiring large number of documents employing staff to process

them. Communication is interdisciplinary way such as social sciences, mathematics,

electronics, linguistics, systems analysis, etymology, cybernetics, etc. Communication is a tool

of management to get the things done through people. Generally the process of

communication demands the necessity of a transmitter, message, symbols, channel, decoding,

receiver, action and feedback. It is a continuous process or cycle of sending message and

feedback (Manfred, 2007).

At present ICT is universal, with an access of three billion individuals moving

towards the internet. With almost eighty percent internet consumers possess a smart

phone, material and records which meet their needs by mechanical use. These progresses,

specifically in emerging countries, have led ICT to renovate grounding of ordinary

4

lifecycle, in which development without some feature of expertise focuses utmost on

official work and repetitive malfunction. The digits of internet operators in developing

countries have been doubled in last five years (2013-2018), with 76% appallingly online

right now living in the emergent world. The 4.3 billion individuals are not yet using the

internet, 90% live in undeveloped countries. ICT has to infiltrate now the distant extents

of more or less, with several developing countries bearing shortage of internet facility.

This correspondingly encompasses the clearance of telephone spots, mainly the user-

friendliness of cellular exposure, and other procedures of reflex communication about

facts and figures (PCB, 2018).

Social awareness is materialistic in nature and a sequentially intensifying equally

in perception and submission. At every level the mentor of community discipline is put

into three complications and issues;

i. Developing new insights, philosophies, links, and aids to considerate learners.

ii. Upholding skilled documentations and recurrent assistance.

iii. Obtaining maximum diffusion of scholarship to their fellows.

These three segments of teaching are interlinked into an incorporated instructional

set, but their costs are critically high and supplementary rather than undistinguishable.

Instructions in social sciences are noteworthy input to the circle of enlightenment, as it is

assumed in all limits of circle from the technical progresses in aerospace to the electronic

standards. It may be possible to expand the learning of social sciences by means of ICTs,

because of its substantial role in the progress of the civilization (Wadhwa, 2010).

Almost couple of centuries back, learning was just to read and write. The

invention of calculator and abacus not only eased the transaction of large amounts but

5

later on calculator was converted to a computer in the fifties of the last century. The first

computer was a heavy machine used by US Navy to punch and keep the records of the

office. During the research experiments on the theory of big bang in the CERN laboratory

(Switzerland) the various inventions of networking, the computers and data centers came

into being. The networking was named as internet which later was used by the scientists

in the computer laboratory, to connect their development indicators for experiments

among them. The results were shared by scientist among individuals through e-mail,

internet, and many other applications like Face book, Twitter, LinkedIn, IMO, and Blogs

etc. (Anderson & Elloumi, 2004).

ICTs and its use have evolved over a period of time. The technology professional

Bimber (2015) elaborated that ICTs are implemented for empowering communal

association and authorizing autocrats in promoting communal changes, these are listed as:

i. Information technology gateway

ii. Cloud computing

iii. Cognitive info infrastructures

iv. DICOM

v. Digital boundary

vi. Worldwide E-Schools and groups imagination

vii. ICTs for educational improvement

viii. Mobile Web

ICT in social sciences has put an enlightened impact to our domain. Its

meditations have been useful for developing rationale and nurturing problem-solving

capabilities. The key purpose of social science leaning is to progress severe approach

6

concerning the discerning procedure, to determine new engagements and effects to look

for inventive answers for the issues forced. Technical changes have inclined teachers'

confidence and inhibited to deliberate around the characters of calculators, PCs and

geometric uses in a straightforward proficiency package. Personal Computers (PCs) have

been reused in intellect for multiple periods, and they have now been recognized

"unambiguously" as a fundamental piece of our total instructive association and

strengthening in PC made state-of-the-art procedures. These are needed rather than other

and have promoted a heavy-duty essential connection with the spreading out of PCs in

current periods (Yushua, 2004).

Comparing the implications for educational organizations and technology, the

variety of methodologies were used by the trainers to increase academic achievements.

Computer-Aided Instruction (CAI) is used to increase the success in social sciences. In

this strategy computer transfers teaching contents or actions, learners learn by

interrelating with the PC until the anticipated level of expertise is acquired. CAI is

commonly used in exploring writings that contains assembly of procedures, fluctuating

according to resolution/prerequisite of education. Computer Aided Instruction (CAI),

Computer Aided Learning (CAL) and Computer Built Instruction (CBI) are added

devices in campuses since the confinement of micro PCs in the era of 1970s. CBI,

personalized knowledge procedure and assimilated divergent knowledge elegances,

benefits, require materializing knowledge. CBI software contains tutorial, exercise &

practice and, more freshly, Incorporated Learning Systems (ILS) (Yushua, 2004).

ICT tools display the material in various ways and behaviors to produce and

support inspiration in the students as per their particular needs. Hargittai (2005) has

7

disseminated the following emergent ICTs advancements and placed them in four

particular and interrelated groups, these are:

i. ICT based devices for every one; incorporate use of three dimensional (3-D)

symbolisms, sight and sound as well as virtual representations. These might be

utilized to quick track the introduction of information to the students.

ii. ICTs dependent on internet setting up; involve internet allied advancements think

about it is a standard innovation. Around, these might be utilized for electronic

exchanges over merging advancements for correspondence executing the internet,

for example, internet phone and internet PC's.

iii. ICTs based abilities for remote transformation; incorporate worldwide situating

frameworks and remote area.

iv. ICTs for individual; makes the individual life simpler which may contain smart

machines, cards, PDAs and automata.

Academic achievement is the level to which a student, instructor or institute,

attain their short or long standard educational objectives. Academic achievement is

measured through examinations, tests and observations both formative and summative;

however there is no standard assessment being used for how it is best evaluated or which

factors is most essential procedural understanding such as capabilities or declarative

expertise. There are inadequate effects over which individual factors efficaciously predict

educational performance, factors test anxiety, environment, motivation, and emotions

require consideration when developing students’ academic achievement models at

university level (Bossaert, 2011).

8

Evaluation of the learners takes place via enterprise of competitions, tests,

quizzes, peer discussions, presentations, dissertations, and classification of assignments.

The grading structures have to be authentic for the instructors to put in force their

analysis of the overall doings and deeds. They should consider equally without the

discriminations of; gender, faith, mores, caste, belief, race or socio-economic

circumstantial. When learner’s evaluation well, then lecturers and learners be aware of

that they have agreed the conceptions. On opposite side, when they do not grade well,

this advocates that they have shortage in their appreciative. The reading of the learners

also determines the learning tactics and academic approaches applied as a result of the

instructors (Panuel, 2006).

Following are the major factors of ICTs which directly or indirectly make impact

on academic achievement.

i. Expected impact of ICTs on academic achievement becomes more prospective

when connected to instructional objectives. It is expected that particular

employments of ICT may have progressive impact on student’s achievement

when ICTs are utilized suitably to increment on instructor’s prevailing academic

rationalities.

ii. Computer Aided Instruction (CAI) has been perceived to make advancements on

students’ choice. CAI, which includes for the most part to students’ individual

reading or instructional patterns on PCs, has been preferred to somewhat more

students test scores.

iii. ICTs comprehended to be less persuasive (incapable) as soon as the objectives for

their utilization are not perfect. Whereas such an articulation would show up to be

9

undisputable, the particular objectives for ICT utilized in instruction are, to

enhance, regularly as it were exceptionally broadly or maybe freely characterized.

iv. There is a wide gap between conventional and 'new' instructions and standardized

testing. Conventional, broadcasting pedagogies are perceived as more successful

in planning for standardized analysis, which lean towards the degree of the

outcomes, than are new ‘constructivist’ educational styles.

v. The observed in compatibility between the strategies of ICTs applied to the

degree of impact and learning advancements. In numerous contemplates, there

may be a maker of confusion amongst the strategies operated to degree of impacts

and the nature of the learning by the specific services of ICT. It may be more

appreciated effect of ICT as it was developed when the strategies utilized to

academic results that are more closely related to the learning by the application of

ICTs.

vi. ICTs were applied in an expressive way on different subjects. Applications of

ICTs for demonstration have been viewed to be absorbing, as these deals with

word handling and computer software applications for the improvement of

students’ communication to be linked worldwide.

vii. Studies that depend generally on self-reporting, most learners reveal that utilizing

ICTs make them more practicable scholars.

viii. Students authenticate to be evident that utilization of ICTs can enhance the learner

independence for certain categories of tutoring.

10

ix. ICT integrated instructions for learning may help in enhancements of

understanding, since the activities encompassing such interventions guide

instructors and students to do ‘more’.

(Bossaert, 2011).

The impact of ICTs on students’ academic achievement has revealed that, ICTs

are effective devices for expanding educational avenues both in formal and non-formal

types of instructions, as some times students are prohibited to learn by direct

instructions due to specific social or communal limitations such as; cultural subgroups,

adolescents and females, individuals with encumbrances, and the aging ones. Following

are the major areas where ICTs have impact on students’ academic achievement

(Bossaert, 2011).

The unique characteristics of ICT’s capacity are to rise above time and space.

Online course components are available for24 hours a day and 7 days in a week. ICT

establishes instructive passage (e.g., instructive user interface over radio/TV) allocates

the requirement of the students and educators to be planned as a unique feasible area.

Also, certain sorts of ICTs, e.g., teleconferencing tools empower study lessons to be

acquired at the same time by many segmented communities socially and religiously

learners i.e., synchronous learning.

Access to inaccessible learning is utilized as students no longer have to be

dependent exclusively on published books and other tangible resources in libraries

(available in limited amount) for their instructive requirements. With the internet and

www, a rich material of learning resources in nearly for each subject is accessible

to anywhere at any time and in unlimited number of entities. This is predominantly

11

substantial for many institutes in developing world, and even more or less in advanced

countries, that have outmoded library sources. Overall ICTs encourage individuals,

specialists, analysts, experts, researchers, and peers all over the world to get online assets.

ICTs helps individuals for applying these within the lecture hall to define a working

environment wherever ICTs based tools i.e., computers, web and associated technologies,

are getting to be progressively omnipresent. Innovative expertise, or the capability to

utilize ICTs effectively, is in this way seen on the behalf of a reasonable authority in a

progressively globalizing marketplace (Bossaert, 2011).

Based on the arguments provided in the above paragraphs it can be concluded that

no such study has been found in Pakistani context therefore it was needed to conduct a

study titled Impact of Information and Communication Technologies (ICTs) on

Academic Achievement of Students at Post Graduate Level.

1.1 Statement of the Problem

The information and communication technologies (ICTs) have increasingly been

becoming an essential part for education in present era. As universities in Pakistan have

adopted the use of ICTs and the educational institutions are increasingly making use of

ICTs in the process of teaching and learning particularly at university level. How the

universities in Pakistan are using ICTs in the teaching learning process and how these

influences the academic achievement of postgraduate students was a question which

motivated the researcher to come up with present study titled “to explore the Impact of

Information and Communication Technologies (ICTs) on Academic Achievement of

Students at Post Graduate Level”.

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1.2 Objectives of the Study

The objectives of this study were as:

1. To find the uses of ICTs by the students at post graduate level.

2. To find the impact of the use of ICTs on the academic achievement of the

students at post graduate level.

3. To find out the problems in using ICTs at post graduate level.

1.3 Hypotheses of the Study

The researcher formulated the following hypotheses for this study:

H01: There is no significant impact of the use of ICTs on the academic achievement of

students.

H02: There is no significant impact of ICTs usage for MS Office applications (MS Word,

MS Power Point, and MS Excel) on academic achievement of the students at post

graduate level.

H03: There is no significant impact of ICT usage for video/teleconferencing on the

academic achievement of students at postgraduate level.

H04: There is no significant impact of ICT usage for internet/web tools on the academic

achievement of students at postgraduate level.

H05: There is no significant impact of ICT usage for (lack of digital literacy in use of

ICTs creates hesitation during internet and web surfing) on the academic achievement of

students at postgraduate level

13

H06: There is no significant impact of ICT usage for (non-availability of 4G services in

remote areas creates hurdles in surfing through ICTs) on the academic achievement of

students at postgraduate level.

H07: There is no significant impact of ICT usage for educational television (in the aspect

of ETV promotes two-way communication hence it covers vast area of information for

intelligence of researchers) on the academic achievement of students at postgraduate

level.

H08: There is no significant impact of ICT usage for e-libraries (in the aspect of access

towards virtual libraries, internet links and word processing) on the academic

achievement of students at postgraduate level.

H09: There is no significant impact of ICT usage for (developing and editing online

questionnaire, quizzes and assignments for effective learning process) on the academic

achievement of students at postgraduate level.

H010: There is no significant impact of ICT usage for (preparing standardized

assignments, dissertation and research projects) on the academic achievement of students

at postgraduate level.

H011: There is no significant impact of ICT usage for (learning outcomes through online

tutorials and computer simulations) on the academic achievement of students at

postgraduate level.

14

H012: There is no significant impact of ICT usage for (non-availability of 4G services in

remote areas creates hurdles in surfing through ICTs) on the academic achievement of

students at postgraduate level.

1.5 Significance of the study

The growing use of technology and computers offers instructors with stimulating

opportunities to transform educational practices as ICTs are important parts of all

subjects, fields, and in every arena of learning including industry, agriculture, business,

medicine, and engineering. So, the universities as the training institutes are to prepare the

young generations to use ICT). The HEC has taken step to build university-industry

relationship for the better preparation of skilled human resources for the betterment of

economy and industry outputs to develop global competence initiative. The

establishments of ORIC in public sector universities have been taken as the first step

(HEC, 2016).

The finding of this study may be helpful for the students at post graduate level,

therefore the institutes might be stimulated in using ICTs training for the faculty which

intern trains the university level students for the betterment of computer skills usage. The

utilization of ICTs particularly plays a vital role in the sustainability of educational

initiations and increases the value of the understandings. The framework and online

availability of learning material to educators inside country may help in preparing

educational program, learning materials, and lesson planning. In this realm the usage of

ICTs reinforces learning progress and instruction systems to make the learning joyful and

elegantly inspiring. It may also help the students to enhance their academic achievements

and to meet the requirements of the rapid moving world of modern technology.

15

Moreover, the HEC has initiated the step to provide laptops to the graduate and

post graduate students for globalized standard research and to help them become well

versed in ICT skills for their better future endeavors. The preparation of post graduate

scholars in ICTs has depicted the importance of computers aided instructions (CAI) as

important component of learning in every field. The scholars have to keep themselves

well-informed with the global pace in daily changing situations of new transformations.

So, the post graduate students are strongly demanded to be ICT experts for not only

teaching and learning but also to present their work in the form of articles and research

papers. Moreover, new knowledge is also needed for discovery and invention. The

experience of advanced and emerging countries demonstrate that their incredible steps

were the aftereffect of research in institutions. Pakistan faces numerous social, monetary,

innovative, instructive and formative problems. These complications can only be

overcome if universities initiate investigations. ICT based research is no doubt a

necessary ingredient for progress and prosperity of a nation as well as for affective

conducive learning atmosphere in educational institutions. It offers a vision about

concrete consequences of diverse methodologies. The validity and justification of ICTs

usage for the solution of problems and establishing the basis progress (HEC, 2016).

1.6 Delimitations of the Study

The study was delimited to:

1. The post graduate students of the federal public sector general universities in

Federal Capital Islamabad, Pakistan.

2. MS/MPhil and PhD students of Education and History discipline and sessions

spring 2017 to spring 2018.

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3. The components of ICTs (video/teleconferencing, educational TV/radio,

internet/web-based tools, MS Office applications)

1.7 Limitations of the Study

The researcher faced many difficulties during data collection because

postgraduate students were not present on daily basis, because someone’s have also their

own research activities. So, the researcher had to put in extra efforts to contact and access

the students for collecting the questionnaires. For this purpose the researcher visited the

scholar’s supervisors, head of departments, and students contacting points numerous

times. The researcher also conducted several briefing sessions and discussions with the

students to convince them to fill the questionnaires.

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1.8 Operational Definitions of Terms

Information and Communication Technologies: The numerous facilities comprised

of internet, wireless systems, cell phones, e-mail etc. are the several facilities related to

learning process such as; video/teleconferencing. The ICTs deals with storage, retrieval,

transmission and manipulation of digital information, it is an extended term

for information technology (Burnett, 2001).

Termination ratio: Means the number of students who leave a specific course during the

maturity or pre-maturity stage before appearing in the final examination in an academic

period of the institute (Shields, 2004).

Classification: Mentions to the student strength taught in a grade by an instructor at a

specific period in the specific class (Gay, 2010).

Infrastructure (Hardware/Software): Means of learning resources that is required to

formal or informal learning. These included equipment, computer laboratory, PCs, and

virtual libraries etc (Burnett, 2001).

Community and peer group participation: Participation in meetings, collaboration and

bringing together with peer groups for the improvement of academic achievement of

students (Rockman, 2007).

Academic Achievement: The academic achievement discusses to the regular grades

acquired by an individual in the final examination, this can be attained both from the

formative as well as summative assessments techniques. Academic achievement can also

be measured via LMS (Paul, 2014).

Check list: An item wise list of facilities to be verified by researcher in universities at

post graduate level (Gay, 2010).

18

Likert scale: The scale prepared by the researcher to find the use of ICTs on academic

achievement of students at postgraduate level (Shields, 2004).

Technology: The practical application of information in an area and a scientific method

for achieving the practical purpose (Rockman, 2007).

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter describes and critically analyzes the literature on the Information and

Communication Technologies (ICTs) and academic achievement of students. The radical

changes in research component at post graduate level; this study has transformed the themes

and philosophy of the specified subjects of learning from a country’s culture and civilization

to a global comparative aspect of critically incompatible views of the world educational

community. This change has been integrated simultaneously on new themes and issues due to

the inventions of the ICTs and their applications in this new global village learning. Now no

view, theme, theory or philosophy could be restricted to a closed community without openings

the secrets to the global civilization. Higher Education Commission of Pakistan demonstrates

a significant step in stimulating higher education via computer-based technologies by

consolidation of research associations in the state. On the other hand, ICTs based researches

are influencing research work at postgraduate level. The researcher explored through different

investigations and concluded that there are some barriers influencing ICT based research such

as; controlling, budgetary, shared, individual and supervisory.

ICTs which comprised of radio, TV, and other computerized instruments i.e. personal

computers (PCs) and the internet have been progressively as organizing computerized tools

for modification and change when used in various fields of learning and research. A

significant role of this has been the initiative to produce systematic procedures of information

and communication technologies, web technologies and the merger of these tools for the

betterment of comprehension process and the impact of ICT tools on the educational

achievement of students at post graduate level.

20

2.1 Information and Communication Technologies (ICTs)

The term ICT devised by the technology expert Tim O’Reilly (2007) assigns the

fluctuating tendencies by its utilization through internet apparatuses and web enterprise that

expect to improve creativity, interchanges, secure data contribution, joint effort and usefulness

of the web. ICTs have stimulated the advancement and development of web-based networks

and coordinated administration, for example, long range informal communication build up,

video sharing destinations, wikis, online journals, RSS channel, podcasting, video

conferencing, teleconferencing and others SNS. ICT is an emerging vital tool that altering the

learning techniques in the educational institutions. The utilization of ICTs based devices can

sustain initiated learning techniques and is accompanying with ideas corresponding the social

orders of training, syndicated material, learning as an imaginative movement, distributed

learning, arrangement of individual learning situations, and non-formal instruction. Such

mechanical assemblies can be utilized to create learning techniques that can enhance stand-in

inspiration, improve investment, speed up learning and social aptitudes, animate higher

request sensitive capacities, and increase self-coordinated techniques. Now institutions have

not endeavor the expected activities to adjust the new prerequisites of the society,

alphanumeric networks and utilized there.

The utilization of web-based ICT instruments conveys the capacity to incorporate

altered, versatile and adjustable plans. The workforce requires individuals with essential

characteristics, and in this way the instructive organizations need to demonstrate

situations utilizing similar standards. The ICT innovations assigned in this examination

are widely utilized in the work environment and by employees. In this manner, a

significant and applicable instructional objective for teachers planning to enable students

21

to figure out how to utilize these devices for deep rooted learning, cooperation,

affiliation, composition and thought sharing, examination, etc. The outcomes also

demonstrate that the staff is confident, and their evident social controls are solid

mediators to their aim to utilize ICTs. This suggests individuals to be keen on expanding

the operation of ICTs in the classrooms which may focus their consideration, endeavors

and resources on improving personnel frame of mind and upgrade their apparent

informative control of ICTs utilizations. Strengthening expressly, these endeavors should

focus on improving the evident convenience, usability and similarity of ICTs

applications, alongside edifying staff's self-adequacy with these creating mechanical

instruments. Also, while these advanced devices show instructive inclination, "best

practices" models are expected to further accelerate the execution of these class

innovations as mechanical assemblies for edifying and educating in advanced learning

(Rockman, 2007).

The informative repetition that apprehensions the spirited, communicative, insightful

or experimental parts of information structure is probably going to discover ICT apparatuses.

Moreover, teachers can safely expect that what most students think about them. When

increase at learning, ICT supports on four chief elements of the student's understanding. Two

are extensively shared in nature (collaboration and publication) and other are extra rational

(education and research). ICT instruments perform to reinforce critical independences of

discovering that might be hard to animate in students. There are issues with ICT learning

in readiness, yet these devices do appear to stamp a stage alteration in the manners by

which students can associate with and on the web. The strengthening of web aptitudes

that can be assembled under the ICT bearing has produced a decent game plan of

22

enthusiasm for training. ICT realized the knowledge learning network, people driven

network, participative network, and read-make network. ICT is a web stage where

customers can permit an enormous number of the panels, they have been using to in web 1.0.

Web 2.0 is not impartial and other depiction of web 1.0; Flexible site synthesis, inventive

reuse, invigorates and changes were empowered through web 2.0. One of excellent

topographies of web 2.0 is to sustenance collaboration and to help total knowledge relatively

web 1.0. It is considered that web 1.0 as web of insight for read only network, web 2.0 as

individuals driven and participative web for example read and write the network, web 3.0 as

mesh of information association, web 4.0 as extreme intellectual automated mediator and web

5.0 tools are a semi impassioned web expressed as fifth era of web tools under the umbrella of

ICTs (Penuel, 2006).

North (2001) describes that Information and communications technology (ICT) and e-

learning have a massive contribution to make to all aspects of this reform agenda, some

ones are as follows:

i. ICT can make a significant contribution to teaching and learning across all

subjects and ages, inside and outside the curriculum.

ii. ICT can provide opportunities to engage and motivate children and young people

and meet their individual learning needs.

iii. ICT can help link school and home by providing access to teaching and learning

materials, and to assessment and attendance data, from home.

iv. ICT can enable schools to share information and good practice in networked

learning communities.

23

v. Intelligent information management systems within schools can support school

leadership.

vi. Integrated curriculum and management information systems can help schools

monitor individual pupils' progress for assessment for learning as well as for

administrative purposes.

vii. Use of shared drives in schools to bank lesson plans and other resources can

produce vast savings in time and effort for teachers.

Information and Communications Technology is a term which covers a wide

range of hardware (machines) and software (applications of the machines). Bossaert

(2011) describes that in institutes now ICTs might mean any of the following:

i. Personal computers

ii. Apple Macintosh computers

iii. Digital cameras and digital video cameras

iv. Image scanners

v. Printers and faxes

vi. Handheld computers

vii. Data logging equipment

viii. Programmable robots

These could support learning in following ways:

i. word processing

ii. data collection and handling

iii. image creation and manipulation

iv. music creation and editing

24

v. communication via electronic mail, electronic discussion and electronic chat

vi. research using CD-ROMs or the Internet

vii. controlling movement

ICT in institutes can mean all of the above and more, and the parameters of the

subject are expanding all the time. As technology becomes increasingly miniaturized,

devices are becoming ever more portable, so it is now possible to make a handheld

computer which can connect to the internet deal with email, word process and act as an

electronic diary. All of this in a device which is substantially smaller than the first mobile

phones made back in the 1980s. Distinctions between devices are increasingly blurred,

and these handheld computers can now perform many of the functions of modern mobile

phones as well as laptop PCs, and new generation phones can access the Internet, take

photographs and play music. It seems likely that in a few short years, these devices will

merge, and that each of us will own just one device for work, for communication and for

leisure. In the educational community, although most institutes still have the some of the

grey box7 generation of computers remaining, the future is one where these multimedia

devices will play a vital role in education. To adapt teaching and learning to harness fully

the potential of the available technology is one of the greatest challenges which face

institutes in the future (Bossaert, 2011).

North (2001) described that there are three important characteristics are needed to

develop good quality teaching and learning with ICT: autonomy, capability, and

creativity. Autonomy means that students take control of their learning through their use

of ICT. In this way, they become more capable of working by themselves and with

others. Teachers can also authorize students to complete certain tasks with peers or in

25

groups. Through collaborative learning with ICT, the students have more opportunity to

build the new knowledge onto their background knowledge, and become more confident

to take risks and learn from their mistakes. Further, Serhan (2009) concluded that ICT

fosters autonomy by allowing educators to create their own material, thus providing more

control over course content than is possible in a traditional classroom setting. With regard

to capability, once students are more confident in learning processes, they can develop

the capability to apply and transfer knowledge while using new technology with

efficiency and effectiveness. For example, in an ESL listening and speaking class,

students may be asked to practice their pronunciation using an online audio dictionary.

They are required not only to listen to the native pronunciation from the dictionary, but

also to learn the definitions and examples of a new vocabulary item. They then have to

make a recording of their own pronunciation and provide examples of how this new word

is used in context. Before completing this task, they have to know which browser to use

in order to search a suitable online audio dictionary. They will have to browse several

online dictionaries, and select the one that best meets their learning needs. In addition,

finding good software to record their voice is another prerequisite for these learners.

Therefore, the whole learning process enriches students’ learning skills and broadens

their knowledge beyond what they already know. By using ICT, students’ creativity can

be optimized. They may discover new multimedia tools and create materials in the styles

readily available to them through games, CDs, and television. With a combination of

students’ autonomy, capability, and creativity, the use of ICT can improve both teaching

and learning quality.

26

ICT is characterized as a miscellaneous procedure of automated devices and its

usage to communicate, to brand, disseminate, accumulate and superintend data as well as

information. The universities everywhere throughout the world are investigating and

amassing the suitable utilization of inventive innovations, for example, PCs, e-machines,

web tools, internet, WWW, videoconferencing, educational TV (open or closed) and

other computer related tools to make trainings of self-coordinated, imaginative, helpful

and customized in order to advance the correspondence of inaccessibility with their

related students and educators. For this purpose, different countries are presenting to their

circumstances and conditions for the advancement of the students’ academic achievement

(Macharia & Pelser, 2014).

Mangal (2007) described the following qualities of ICTs and their relating

online/offline devices which have great impact on academic achievement of the students;

i. ICTs adopt the dissemination of information and communication.

ii. The nature of ICTs is fundamental, digital and virtual.

iii. ICTs are worldwide, anyplace and on whenever.

iv. ICTs are key enabler agent in the creation of networks especially in the formation

of systems particularly in those organizations which have peripheral campuses.

2.1.1 Uses of ICTs in education

ICTs can improve the irregularity of teaching in several means such as; by

growing learner inspiration by enabling the procurement of simple skills, and with the aid

of bettering educator training. ICTs are as well transformational equipment which, at the

same time used applicably, can encourage the modification to a learner-centered

classroom environment as recommended by Dede (2009) in the light of following areas;

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ICTs e.g., records, TV, AV tools, computer programming that link content

material, and brilliant stirring pictures can be utilized to give analysis and actual

substance that will connect with the learners in the learning technique. Educational radio

utilizes audio effects, tunes, impressions, comic assemblies, and other implementation

shows to force the learners to tune in and become engaged by means of the workouts

actually conveyed.

ICTs has in addition, been operated to improve admission in the instructional

organization. As at IGNOU, satellite-based video and collaborative sound conferencing

was held in 1995, enhanced by documented videos, address to gather 910 educators and

initiators from 25 local organizations in Karnataka. The mentors collaborated with

isolated speakers by telephone lines and fax.

Barnett (2002) viewed about the kind of lecture rooms installations should be fit

by the utilization of ICTs the most widely recognized employments of ICTs in educating

and learning areas are in listed below;

i. Learners make use of ICTs to find out data and to intensify new information in a

different way. They might find out data on the internet or by using ICT-based

reference software, e.g., MS Encarta.

ii. Learners can operate ICTs as a major aspect of an innovative procedure wherever

they required deliberating the data to a specified subject.

iii. Learners use ICTs to show their work in a professional configuration. They can

make records and slideshows to reveal what they have realized, and afterward

stake this with different learners, with their instructor, and even through e-mail

with individuals around the globe (Bossaert, 2011).

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2.1.2 Advantages of ICTs

In technologically advanced societies, the usage of ICT for guidance and learning

has transformed into a requirement during the last decades. Regardless, quite few have

succeeded in progress. Without a doubt, somewhat level of higher institutes in specific

states achieved a lot of feasible usage of ICTs to help and change the learning process in

numerous parts of knowledge whereas others are stagnant in the early period of ICTs

sharing out (Vincent, 2010).

Many teachers use ICTs to help standardize of learning approaches, e.g.;

information restoration in which learners are passive beginners of facts and figures in its

place of dynamic producers in the learning procedure. ICT Galea (2002) describes how it

can uphold learning; there are two motives for the usage of ICT in teaching. Firstly, ICTs

change the activities' bound, learners in current society want to make adequate

conceivable outcomes and aptitudes that engage them to use from the prospects that ICT

deal. Secondly, there is eagerness of academic authorities in what way inventive gadgets

can overhaul the idea of learning in institutes, subsequently it assists students to achieve

enhanced outcomes.

The Council for the Educational Technology (2009) has set the following

comprehensive list of ICT’s advantages in the learning process;

i. Quick access to data which directly impact on the academic achievement.

ii. Easy accessibility of refreshed information which give beneficial learning

outcome on the learning process.

iii. ICTs interfacing cross topographically in scattered regions.

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iv. ICTs provide more approaches to discover the individual contrasts and give their

potential arrangements which are useful in learning framework.

v. Wider scope of correspondence media.

vi. ICTs produce more extensive learning to accesses for students.

vii. Studying the strategies which affect the 'advanced innovations' inside the setting

of the utilization and correspondence of data in instructive settings.

viii. Educational informatics is the broadening, use, and assessment of advanced plans

that is the utilization of educational learning to participate in or encourage holding

revelation to support learning.

ix. Works as extreme efficiency level throughout the institute.

x. Communication processes are improved via email, conversation assemblages and

dialogue rooms.

xi. Systematic uses of ICT across diverse programs of study have an advantageous

motivational encouragement on students’ knowledge.

Bossaert (2011) listed the following general advantages of ICTs in learning

process and academic achievement of students by the help of several research findings.

Most appropriate of them are as follows;

i. ICTs inspires sharing of learning, ability and encouragement

ii. Excessive flexibility in using of ICTs, when and where assignments are done

iii. Achievements in ICT’s aptitudes, certainty and vitality.

iv. Prearrangement of lessons and structuring materials

v. Right of entry to updated information, whenever and at anyplace.

vi. Enhancement of knowledgeable representation to fellow learners.

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vii. Students are focused on assignment' and express positive views when they use

PCs than when they are given not the same undertakings to do.

viii. PCs use during lessons provoked learners to possess learning outside the institute.

ix. Excellent modules through prominent coordinated effort between instructors and

learners in arranging and getting learning assets.

x. More centered and custom built-in instructions to students’ abilities and mistakes.

xi. Improvements in learners’ diagnostic aptitudes, incorporating enhancements in

reading and understanding.

xii. Advancement of writing skills (spelling, language structure, emphasis, altering

and re-drafting), as well familiarity, innovation and explanation.

xiii. Encouragement of free and dynamic learning.

xiv. Give of whenever, anyplace get to and develop more significant learning styles.

xv. Learners’ utilized instructive apparatuses in organization were progressively

blended to learn and have expanded self-assurance and confidence.

xvi. Students discovered learning in an innovative upgraded setting more stimulating

and focused than in a conventional classroom.

xvii. Broadband revolution supports the dependable and constant downloading of web-

facilitated interactive media assets.

xviii. Projections to work on assignments with individuals outside or inside the institute.

2.1.3 ICTs in Teaching Learning Process

ICTs have significant part in the knowledge advancement. The anticipation of

ICT resources to choose quantifiable data that to be use in the teaching process is needed.

Hargittai (2005) has considered their tendency and degree that is condensed as:

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1. Exploration of teaching learning improvement: The fundamental role of ICTs in

the field of teaching learning ranges are as follows;

i. To assess teaching learning process.

ii. To investigate the possible activities of all components

iii. To establish all components having concentrated outcomes.

2. Usage of ICT tools in organization, testing and guidance: Commonly, the

instructive innovation is utilized for all-inclusive managerial, testing and

instructional drives in learning process.

3. Proper utilization of automated tools and communication skills to utilize in the

teaching learning process for fruitful effect on academic achievement.

2.1.4 ICTs in learning

Different forms of ICTs have a great impact to improve the capability and

reasonability of learning in both formal and non-formal settings. Usage of PCs and the

internet is still in process in developing countries. According to Aribamikan (2007)

following are the major forms of ICTs which are used in education for the uplifting of

learning process.

i. E-learning comprehends learning at all intensities uses frameworks; the internet,

intranet (LAN) or extranet (WAN) for progressive movement, association,

evaluation or possibly help others toward the expression of web learning. Web

learning is a subcategory of e-learning which suggests receiving of and using an

internet program i.e. Chrome, Firefox or Internet Explorer etc.

ii. Blended learning refers to knowledge models that syndicate traditional classroom

repetition with e-learning explanations. Learners in an outmoded class can be

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allocated both in print-based and online resources, have online training sessions

with their instructor through chat, and can be improved by face-to face tutoring.

iii. Open learning is described as a technique for giving learning that is depicted by

the unit of teacher and student in time or place, or both time and place.

2.2 Importance of Higher Education

It is an important stage of study after under graduate level which creates the life

path of the youth force in professional regime. This is vital for the academic work and

preparing of scholars to set them for fruitful position of ability. To some extent higher

education, considers not anything as under estimated and students need to act themselves

so as on the way to consume some solid position in the general public. The significance

of instruction is acknowledged all over the world. Education is an essential requirement

and dependable of each person along with that is the beginning spot for the advancement

of the country, every one of the movements are reliant on instruction. Training is an

extended life technique which primes a gentleman and a country’s progress. Throughout

ancient time, innovative tutoring was esteemed to be a mean of discernment and the

conflict of interest. By no means was it utilized as an instrument for monetary prosperity

of a country. In substitute of getting training once there is conventional instruction

framework in which there are the study halls where learners and educators should

introduce physically and an instructor transfers various philosophies to supplement the

exercise, then again there is separate instruction which provides prospect and

controllability to everybody to get instruction on any fragment of his/her existence

without being available physically in the ground work (Hamid, 2004).

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In consideration of goals national and institutional diversifications, it is not an

easy task to define both modern higher education and a university. Higher education

covers a wider range of higher learning institutions including the university. These higher

learning institutions could be organized in different ways, commonly within a university

and in a separate institution as university and other tertiary learning institutions. For

instance, a university, from the British perspective, is an institution with its power to

award its own degree and is preeminent in the field of research. Generally, higher

education is a set that constitutes the university, which is a subset of higher education.

However, in some contexts, higher education and university are used interchangeably.

Nevertheless, they do not cover the same reality (North, 2001).

Modern higher education is defined as an organized tertiary learning and training

activities and institutions that include conventional universities such as arts, humanities,

and science faculties and more specialized university institutions in agriculture,

engineering, science, and technology. The concept of higher education also includes such

post-secondary institutions like polytechnics, colleges of education, and the universities.

Under the umbrella of higher education come all forms of professional institutions. Even

this wide spectrum does not exhaust the possibilities of forms of higher education

(Lumumba, 2005). A university, on the other hand, represents both a higher learning

institution and a community of scholars or persons. A university is a higher learning

institution that brings men and women to a high level of intellectual development in the

arts and science, and in the traditional professional disciplines, and promotes high-level

research. It also signifies a community of persons engaged in study and research. A

university is a source of universal knowledge and highly skilled human power for the

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professions. Other higher education institutions are also engaged in the training of middle

class technical and vocational professional personnel. Universities and other institutions

of higher education differ in their mission, goal, functions, the requisite qualification of

the faculty, the criteria for admission of students, the duration of programs they offer, and

the type of certification they award. All these depend on the needs and priorities of

different societies. University, a name applied to diversified corporate bodies of the

Middle Ages in Europe, also includes the organization of teachers and students. Through

time, the name had more particularly attached to the teacher-student corporate

organization as universities, from which, particularly since the 18th century, the name

University was derived. Thence, cultivation of the intellectual power and the

methodological studies of academic disciplines have become the major purpose of the

university. The modern term university has been derived from the classical Latin word,

universitas, which means “the totality” or the “whole.” In the medieval times, universitas

had been a general term used to denote all kinds of community or corporate such as guild,

a trade, a brotherhood, and so on. Gradually, universitas magistrorum et scholarium (the

university of masters and students) stands for organized communities of individuals, who

were responsible for higher learning and study. Moreover, medieval university was a

higher learning and teaching institution for a community of scholars with a certain degree

of freedom or independence and internal unity. Some form of teaching and learning had

antedated the emergence of a university in the world. The relative advancement of

civilization had necessitated for higher learning and paved the way for the emergence of a

university (Perkin, 2007).

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A university has stronger power of attraction of students and teachers or academic

staff than the other higher education forms. Universities derive great prestige from their

history where they secured some sort of administrative autonomy. Universities, in the

medieval period, were one of the most privileged and prestigious institutions for the

advancement of scholastic and academic thought and culture. Because universities

constitute, in the same place, diversified scholars, they were and still are agents for the

growth of knowledge that has the power to change the world. At the same time,

universities also preserve heritage of the past. A university in the era of Newman was a

public space where many academic people (students and teachers) make academic

contribution. In the present-day, universities are the stimulus of the progress in the arenas

of information and communication technologies. To achieve financial development, the

preparing of nonstandard state experts is essential for a nation. One can't tangential the

centrality of higher instruction for the assaulted improvement in the measurement and

broadness of the world. It envelops the financial and social existences of different

networks. Truthfully ICTs has brought about the overall development of Institutions and

innovative higher educational organization (Lumumba, 2005).

Baqi (2009) also expressed a similar outlook that education is the vital piece for

the progress of any general public and a country can achieve reputations with its

assistance. So as to pass judgment on stride of advancement a nation, individual must get

to its numeral of instructional technology, preparing level, bowed of instructor, nature of

scholars, numeral of propositions conveyed yearly and the amount of study journals using

extraordinary impact circulated by the propelled training establishment. Advanced

training yields conceptual, informative and radical activity. It's unrealistic for anybody to

36

deny the manner in which the standard of training is the marker of the budgetary states of

a country. Essentially the World Bank statement speaks to that the refinement among the

developed and developing countries are an aftereffect of the higher education workplaces

available to the massive part (World Bank, 2010).

UNESCO repot (2007) depicts that the innovative education gets thriving results

on the lives of individuals in private and governmental sectors. As private sector people

having over advanced learning may success to rewarding compensations, better

occupations and may set aside and contribute money as these are gaining limited

increments. In nutshell, higher education can do considers in varying social statuses by

giving visualization and required abilities to the acquisition of constructive transform in

people’s lives.

2.2.1 Higher Education in Pakistan

Institutions in Pakistan are commonly gathered as professional and broad-

spectrum Universities. Prominent institutions are by conveying instruction in same order

comprising of; Medicinal, Manufacturing, Agronomy, Commercial, Pedagogy and so on.

However, the supplementary gathering compromises broad training cover assorted

variety of controls that contains; Skills and Humanities, Social Science Disciplines,

Regular Sciences, Energy Disciplines, Soil Sciences, Mathematical Sciences and so on.

Since the time when Pakistan has come into being, higher education had capacity

of considerable apprehension for every organization of the time. For the proper

monitoring of universities’ on-going activities in higher education UGC was by

parliament in 1974. At time of independence, only PU was in working that was

established in 1882. After the creation of Pakistan, University of Sindh was founded in

37

early 1948. Different commissions and conferences have been formed and printed reports

in the years 1948, 1951, 1960, 1965, 1969, 1973, 1980, 1993, 1999, 2011 together with

tactical plan 2002-2005 and task force on development the courses at degree level in;

2003, 2006 and 2012 (GoP, 2017). UGC was converted to HEC in 2002 through a

Presidential Ordinance. It was given a self-decision eminence to assist higher educational

institutions with filling in as an engine for the economic boost up to the state. The

commission was enriched with enlarge budgetary and disciplinary autonomies (HEC,

2015). Pakistan’s higher education enrolment ratio is 4.7% behind the developed states in

Asian region like; Malaysia (36.3%), South Korea (33.8%) and Russia (32.9%). Also

stands at the lowest level in developing nations like; Iran (19.6%) and China (27.3%) in

lieu of higher education. These circumstances further aggravated in light of the motive

that Pakistan is funding under three percent (3%) of its GDP on higher education which is

left behind only ten (10) exceptional countries of the existing world that are assigning not

as much as the Pakistan (UNDP, 2014).

2.2.2 Role of HEC in Improving Standards of Learning

Government has obtained amazing changes by advancement of higher education

in the nation. In 1947 only the University of Punjab exists, whereas, the number of

universities upraised to 192 equally in all areas in 2018 (HEC, 2018). In 2003 student’s

registration was 145000 raised to 720000 by 2018. HEC predominantly focused on

attainment of strict criteria in admission to higher education. To attain the objectives,

HEC set objectives in innumerable capacities of higher learning (Rode, 2013). By means

of 2017 classification, there were only six (6) institutions amongst top three hundred

(300) Asian Institutions. Correspondingly two universities come to be placed amongst

38

300 Science and Technology higher education institutes of the domain. Nationwide

universities primed 3285 PhD doctors from 1948 to 2002 despite the fact that in the

course of 2003 to 2018 state owned universities primed 5372 PhD doctors. HEC has

taken assessments similar to the review of PhD dissertation from two outside reviewers,

financial support to researchers and also providing a half year inaccessible research

grants (Rehman, 2016).

After the eighteenth amendment, authority of HEC about setting up and directing

the institutions of education in provinces predominantly get rid of provincial

governments towards national. Regional governments established new higher degree

institutes in broad-spectrum and on the ground of technical divisions. In the interim

period, private and public sector institutions in the territories, zones and Federal Capital

were likewise expanding rapidly and day by day.

2.2.3 Research Culture in Universities

The educational dictionary explains research as; re as again, or once more and

search means that analysis, or investigation. In restart merger of the words brand

“research” which signifies a cautious and systematic evaluation to uncover actualities in

any reason for learning? Inclusively it expands that exploration mean arranged

examination with the assistance of logical technique to back out issue and draw out the

surface commonly satisfactory development in the field. The qualities of research as it are

a logical strategy that thinks about systematic perception, order and translation of

information. Further to inquire about as research is the methodological and thorough

examination went for the disclosure already obscure marvels. The advancement of

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instructions and its submission to newly circumstances, issues and development of

distinctive work leads to immense knowledgeable legitimacy (Ranjit, 2009).

Fink (2001) is of the view that characteristics are essentially guaranteed in

research. He explained that reasonable research is the investigation that has all the

essential measures wanted by learners. The exploration drafts through trial of interior,

outside legal research proposal, trusted information gathering, committed of copyright

violation, having legitimate utilization of reasonable apparatuses and productive

examination of result in viable and factual articulation. By and large, research means the

utilization of logical technique to research rather than human nature is over with curiosity

and dependability in looking for new things while logical methodology concocts reasons

and approval. Earl (2004) clarifies that social research has numerous jobs and reason. The

fundamental among these are examination, explanation and exploration. A significant

requirement of research is to address the issue of those individuals from civilization who

will in all actuality practice in it. He also includes that the view of appropriateness for use

is all inclusive and it is restoring as nature of research.

University performs the entire assemblage of instructors and learners seeking after

at the specific spot of advanced parts of knowledge. Researchers and educators are two

fundamental field units of universities. The measures of instructing are legitimately

identified with the consideration as unique cooperation in the conduction of research

activities that improves the benchmarks of instructing (Barnett 2002).

Bland and Ruffin (2002) locale up a favorable research condition where twelve

variables are assuming significant job comprising as;

i. Explicit objectives for synchronization

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ii. Significance of research

iii. Stimulating society

iv. Empowering group condition

v. Disseminated association

vi. Sharing administration

vii. Customary correspondence

viii. Accessibility of human resource

ix. Age gathering, magnitude and assortment

x. Reasonable recompenses

xi. Professional competence

xii. Compelling authority with research mastery and the panel reviews.

Salazar (2006) concluded that equivalent researches examines that where the

individuals from personnel inspected a few components such as; exploration perfection

having time, stable opinion with regard to research work, staff contribution, assigned

research conspire, helpful group condition, working condition and hierarchical

correspondence, look into subsidizing and legitimate use instrument. He additionally

pinpoints three primary assemblies for making research exercises progressively beneficial

for every one that includes;

i. University research through ICTs leading group of learning

ii. Faculty research through ICTs leading academic bodies

iii. Panel of researchers for faculty development.

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The above discussions uncovered a culture-based finding on evident research studies

to lead of research strains and everything in the establishments of extraordinary

knowledge.

2.3 Impact of ICTs on Learning Process

Higher education institutes (HEIs) are training units, where future skilled

workforce is made. In today’s technology-driven world, governments worldwide have

supported ICTs integration in higher education under the scope of improving students’

achievement and performance. Undoubtedly, some countries have made considerable

progress in bringing networked ICT into HEIs (colleges, universities and faculties) and

made it possible for teachers and learners to use them on a daily basis. This is mainly the

case of developed countries of Europe and America which have made legislative

provisions on the imperative use of technology in the instructional process. The impact

research that has been undertaken in the last two decades strives to shift the focus from

whether or not to use technology to a new significant issue about what manner

technology is to be used at the university, teacher and student levels. It is obvious that the

expected net effect of ICT on students’ achievement is equivocal in tertiary education

ultimately being an empirical question and may strongly depend on their specific uses

and on factors supporting either the positive or the negative effects. It seems to be

evolving towards a consensus that an appropriate use of this technological material in

higher education can have significant positive impact on students’ academic achievement

(Vincent, 2010).

Parra (2012) claims that institute is one of the venues where technology has had

the greatest impact, which in turn has had an effect on the role of the teacher and become

42

a part of the school everyday life. The integration of ICT into education has become a

process whose implications go far beyond the technological tools nurturing the

educational environment. The ideas of teaching construction and the way one can build

and consolidate meaningful learning based on technology are now being discussed, or the

technological use of education, in strictly pedagogical terms. The transformation of ICT

has allowed these to become educational tools that could further improve the educational

quality of the student and revolutionize the way information is obtained, managed and

interpreted. As part of the roles played by each educational agent, students currently use

technological tools to facilitate learning. This development began early on with the

emergence of calculators, TV sets, and voice recorders among other. However, such has

been the progress that technological resources have become educational resources, where

efforts to improve learning entail the task of involving technology with education. And it

is with teaching that the teaching-learning process is being completed. The use of ICT

means breaking with traditional media, boards, pens, etc., and it has given way to a

teaching role based on the need for training in and updating one’s knowledge of teaching

methods based on current requirements.

The technology expert Cabero (2005) describes that the emerging technologies

were created outside an educational context and were later integrated into it. The

education, as a relevant aspect in human life, has combined with ICT to create a new

learning environment where students take responsibility for their own learning, where

time and flexibility play a major role, as education becomes increasingly digital, as

digitalization has become a revolution, and as new technologies converge into emerging

educational and pedagogical paradigms. ICTs, in their role as tools added to pedagogical

43

models, can become valuable resources for learning and for equipping students with

appropriate personal and professional skills for a country’s development.

2.3.1 ICTs and academic achievement

Vincent (2010) sets the following aspects of ICT's that highlights its impact on

academic achievement of students:

i. Positive impact is practically associated with instructional strategy. It is

accredited that specific employments of ICT can influence students’ achievement

when ICTs are used to enhance teacher’s strategies for thinking.

ii. CAI has been comprehended to some extent to improve multiple choice,

standardized testing which refers to student self-study or tutorials on PCs.

iii. ICTs prove to be less fruitful when the end points for their usage are not vibrant.

While such an announcement would appear, apparently to be obviously self-

evident, the unambiguous targets for ICT use in guidance are, constantly rather

unclearly described.

iv. There is a significant difference among conventional versus new instructional

tactics and state-owned administered tests. Broadcast type pedagogies are seen as

increasingly successful in foundation for state authoritative testing, which have a

tendency to quantify the outcomes of such evident practices.

2.3.2 Impact of ICT’s on students’ performance

To examine the relationship between the use of ICTs and student performance

in higher education, economic research has failed to provide a clear consensus on the

effect of ICT investments on student’s achievement. The 1st explanation focuses on the

indirect effects of ICT on standard explanatory factors. Since a student’s performance is

44

mainly explained by a student’s characteristics, educational environment and teachers’

characteristics, ICT may have an impact on these determinants and consequently the

outcome of education. The differences observed in students’ performance are thus more

related to the differentiated impact of ICT on standard explanatory factors. While ICT

equipment and use rates are growing very fast in the European Union, the adoption of

complementary organizational designs is very slow and differs from one institution to

another. This may explain the observed differences in students’ academic achievement

(Selwyn, 2010).

Technology-based teaching and learning can make many changes in higher

education institutes that requires for proper planning and policy making. Researchers and

policymakers must both have the same insight about the future plan and provide a

rationale, a set of goals, and a vision of how education systems run if ICT is integrated

into teaching and learning process, and they are beneficial to students, teachers, parents

and the general population of a given country. The first policy insists on all students are

given opportunity to use ICT. This is aimed to reduce the digital gap amongst the

schools. The second policy focuses on the role and function played by ICT in education.

Besides that, another policy stressed on the use of ICT for accessing information,

communication and as productivity tool (Parra, 2012).

2.3.3 Impact of ICTs on pedagogic

Hargitti (2005) described pedagogical roles for teachers in a technology-

supported classroom as including setting joint tasks, rotating roles, promoting student self

management, supporting meta-cognition, fostering multiple perspectives and scaffolding

learning. An assumption here is that the use of ICT is changing the pedagogical roles of

45

teachers, and a compelling rationale for using ICT in schools is its potential to act as a

catalyst in transforming the teaching and learning process. The processes still be

necessary but the decisions and outcomes from those processes may be different as

teachers’ knowledge, beliefs and values change in line with affordances provided by new

technologies. A dynamic model for such a transforming pedagogy for ICT was derived

from the Palm project.

Selwyn (2010) describes that throughout the twenty first century, individuals

received most of their information by word of entrance and from letters of broadcasters or

publishers of newspapers and books. Today, technological development and the

increasing availability of the internet have sped up and blurred the distinction between

information-creator and information receiver. Information flows are now broad, diverse,

reversible and accessible. The ability of almost anybody to set up a website and begin

publishing or broadcasting content has led to fundamental changes in the media.

Companies and individuals can publish anything from text or images to a video using

high speed and broad bandwidth digital technology.

Hargitti (2005) identified the following types of pedagogical change:

i. A view of teaching and learning as discrete paired activities to an understanding

that teaching and learning are independent aspects of a single activity.

ii. A sequential to an organic structuring of learning experiences.

iii. From individualized to communicative learning.

iv. From a view of the teacher’s role as an organizer of learning activities to one as a

shaper of quality learning experiences.

46

v. From a preoccupation with fitting teaching to a group, to a knowledge that

teaching needs to be suited to individuals, which calls for continual self-

monitoring to ensure sensitivity to unintended forms of bias and discrimination.

vi. The learning context as confined to the classroom and controlled by the teacher to

one of the learning context as a supportive, interactive, whole culture.

vii. From a view of technology as either a tutor or a tool to one where it is part of a

complex of interactions with learners, sometimes providing ideas, sometimes

providing a resource for enquiry, and sometimes supporting creativity.

2.3.4 Impact of ICTs on student motivation

The technology expert Selwyn (2010) elaborated that following are the main

points which focuses that how ICTs impact on student’s motivation.

i. ICTs motivate teachers and students: There appears to be a general consensus that

both teachers and students feel that ICTs contributes to student motivation.

ii. Access outside of school affects user confidence: Students who use a computer at

home also use them in school more frequently and with more confidence than

pupils who have no home access.

iii. Where to place computers has an impact: Placing computers in classrooms

enables much greater use of ICTs for ‘higher order’ skills than placing computers

in separate computer laboratories (indeed, fewer computers in classrooms may

enable even more use than greater numbers of computers located in separate

computer labs). Related to this is an increasing attention given to the use of

laptops by both teachers and students (and in some places, ‘computers-on-

47

wheels’), as well as, to a much lesser extent, to the use of personal digital

assistants and other mobile devices.

iv. Models for successfully integrating ICT use in school and after school hours are

still emerging: There are few successful models for the integration of student

computer use at home or in other 'informal settings' outside of school facilities

with use in school.

v. ICTs can promote learner autonomy: Evidence exists that use of ICTs can

increase learner autonomy for certain learners.

vi. The pilot effect can be an important driver for positive impact: Dedicated ICT-

related interventions in education that introduce a new tool for teaching and

learning may show improvements merely because the efforts surrounding such

interventions lead teachers and students to do ‘more’ (potentially diverting

energies and resources from other activities).

2.4 Computer Based Learning and Academic Achievement

Personnel computer (PC) is a programmable gadget that organizes stores,

transfers and present data to convey information in a comprehendible manner. Now our

everyday life PCs have changed the fashion we perform actions upon data. Accordingly,

it is very common that the main job of PCs in training in disposition has given a great

deal differently in current times. Presently PCs describes that how focal job in each

arena, somewhere in the range of ones are in recorded as follows.

i. Personnel computers are substantial in manufacturing;

ii. Personnel computers are fundamental in medication;

iii. Personnel computers are the backbone of the software productivity;

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iv. Personnel computers play an animated part in learning.

Personnel computers are ordinarily used in organizations, to collect information,

process data and draw inferences for analysis of information available. PCs are

reasonably helpful in creating instructional plans and providing favorable support to the

students. They can contribute effectively in instructional way and interrelate with

personnel well beings (Canny, 2006).

2.4.1 Computer assisted instruction (CAI)

Computer assisted instruction probably has as many different definitions as

computer literacy. As time whirls forward via the high tech winds, many new definitions

undoubtedly will be fed, nurtured, and ultimately digested. Computer assisted instruction,

as is true with most computerize cultural components, is not very old. In reality, the

meaning of computer assisted instruction is simply what the name implies: Instruction

that is assisted or aided through use of the computer. Merely defining the term in such a

fashion is, however, extremely simplistic. Much more is involved within the framework

of CAI. Briefly scanning the history of CAI seems appropriate. In the early 1960s the

computer's potential as an aid to learning was experimented with, researched, studied,

and finally set aside for some future reference. By the early 1970s, the learning potential

inherent within the computer faded into the background as interest in CAI as an

instructional tool waned into remission. As is true with many things, educators seem to

have to use jargon to make things sound more intellectually sound. (Hargittai, 2005).

2.4.2 Computer managed instruction (CMI)

Computers and communication technologies are one of the greatest contributions

of present day science and technology and in the growth and development of the country.

49

As computer is now being used in all sectors of life. In a society where most of the work

is becoming computer based, education, teaching and learning can’t resist their use for a

longer period to cope with the world. Computer is a powerful tool in the learning

environment and a wide variety of techniques of using computers in education have

emerged over a period of time and are now become very common in use. The computers

have a vast potential for instruction in all educational environments ranging from schools

to universities. They were considerably exploited towards this purpose under the name of

Computer Managed Instruction (CMI) (Manfred, 2007).

Computers offer students highly individualized learning experiences. Computers

can also be very accommodating; they can reach students at different study levels, any

time of the day or night. Additionally, the sense of independence and accomplishment a

computer offers children helps fuel their self-confidence. Relying on a computer as a tool

may be one of the most effective ways to build both a child’s learning skills and self-

esteem. A computer is such a device which can cater to the needs of individual learners

by storing huge amount of information. It can process the information suiting to the needs

of individual learner. It can serve to a great variety of educational needs which range

widely with respect to educational levels, subject matter, style of instruction and level of

learning from simple drill and practice to problem solving. In short, we can say that CAL

covers the whole educational spectrum and is gaining more recognition as an important

and useful tool in the teaching of various subjects. As discussed above, that computers

can change the relationship between teachers and learners to improve the learning process

and learning experiences. Now it is a growing need that teachers should understand the

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concepts related with CAI, CAL, CBT and CMI tools under the usage of personal

computer (Trenner, 2014).

2.4.3` Computer supported collaborative learning (CSCL)

One of the basic requirements for education in the future is to prepare learners for

participation in a networked, information society in which knowledge will be the most

critical resource for social and economic development. Computer-supported collaborative

learning (CSCL) is one of the most promising innovations to improve teaching and

learning with the help of modern information and communication technology.

Collaborative or group learning refers to instructional methods whereby students are

encouraged or required to work together on learning tasks. It is widely agreed to

distinguish collaborative learning from the traditional 'direct transfer' model in which the

instructor is assumed to be the distributor of knowledge and skills. Recent research on the

role of collaboration in learning has tried to find deeper theoretical frameworks that could

better guide the developing of technology-aided learning environments. A distinction

between cooperation and collaboration is conceptually central in this review. The

distinction is based on different ideas of the role and participation of individual members

in the activity. It is an activity where each person is responsible for a portion of the

problem solving, whereas collaboration involves the mutual engagement of participants

in a coordinated effort to solve the problem together (Buckingham, 2007)

A technologically sophisticated collaborative learning environment, designed

following cognitive principles, could provide advanced support for a distributed process

of inquiry; facilitate advancement of a learning community’s knowledge as well as

transformation of the participants’ epistemic states through a socially distributed process

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of inquiry. All components of knowledge-seeking inquiry, such as setting up goals,

research questions, explanations or search for scientific information, can be shared or

distributed among inquirers. A socially distributed process of inquiry provides strong

support for the development of the participants’ meta-cognitive skills. Further, computer

supported collaborative learning appears to engage students to participate in in-depth

inquiry over substantial periods of time and to provide socially distributed cognitive

resources for comprehension monitoring and other meta-cognitive activities. Hence it is

plausible to assume that imitation of good cognitive practices and appropriation of more

advanced processes of inquiry can be elicited by creating learning environments that

mediate all stages of the process of inquiry, not just the end result. This, in turn, would

allow students to become aware of their conceptual advancement, as well as of changes

in their practices of inquiry (Daniel, 2005).

2.4.4 Computer assisted assessment (CAA)

Computer Assisted Assessment (CAA) has been prevalent in schools and colleges

for many years now albeit for questions with constrained answers such as multiple choice

questions (MCQs). There have been several studies on MCQs which brought out

important aspects such as high degree of correlations with constructed response items.

While assessments of answers to MCQs are easier for computers, they have been reported

to suffer from multiple shortcomings compared to questions requiring free-text answers.

Firstly, they are less reliable owing to pure guessing paying some dividends. Techniques

which do not account for influence of guessing strategies used by students do not lead to

reliable assessment. Secondly, presence of alternative responses provides inadvertent

hints which may change nature of problem-solving and reasoning. Finally, in many cases

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MCQs are not appropriate to measure acquired knowledge such as hypothetical reasoning

and self-explanation in Science courses. Consequently, use of open-ended questions that

seek students’ constructed responses is more commonly found in educational institutions.

(Selwyn, 2010).

Buckingham (2007) stated that the computer-based testing (CBT) has become

widespread in recent years. Some states now use an online platform as the primary

delivery mode for one or more computer-based tests used for accountability purposes.

Despite the fairly dramatic increase in attention to CBT, accessibility challenges continue

to have the potential to reduce the validity of the assessment results and to exclude some

groups of students from assessment participation. In the early years of CBT many fairly

basic design issues baffled testing companies and states as they sought to transfer paper

and pencil tests onto a computer-based platform. The implementation of CBT occurs

within a context that supports and limits its use. There are several of the contextual

factors that surround CBT including:

i. The technological capacity of schools to support CBT

ii. Universal design applied to CBT

iii. Perceived advantages and disadvantages of CBT

iv. Current programs that promote CBT such as the race to the top assessment.

2.4.5 Computer conferencing (CC)

The union of telecommunication technologies and computer networks has given

us new tools to support teaching and learning. Taken together, these tools can be used for

computer mediated communication (CMC). Trenner (2014) lists three categories of

computer mediated communication (CMC):

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i. Computer conferencing

ii. Informatics

iii. Computer-assisted instruction.

Educators and instructional designers usually hold an implicit and personal

compilation of theories about what teaching and learning should look like. Certain roles

and functions of the CC participants are assumed by a designer in order to turn the

characteristics of computer conferencing to educational uses. The designer must first

know what those characteristics of the instructor(s) and learners are and what effect the

assumptions about their roles and functions may have on the teaching and learning

situation, which itself is in a state of constant change along many different dimensions. It

appears that research on computer conferencing to date has mostly been of two types.

First, authors (mostly practitioners) have defended computer conferencing as a viable

delivery system for education, for learners generally, and for persons with specific

disadvantages, in comparison to face-to-face instruction (Buckingham, 2007).

2.5 Internet; and its Role in Academic Achievement

Internet can be pronounced as one of the most commanding ICTs tools for

transmitting information and plays as a fundamental part of the information technology (IT).

Internet technologies for broadcasting of material in learning relating to accessible resources in

diverse parts of the world to the students and teachers at remote areas are commencing one

another. Web innovation in association of data for instructive responsibilities, creating plans,

movements for internet dissemination and making intuitive learning is demanded. Internet is a

linkage of networks, which permits facts and figures to be shared by not the same individuals.

The Internet is a worldwide system of systems facilitating PCs of all classes to legitimately,

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easily convey and share enhancements all over the world. Since, the Internet is an

exceptionally profitable, empowering capacity for such many individuals and associations; it

also builds up a worldwide public asset of data, learning and assets of coordinated effort and

collaboration among various networks (Daniel, 2005).

This description shows three interrelated parts of Internet:

i. The physical linkage of systems.

ii. Shared far-off transmission of data

iii. The internet controllers.

Daniel (2005) elaborated that the Internet is a comprehensive data framework that

practices systems of PCs to allow students everywhere throughout the world to collaborate

with each other, and to share an extended assemblage of data and learning encounters. Along

these lines, an Internet would be the conveyed intelligent program framework which

empowers the students in their learning process as:

i. Right to utilize data.

ii. Interconnect in gatherings.

iii. Give-and-take their insight and data.

iv. Acquisition of information from others.

According to Canny (2006) the usage of internet is extensively encompassing all the

aspects; in learning its momentum is accelerated. It intensifies facilities in comprehensive

learning process. Because of its productivity, an ever-increasing number of instructive

affiliations are accessing the Internet to create and give worldwide learning condition. A few

social orders have created methodologies to utilize Internet as usable source for conveying

their remoteness to educating substantial. People and associations are expending the Internet

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as a stage for distribution of contemplations, encounters and sharing with one another. The

utilization of the Internet changes the instructional pedagogies and makes the information

available to the students at their particular direction. It seems to kill the bay amongst the

students and educator creating worldwide intelligent learning condition, for employable

learning. The Internet circulates guidance at remoteness through digital courses. Utilizing the

WWW, teachers can convey a wide assortment of constituents through non concurrent

transference. It would change in wide range of the:

i. Teachers' role

ii. Student's workouts.

iii. The learning situation

Canny (2006) discussed that the digital courses are unusual, yet in addition they grant

the use of every single accessible medium giving a powerful method for report. The openness

of the Internet innovation looks as if to be the middling that can discourse the need to save the

students suitably, so the internet is known as equalizer. Utilizing Internet, learners’ approach

most updated material. Subsequently, the internet may build up the following learning

developments by:

i. Right to use the knowledge, not actively presented to learners in outmoded set up.

ii. Give-and-take of information amongst associated learners everywhere the usage of

electronic mail, web-pages or questioning a request to experts by mail or

teleconferencing.

iii. Variability of assets that are accessible i.e.; illustrations, imageries, text, video,

sound and all assistance to brand the intranet for the students.

iv. Exploration and revelation to help students and developed their insight with certainty

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and confidence.

v. The internet be responsible for eminence of instructional planning, it does not matter

learner location without discrimination of race, religion, or sect; everybody be online,

has equivalent prospect to stay on webpage, anyplace of the world and contact the data

source.

2.5.1 Different Connection Methods for Internet

There is collection of strategies which can be utilized for the associations of web,

intranet and extranet around ones documented in the listed below (Zaphiris, 2007).

i. Mobile: Internet is connected using a mobile network such as; (GPRS, EDGE,

UMTS, and HSPA).

ii. Satellite: These are much of the time utilized in all fragments of the circle wherever it

is an important tool as well as the connection method that is easily accessible and

portable in each and every aspect utilized in this modern era of technological advances

there is no appropriate foundation in addition, there is no other method for recovering

the internet.

iii. Wireless (Wi-Fi): Data is transmitted amongst personnel computers (PCs) by

utilizing and applying radio frequencies (2. 4 GHz) and with the consistent antennas.

iv. Cable Internet: It is utilized in joining to the internet through TV link system

utilizing a link modem.

v. Broadband: it is described by a rapid information move, everlasting right to use the

internet, and subsequently the danger of unapproved access to the system or your PC.

Internet suppliers stimulating dependent on the information circulation however not

interval expended on the Internet (not at all like dial-up internet get to). In the present

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day, in massive urban communities, broadcasting communications framework is

manufactured up.

vi. Bandwidth: It is the transmission medium evaluated in bits every second or as a

recurrence. The transfer speed of optical fiber is in the gigabit or billion bits for every

subsequent range.

vii. Baseband System: This is a baseband framework transmits signs without changing

another recurrence and is considered by its assistance of one recurrence of symbol.

These systems select grounds structures and are transmitted through baseband coaxial

connection.

viii. Basic Input Output System (BIOS): Some portion of the PC's in working

framework that is produced into the machine, as opposed to peruse from a plate

initiate at startup.

ix. Bit: It is a unit of estimation that symbolizes one figure or character of information. A

bit is the minutest unit of capacity in personnel computers. Bits are frequently used to

gauge the capacity of microchip to process information, for example, 16-bit or 32-bit.

x. Capacity Divisions: Bit (double digit) is the fundamental measuring unit to gauge the

data measurement and one byte comprises of eight bits.

i. 8 - Bits =1 Byte

ii. 1024 - Bytes = 1 Kilobyte

iii. 1024 - Kilobytes = 1 Megabyte

iv. 1024 - Megabyte = 1 Gigabyte

v. 1024 - Gigabyte = 1 Terabyte

xi. Booting: This is differentiated as beginning up a PC by means of the power switch,

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which masses the framework programming into memory.

xii. Bridge: It is associated to two unique systems. It utilizes information connection

address to finish up if bundles ought to be circulated among the systems.

2.5.2 Internet/Web Based Learning (WBL)

Web-based learning (WBL) also known as internet-based learning refers to

Internet technologies used to deliver a broad array of solutions that enhance the

instructional process. WBL combines online and knowledge management attributes. The

WBL environment is an interactive network system consisting of a variety of functions to

support a virtual classroom to enhance the quality of teaching and learning activities.

Studies have shown that students are generally capable of using online learning material

more effectively (Zaphiris, 2007).

According to Parada (2014), knowledge management supports the creation,

archiving and sharing of valued information, expertise and insight within and across

communities of people and organizations with similar interests and needs. Many

knowledge management systems are facilitated by Internet technologies. Learners gain

tacit knowledge from the instructors only via knowledge sharing. Thus, knowledge

sharing can foster a new learning community. Hence, knowledge management is essential

with respect to the transfer of knowledge, captured, internalized, reused, and shared

among instructors and learners.

2.5.3 World Wide Web

WWW generated in 1988 and the World Wide Web Corporation (W3C) was set up in

1993 to lead WWW on its approaching. The web had crossed the authority from

correspondence to e-government, online business and e-attainment, creating it extensively an

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information storage facility. We have in like manner watched the presence of online

applications, for instance, office-type applications, discourses, visit and locales. Lee (1996)

pioneer of the web and official of WWW Corporation (W3C), elaborated that no other

medium than the web has fastest making course of action of correspondence media ever

(Zaphiris, 2007).

The webpage is an e -manuscript written in HTML, put in storage on a server, and

available on a browser. Web pages may contain; visuals, audio, video, and acquaintances to

new websites on the internet, every web page may be an exclusive URL .Homepage is the

core web page of a corporate, organization or institute, or of an individual website. As of this

web page acquaintances are made to other parts on the comparable site and to peripheral sites.

The maximum individuals customarily association of their browser to open by means of this

page when it surprises up. Hyperlink is a diminishing of hypertext interface, the

exemplification of HTML use for making pages on the WWW. In a Web report a hyperlink

can be a grouping of alphanumeric or an image. Hyperlinks can be interleaved into a word

report, empowering the appearance at to impediment from one point, or out of the record to a

site (Zaphiris, 2007).

2.5.3.1 Website/Usability of Website

The webpage is an accumulation of interlinked pages set away on a server and

usability discusses to the convenience and acquiring limit of a man-made thing. The object

can be an item submission, site, book, instrument, machine, methodology, or anything a

human takes an interest with. The two principles influence that the effect of a product item or

a web application are ease of use and viability. Most programming items are adequate as well

as regularly and extremely unpredictable, because of the advancement during the last ages.

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This makes it monetarily vital for each well-established platform to endeavor for limiting

planned challenges of utilization and improving the ease of use. Research in convenience is

proposed at such upgrades, its motivation is to recognize the ease of use edges of

programming items or web applications, to gather them and consequently by and large

encourage human-computer collaboration. In the last time period, it was moved towards

comfort structuring. Mayhew (1999); Faulkner (2000); and Lazar (2001) are key contributors

in this area (Trenner, 2014).

2.5.4 Internet Service Provider (ISP)

ISP is well-portrayed an association that passes on enrollment organization to engage

the Internet. An ISP has an arrangement of personnel computers (PCs) always associated with

the Internet. When you take out a participation with an ISP, they accomplice your PC to their

framework, generally by methods for a present telephone line, yet enthusiastic lines are

furthermore given by some ISPs. ISPs moreover provide you an email address and

interplanetary on the WWW for setting up your unmistakable website. IP is short shortening

for Internet Protocol. The remarkable statistical area of a personnel computers (PCs) on the

internet, passed on as four courses of action of numbers disconnected by spots: for instance,

150.226.156.34 for one of the personnel computers (PCs) at the University of Hull, where the

ICT4LT webpage is to be found. personnel computers (PCs) on the Internet are about reliably

referenced to by the progressively huge space designations, which are diagrammed onto their

IP address by striking internet PC perceived as forename servers (Trenner, 2014).

2.5.4.1 Download Accelerator

Download Accelerator is used in downloading huge records from the web. A

download stimulating operator is no more sophisticated if you experience a control modem,

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and it is able to advantage and accelerate the route towards downloading on the probability

that you have a broadband gathering to the internet (Buckingham, 2007).

2.6 Telecommunication and its Role in Academic Achievement

The trend in telecommunications at present is a fundamental shift from mechanical to

electrical furthermore, electronic , and within electronic, analogue to digital modes

of transmission involving all types of communications voice, computer

transmission, TV communicators, microwave and satellite communications, and

radio links. On the other hand, certain applications of microcomputers (PCs) have

opened new horizons for the transfer of information by telecommunications. The

development of microelectronics has led to home minicomputers and TV based

information technology terminals. Recently, there have been considerable activities in

evaluating the potential for DDS on satellite communications. Telecommunication

involves use of telephone, telegraph, radio or TV and satellite facilities

to transmit information, either directly or via computer. Data communication is the

transfer of data/information between computer devices, and is a common that each

of us has probably seen it in action everyday life without thinking about it. The

other major current developments in CT are: E mail, electronic imaging, electronic

publishing and DTP, telex, teleconferencing, video-text technology, fax, voice

mail, satellite, telemedicine, etc (Shannon, 2013).

Milarad (2003) described that the important telecommunication tools under the

umbrella of ICTs are as follows:

i. Telegram: The written message supplied to the department of

telecommunication, which in turns sends, the message by telegram.

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ii. Telegraph: A system of sending message by telegraph using both wires

and electricity or radio.

iii. Telegraphy: With the reference to telecommunication technology, telegraphy is the

process of sending message by telegraph.

iv. Telepathy: Telepathy is a quite different style of communication of ideas, though

directly from one’s mind without the use of audio or visual.

v. Telephone Directory: Directory is a specially prepared type of book

containing all the names and address of a particular group. Telephone

directory is a list of names, addresses and telephone numbers of a group of

all the people in an area who have telephones and the arrangement

is according to alphabetical order.

vi. Telephone exchange: The centrally-controlled system through which

telephone calls are directed. The use of telephone exchange is necessary in

case of non-STD and in the absence of direct dialing operation.

vii. Teletype: The specialized type of typewriter used in the

communication system.

viii. Telex: Sending of messages through teletype is called telex.

ix. Telecom: Telecom signifies the inter-communication system used to

communicate with one another, especially to talk between two rooms,

officer, etc. by means of a telephone or a radio system.

2.6.1 Classification of telecommunication according to media used

Hilbert & Lopez (2011) has characterized the telecommunication as per media

usage. Main forms of the telecommunication tools are as follows:

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1. Videoconferencing: Videoconferencing is utilized in instructing and learning, the

videoconferencing requires either satellite or different station link limit. Furthermost

videoconferencing utilizes the universal arrangement of satellites which are possible

for business, diversion and instruction now daily all over the world. Interest in up

close and personal changeless instruction is obliged by time and space. Personnel

computers based communication can convey some collaboration crosswise over

distances, and electronic mail gives some correspondence crosswise over time. Live

intuitive video verges on eye to eye learning circumstances and it offers quick

criticism between gathering individuals and holds nonverbal correspondence of class

circumstances. The launch of European Union (EU) Continual Broadcasting

Settlement in 1990, with instructive stations generated universal trade in learning

ingredients. Once more, proficient refreshing in quickly evolving regions, for

example, data innovation, involving the utilization of video, shows up as a noteworthy

presentation. Japanese higher education institutes are utilizing video associates in

educator instruction. At Okayama University, a permanent connection with a

neighborhood institute empowers an address to well-lit up instructing elegances to

students by choosing a progressing class for remote insight (Hilbert & Lopez, 2011).

2. Audio-Conferencing: It is an arrangement of various phone lines in many territories,

more prominent than before for gathering tuning in and connected into a system

allowing every one of the stations to convey and get spoken messages and texts

(Hilbert & Lopez, 2011).

3. Audio graphic Conferencing: This classification provisions are a basic audio-

conferencing transference and distribution of customary material. These may be

64

utilized any mix up to that time sent writings, for example, fax transmission, arranged

PCs or specific reason moderate output TV camera frameworks that consolidate

convey still pictures starting with one station then onto the next over the ordinary

phone framework (Hilbert & Lopez, 2011).

4. Computer Conferencing: This characterization uses existing strategies for personal

computers as methods for shared basic leadership and discussion on the establishment

of collective (content based) messages and documents (Hilbert & Lopez, 2011).

2.6.2 Teleconferencing/Tele-Instruction

This is correspondingly significant way of given that information from distinguished

intellectuals to the scholars belongs to an extensive remoteness. Preeminent teachers can be

undertaking in this framework. A portion of the tele-guidelines are given to feature their job in

detail. Video chatting is set up by get-together of a best suitable characterization arrange

accessible for a gathering of members to naturally intermix in a discourse circumstance. At

irregular intervals, the gathering discourse may be expressed by the dispersion of some paper

or report for study. The introduction of conferencing approach is limited to definite instructive

objectives achievements that necessitate connection of perspectives, collective choice gets

together on an issue or problem. Tele instruction further ordered into the following four kinds

(Hilbert & Lopez, 2011).

i. Tele-lecture: The telex-address is single direction data transmissions regularly

updated with a deficient chance of inquiries are in use of teacher. It focuses throughout

to address. Foundation of a telex-address has basic qualities by means of the readiness

of eye to eye address, excluding for that the introduction of the guidance in not the

same game plans of broadcasting and fixings. Understanding has been uncovered that

65

the unadulterated sound telex-address approaches offer some positive preferences in

engaged the listening intensity of the members (Hilbert &Lopez, 2011).

ii. Tele-tutorial: A tele-instructional implementation is an increasingly focused tele-

instructional collection in various training including demonstration and clarification by

a mentor, run-through by members and restorative input by the teacher. On the other

hand, a tele-instructional exercise might be started by an individual student, or a small

gathering encountering an individual learning problem by reaching the mentor at a

separation requesting him/her for sufficient help (Hilbert & Lopez, 2011).

iii. Tele seminar: The class is considered by an underlying introduction of a recently

investigated subject or issue by one of the members in a moderately small collection

pursued by a discussion on introduction by every one of the members. Focal points of

the workshop extend in member's dynamic inclusion, top to bottom discourse on a

topic where past experience is collective, bits of knowledge are made, and positions

are displayed and tested. For the most part a well-led workshop session is helpful to

accomplish higher request learning destinations. In sound and video tele-preparing

settings, the class mode can be impelled effectively to a restricted and sensible number

of assistants conveying through a system. Ordinarily, 10 or 12 members are viewed as

perfect (Hilbert & Lopez, 2011).

iv. Computer Mediated Tele seminar: Personnel computers (PCs) based seminar

sessions might be extent in superfluous of an all-inclusive timeframe (months, semi

annuals) in an asynchronous manner; students sign on when it is advantageous for

them and peruse the presents made on the conversation, distinguish those that

stimulate them to react and afterward develop his/her reactions. Personnel computers

66

(PCs) mediated tele seminar be powerful method of talk as students have sufficient

energy to deliberately peruse and captivate the uprights/commitments of others,

consider their suggestions, and cautiously worldview a reaction before putting it onto

the system. This agent has various reimbursements, for example, free discussion and

conveying methods of reasoning to others in a course. Success of computer mediated

tele-seminar has great significance that has been used in learning to provide education

over the world especially in the USA and European States (ES) using desktop

videoconferencing (DTV) (Hilbert & Lopez, 2011).

2.6.3 ETV based Videoconferencing

Rationally the work of educational TV is outstanding, yet around are different ways to

deal its utilization in instructional demonstration. Video seems one of the effective media

utilized broadly in instructions. Unambiguous projects, for example, showing abilities,

exhibiting and delineating thoughts are innovatively best in class for video tape and utilized at

all degrees of training. This innovation faces repetition projects and immediate creation.

Minimal effort financially delivered adhesive tape are accessible to prepare, remediate and

enhancement instructing. Instrumental and proficient assets from the famous specialists would

be carried straightforwardly to the students with the assistance of this intuitive medium

(Wozney & Abrami, 2006).

i. Collaborative Video: The innovation comprised; qualities of sound movement,

shading, sound and custom fitted data by means of stretching introductions are shared.

Intelligent video is the broadly utilized vehicle for the last one and a half periods in the

developed nations. It faces a watcher to partake in a stimulated discussion on the TV

screen. It is still past the impact of numerous governments funded instruction

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programs. The arrangement of this medium isn't getting higher in the field of

instruction for the grounds and motivation that of its expenditure and unpredictability

(Wozney & Abrami, 2006).

ii. Videotext: Videotext encompasses the transmission of display manuscript, graphics

and their reception to an implemented TV set. As indicated by there is two

characterizations of videotext. Communicate videotext (Tele text) and intuitive

videotexts (see information) are utilized for instructive judgments. In teletext, the

client can choose data just from the restricted totally being communicated. In view

information the client has achievement to many data put away in a few personnel

computers (PCs). A videotext framework would be valuable in dispersing broad-

spectrum data about course and projects open through remoteness instruction.

Valuable explicitly videotext frameworks can be helpful in scattering of writings and

outlines to accommodate instructive, communicate and the teletext to socialize and

socialize personnel computers (PCs) programs (Wozney&Abrami,2006).

iii. Software for Presentation: Programming for introductions is utilized to produce

proficient introductions that comprised of slides with graphical and literary

components. Such an introduction can in a short time later be shown as a "slide

appear" by utilizing a projector. Evidences of such projects are (undeveloped source

programming) and Microsoft PowerPoint (restrictive programming).The fundamental

capacities and highlights of the magnifier are as per the following;

i. Magnifier is utilized to support a piece of the screen.

ii. On screen keyboard the limit utilizing a mouse to tap on the on-screen support.

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2.6.4 Multimedia

According to Shannon (2013) mixed media may join equipment and programming

impression of data combination and its scattering through personnel computers (PCs)

frameworks. Multimedia characterized as concurrent introduction of data through numerous

types of media that one can control. Multimedia is a valuable premise of data spread that

through exhibition and sound. Various classes of media may be utilized for data dispersal. An

educator in study rooms may utilize more than one media for viable introduction of the

substances for example talking, composing on the board and demonstrate slide introduction.

Books utilize composed words, photographs, diagrams and the illustrations to chat the

message. Films impart the ideas through video and sound to every one of these models is

really a type of multimedia, because everyone conveys through many (multi) shapes (media).

Multimedia is the most recent and dynamic inclination in instructive innovation, and it can

fuse various types of media and innovation.

Milard (2003) elaborated that the multimedia is that all types of data, regardless of

whether visual, realistic, moving or sound-related are put away carefully in one organization

and can thusly, be all around helpfully blended for elective introductions under personal

computer control. The utilization of multimedia in training requires legitimate consideration

and aptitude. It exemplifies an imaginative method for putting away, communicating, and

displaying data in various conditions and situations. Media application bargains various

properties, some ones are as follows:

i. They can accumulate data in a wide structure

ii. They agree one to connect various odds and ends in the manner he/she wishes.

iii. They convey the put away data through various medications

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2.6.5 Educational Television (Open and Closed)

TV (open and closed) is extremely exciting and proficient assets of mass

communication. Educational Television postings go for training generally than amusement.

One educator or expert can pass data to a huge number of watchers everywhere throughout the

world. TV was invented up by Baird, it has been utilized in built up and industrialized nations

of the world for instruction and different purposes. It supports broad open doors for the

universe of training. In this evolving domain, it has unwrapped new skylines for instructional

medium to address the difficulties of lack of lodging for regularly expanding academic

individuals. It can be in charge of assistance in the field of training in developing nations of

where populace is very enormous and there is edgy deficiency of competent instructors, all

around prepared research centers and other necessary framework for the movement of

training. It can gather the expanse of instruction in immature nations. Unique nations

everywhere throughout the world have learned a collective final offer for illumination of

multimedia at all levels and for all classes of students. Further, the fruitful passage of satellites

uplifted the chance of wide qualification of correspondence innovation in learning and

teaching (Grover, 2004).

Daniel (2005) stated that instructive TV utilized for the following functions;

i. Enlightening nature of training

ii. Conveying social resemblance in training

iii. About students understanding

iv. Less dependence on educator

v. By methods for the best accessible educator

vi. Consultation the changing needs of learning

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vii. Enlightening effectiveness and yield

viii. Minimizing expense of learning

ix. Motivate teachers

x. Adjusting encouragement

Educational TV indicates any TV utilized for learning of the common. It assesses both

instructional TV courses and mutual TV arrangement, TV is utilized prevalently as an

instructional media to contemporary data, thoughts and encounters in any substance and at any

level as more or less bit of a sorted out instructive lineups. Instructive T.V. has been utilized,

normally in a strengthening calling to improve the guidance through its balancing submission.

In the first place it was considered or utilized as instructing medium. At this very moment

endeavors are being made to utilize ETV as a central piece of the comprehensive learning

supplements (Grover, 2004).

2.6.6 Impact of Telecommunication Technology on Academic Achievement

The impact of new technologies is seen in almost every human activity. The size and

the rate of growth and change in the pattern of collection, storage and transmission of

information are some of the major limitations. The basic concept in the use of new technology

is to free the information scientist from the routine jobs connected with library operations,

which can be entrusted to computer. In this age of science, electronic computers provide

information, which help to reduce the bulk of the printed materials. The computers also help to

make the libraries and society paperless in future (Joseph, 2010).

Lancaster (2011) predicted that we will soon be entering the era of paperless society;

an era in which print on paper will be replaced by electronics. Thus “library” will not be

contained any printed material at all. It may become a room containing computer terminal

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only. But this prediction seems to have overlooked the fact that libraries are repositories of the

recorded knowledge is a mosaic that will make libraries more complex. In addition to look

stacks and reading tables, there will be carrels and computer terminals. The emerging

communications technologies especially the interactive digital devices will drive the

information future.

2.7 E-Learning and its Impact in Academic Achievement

E-learning is one of the most important learning environments in the information

era. E-learning is defined as a system based on technology, organization, and

management which bestows upon the students the ability to learn via internet and

facilitates their learning. Therefore, efforts and experiences related to this type of learning

is given due attention around the world. In developed world, most universities are

extensively using this technology. E-learning can benefit self-regulation through the use

of self-directed e-learning. The purpose of the current study is to investigate the impact of

self-directed e-learning on undergraduate students’ achievement in a science course and

creativity. E-learning refers to the use of systems of electronic education such as

computer, internet, multimedia disks, electronic magazines, virtual newscasts, and etc.

whose purposes are to reduce time and expenses and achieve better, faster, and easier

learning. Employment of ICTs in education has created a new mode of learning which

does not require physical attendance; hence, learning has been made possible in

environments other than classrooms (Hilbert & Lopez, 2011).

According to Trala (2012) that e-learning can have a profound and positive

impact on learners’ involvement, positive attitudes of teachers, personalized learning, and

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learners’ creativity and suggest that there are six different types of e-learning. These six

types are presented below:

i. E-learning with Physical Presence and without E-communication (face-to-face)

ii. E-learning without Presence and without E-communication (self-learning)

iii. E-learning without Presence and with E-communication (asynchronous)

iv. E-learning with virtual Presence and with E-communication (synchronous)

v. E-learning with occasional Presence and with E-communication (blended/hybrid

asynchronous)

vi. E-learning with Presence and with E-communication (blended/hybrid-

synchronous)

2.7.1 Concept of E-Learning

E-learning developments are multifaceted procedure leaving from methodically

undertakings inside an instructional plan model. Among numerous problematic perspectives

educators informs to consider standards concerning learning by methods for generally created

learning speculations. In this way, it is conceivable to recycle certain systems, for example

instructional parts. E-learning has a positive impact on academic achievements of students

and concludes that the use of e-portfolio significantly improved students' attitude,

motivation and academic achievement. The use of e-learning in teaching-learning process

improves students learning and creativity, also found that learning and recollection of

students who were educated to multimedia methods, is more fruitful than the learning and

recollection of students who were educated in the traditional methods and approaches

(Hilbert & Lopez, 2011).

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Joseph (2010) elaborated that E-learning is commonly referred to the intentional

use of networked information and communication technology in teaching and learning.

The numbers of other terms are also used to describe this mode of teaching and learning,

such as;

i. Online learning

ii. Virtual learning

iii. Distributed learning

iv. Network and web based learning

The term e-learning comprises a lot more than online learning, virtual learning,

distributed learning, networked or web-based learning. As the letter “e” in e-learning

stands for the word “electronic”, it would incorporate all educational activities that are

carried out by individuals or groups working online or offline, and synchronously or

asynchronously via networked or standalone computers and other electronic devices.

M-learning is an abbreviation of mobile learning, which means learning using

portable devices that allow the student to learn in different environments and whilst on

the move instead of being restricted to a classroom setting or tied to a desk. Mobile

learning is, of course, by its electronic nature, a subset of e-learning, but it refers far more

specifically to these handheld devices and portable technology (Shannon, 2013).

2.7.2 Instructional design for E-learning

Instructional design (ID) also called instructional systematic design (ISD) is the

practice of creating instructional experiences which make the acquisition of knowledge

and skill more efficient, effective, and appealing. An effective ISD model benefits both

instructors and learners. An instructional design serves as a framework and also a tool

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that provides guidance for the structure and organization of a course design. With

systematic guidance, it helps to lead learners to focus on a topic quickly and to remove

distractions, yet it still allows learners to take control of their learning. It also helps

instructors to organize contents, to sequence instruction effectively, to assist and support

learners, and to promote engaging, meaningful, and active learning. Therefore, it is

essential now more than ever as more and more learning shifts to online. The purpose of

this paper is to address principles of effective online instructional design and then to

propose a stand-alone online ID model, particularly relevant for online course

development with the consideration of learning theories and pedagogical philosophy

(Hilbert & Lopez, 2011).

There are some basic principles for designing and developing an effective online

course. The basic principles can be theorized and diagramed as an online course design

model (See Figure 2.). There are five main principles or steps in the model: Identify,

Choose, Create, Engage, and Evaluate (ICCEE). The unique characteristic in the model is

that all main steps and their associated sub-steps majorly follow a sequential order, yet

they can be in circular order as well. By using this model, an online instructor can

maximize the efficiency of designing an online course (Siemens, 2016).

2.7.3 Development of E-Learning

Despite the well-documented cases of high attrition in online enrollment, the

growing demand for higher education on a global scale suggests that online learning will

continue to be an option that most institutions will offer on some level. Earlier in the

decade, as many as 62.4% of colleges offered online degrees, this represented a 32.5%

increase since the turn of the century. This demand also comes from professionals

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looking to stay relevant in the competitive global job market as well as students who

desire to obtain specialized skills that are necessary to penetrate the global workforce.

International companies are seeing the benefits that e-learning has to offer in bridging

physical distances and uniting employees from across the globe for professional training

purposes. In addition to narrowing the geographical gap between learners, technological

affordances have grown in sophistication. Periodic assessment tools can offer timely

feedback from the instructor who in turn not only alerts the learner to ongoing strengths

and weaknesses throughout a development program, but such formative assessment also

nurtures self-directed learning (Njeh, 2016).

Training Magazine (2016) describes that the training administrations are ever-

changing their recruitment models not here from a governing concentration on instructors

and are present receiving more attentive on enterprise, e-Learning, provision and

sustenance accomplishments. What's more, they are currently redistributing a great part of

the conveyance. A couple of years back, in excess of 70 pennies of each training dollar went

to finance. Nowadays the total is around 70 pennies. Training magazine intelligences that e-

Learning presently represents 15 percentage of all preparation which is a two-overlay

increment from only year prior, and assigns that e-learning is setting down deep roots as a

standard preparing dissemination vehicle. Meanwhile, study hall preparing has mediator from

75 percentages to 70 percentages, yet it remains the overall variety of preparing, training, and

learning. To comprehend the promotion of fast training, present day instructive innovation

is essential with broadly connected to oblige up all students.

The practice of critical self-reflection will help instructors reveal assumptions

about learning with technology. In reflective teaching in higher education Ashwin (2015)

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explain the key characteristics that the practice of teacher reflection has in the area of

professional development are:

i. Reflective teaching practices take shape at a particular time and in a particular

place. Reflective teaching practices are sparked by dissatisfaction with existing

arrangements and involve a cyclical process of questioning.

ii. The contexts in which reflective teaching practices take place play a critical role

in shaping them.

iii. Evidence is crucial in reflective teaching practices.

iv. Dialogue is essential in developing reflective teaching practices.

v. Reflective teachings are about making judgments at a particular place in time.

2.7.4 Types of E-Learning

Joseph (2010) discussed the following major types of E-learning:

i. Text Driven: In this level, the content is simple and includes text, graphics, audio

and test questions. Compliance courses are a good example of text driven e-

learning.

ii. Interactive: An interactive e-learning course is very similar to a text driven one,

with the exception that there has been more consideration placed on interactive

components to enhance the learning. There is also a greater use of visuals in

general (graphics, charts, diagrams), all of which are likely to have an interactive

aspect of e-learning.

iii. Simulation: Simulation e-learning is highly interactive and relies heavily upon

graphics, video, audio and gasification. Importantly, there are often custom

simulations to aid in learning acquisition, which could very well include 3D

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components. New software training is an example of a course that often includes a

high degree of interactivity and simulations.

iv. Assistive Technology: Type of e-learning used by individuals with disabilities in

order to perform functions that might otherwise be difficult or impossible.

Similarly, Assistive products for ICT products are understood to be devices for

helping a person to receive, send, produce and/or process information in different

forms. However, despite the recognition of the benefits of ICTs for students with

disabilities, the opportunities presented by ICT have often been underutilized, due

to a number of reasons related to stakeholders, funding, social and educational

services, etc.

v. Virtual learning: It is the type of e-learning in which environment integrates a

variety of tools supporting multiple functions: information, communication,

collaboration, learning and management. Virtual learning is widely used in

education, in many sectors, typically to deliver instructional materials and

facilitate communication. The use of virtual learning has a positive impact on

student learning; whether the use of a virtual learning in teaching and learning

helps to develop independent learning; and whether the use of virtual learning

increases students’ motivation to learn that the use of Moodle produces

improvement in learning and motivation to learn as reported by the student

participants.

2.7.5 Advantages of E-Learning

Schacter (2009) proposed some of the advantages of E-learning for students which

directly impact on their academic achievement are as follows:

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i. Online learning accommodates everyone’s needs: The online method of learning

is best suited for everyone. This digital revolution has led to remarkable changes

in how the content is accessed, consumed, discussed, and shared. Online

educational courses can be choosing to learn at weekends or evenings.

ii. Lectures can be taken any number of times: Unlike classroom teaching, with

online learning students can access the content an unlimited number of times.

This is especially required at the time of revision when preparing for an exam.

iii. Offers access to updated content: A prime benefit of learning online is that it

makes sure that you are in synchronization with modern learners. This enables the

learner to access updated content whenever they want it.

iv. Quick delivery of lessons: E-Learning is a way to provide quick delivery of

lessons. As compared to traditional classroom teaching method, this mode has

relatively quick delivery cycles. There are some of the reasons why the learning

time is reduced by e-learning

v. Scalability: E-Learning helps in creating and communicating new training,

policies, concepts, and ideas. Whether it is for formal education or entertainment,

eLearning is very quick way of learning.

vi. Consistency: E-Learning enables educators to get a higher degree of coverage to

communicate the message in a consistent way for their target audience. This

ensures that all learners receive the same type of training with this learning mode.

vii. Reduced Costs: E Learning is cost effective as compared to traditional forms of

learning. The reason for this price reduction is because learning through this mode

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happens quickly and easily. A lot of training time is reduced with respect to

trainers, travel, course materials, and accommodation.

viii. Effectiveness: E Learning has a positive influence on an organization’s

profitability. It makes it easy to grasp the content and digest it

ix. Less impact on environment: As E-Learning is a paperless way of learning; it

protects the environment to a lot of extent.

2.7.6 Impact of E-learning on Academic Achievement

Siemen (2016) discussed that E-learning enables students to become learners/risk

takers in a sheltered environment. Students need not rely on the teachers. They can be

independent. Learning can happen anywhere, anytime and anyhow. It inspires students to

seek more from school. Once developed, the course can be run as many times, at as

many locations and for as many learners and thus it reduces overall cost. It reduces

learning time as training is provided in small digestible chunks right at learner’s

fingertips. It ensures consistent delivery across all locations and times. In following

enlisted some main points of e-learning impact on students’ academic achievement:

i. It has brought about the feeling of self-responsibility amongst students where they

have to account to themselves when they decide to study or not.

ii. It enables students not only to rely on textbook information but to expand their

knowledge by researching using the World Wide Web.

iii. Teachers benefit from this by allowing them to acquire various computer skills as

well as students and this has enabled them to encourage students to apply their

knowledge and skills and helps in the communication with their students.

iv. It increases the students’ ability to study on their own pace.

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2.8 Updated ICTs Based Tools (Web 2.0/3.0/4.0 Technologies)

Fig 2.1 (http://www.webtools.com/2017/01/html)

In the past decades, the method of teaching and learning have centered mostly

on the traditional approach Web 1.0 tools that promoted teacher directed pedagogical

practices. Presently, there is an understanding that the traditional approach is not

adequate to effectively address and improve all student learning demand or outcomes.

The successive incorporation of Web (4.0/3.0/2.0) tools and applications in universities

may serve as additional tools to support educational goals, offering students the

affordability and assortments to educational choices and learning platforms.

Consequently, educators’ inability to fully incorporate these Web (4.0/3.0/2.0)

technologies in their teaching and learning practices remains a struggle. This line of

reasoning implies that educators still lack the required ICT skills to administer lectures

and bridging learning gaps (Preece & Shneiderman, 2016).

These instructional ICT technologies enabled by Web (4.0/3.0/2.0) tools and

applications promises to bring aid to the educational system and universities, bearing in

mind the nature of the service delivery that universities have to render to their potential

learners. The uses of web (4.0/3.0/2.0) technologies are progressively being adopted at

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various higher learning institutes globally to support the facilitation and learning

practices. The arrival of the semantic web has distinctively proposed a turning point

about how the digital native might take advantage to benefit from a variety of educational

software personal learning environments or personal virtual environments. These

environments allow digital natives the possibility of obtaining meaningful information,

collaboration and data filtering to suit their needs. Change in educational institute is

inevitable, and quite a number of higher educational institutions are beginning to realize

that new techniques and methods of teaching and learning is needed to meet the ever-

changing needs of the citizens of information-age societies. With the help these updated

technologies reduce the bulk of the printed materials. The computers also help to make the

libraries and society paperless in future. The key element of social revolution and

transformation in educational institutes is nothing less than equipping students with

general ICT knowledge and skills. This includes technical exposure to inspire lifelong

learning; making best and appropriate use of social software technologies for

conceptualization, representation, communication; individual development and

professional competence on the optimistic impact in academic achievement of students at

postgraduate level. By the help of ICT based web tools the postgraduate students study

and work in their own pace, the critical thinking of students flourished which help in their

academic achievement (Kudari, 2016).

Some of the fundamental and refreshed ICT based web (4.0/3.0/2.0)

technologies which give directly impact on academic achievement of students especially

at postgraduate level are presented in given below:

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2.8.1 Blended Learning

Fig 2.2 (http://www.blendedlearning/2017/01/html)

Njeh (2016) elaborated that blended learning is provided by the effective

combination of different modes of delivery, models of teaching and styles of learning

which are exercised in an interactively meaningful learning environment. Blended

Learning courses combine online and classroom learning activities and uses resources in

an optimal way in order to improve student learning outcomes and to address important

institutional issues. Blended Learning can be defined as the organic integration of

thoughtfully selected and complementary face-to-face and online approaches and

technologies. In general terms, blended learning combines the online delivery of

educational content with the best features of classroom interaction and live instruction in

such a way as to personalize learning, allow thoughtful reflection, and differentiate

instruction from student to student across a diverse group of learners.

The main advantage of blended learning is that it offers learners the opportunity

to be either together or apart. The model of blended learning emphasizes bringing

together the online and face-to-face classroom components. In addition, a blended

delivery system allows students to learn and access material in a variety of modes an

important feature since students often have very different learning styles. In fact, research

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indicates that blended learning increases students’ chances of meeting course outcomes

compared with fully online and even fully face-to-face courses, by decreasing dropout

rates, increasing test scores and the increasing motivation on the part of university

students (Njeh, 2016).

2.8.2 Mobile Learning

The term portable learning mentions usage of mobile and hand seized devices

i.e., personnel digital assistances (PDAs), cellular mobiles, laptops, tablets, palm tops

smart watches, iCloud, e-diaries and the personnel computers (PCs) based equipment in

teaching and learning. As computer systems become essential informative tools, the

applied sciences turn out to be portable, reasonable, and effortless in usage. Mobile units

i.e., telephones and PDAs are extra reasonably priced than computing devices and

consequently signify a much less highly-priced technique of gaining access to the

internet. The methodology of tablet PCs currently faces versatile web with equivalent

than work area and tower PCs (Sabi, 2016).

2.8.3 Digital TV in Learning

TV is assuming an extraordinary work in stimulating instructions to nation-wide

regions, presently TV has been progressed towards digital TV which is subordinate in

cost and being used as contrast with personnel computers (PCs). Digital television (DTV)

is the transmission of television and audiovisual signals using digital encoding, in

contrast to the earlier analog television technology which used analog signals.

Modern digital television is transmitted in high definition (HDTV) with greater resolution

than analog TV. The ETV professional Pagani (2003) described that the DTV

characterizes a new compeers of broadcast communication tools, in which the signals are

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dispatched and obtained in digital setup. An additional representative that calls

responsiveness is the chance of media conjunction using the web, permitting the

manipulator to right of entry the web thru the television. DTV be able to be very helpful

in transporting lectures on distinctive focuses to facilitate beginner.

2.8.4 Dasher for Learners

The ETV expert Pagani (2003) described that the dasher is a tool of personnel

computers (PCs) which enables clients to compose without utilizing a support, towards

the inside content on a screen utilizing a pointing gadget, for example, a mouse, a trace

cover, a direction control, a breaker ball, a trace pad and impetus catch. These systems

could serve impaired individuals who can't utilize consoles with two hands. Dasher is

exceptionally relevant for PC controllers who can't utilize a two-game console. The sole

capability i.e., compulsory is picture. Dasher is used to drive by means of a mouse, a

voice pad, a trace screen, a rolling ball, or a direction control and any two-dimensional

indicating tool that may yield in excess of the part of a mouse. These devices are thinking

about those students who can't utilize personal computers as a result of some inability.

2.8.5 E Type as writing guide

Dialectal vocabulary with understandings and word interchange for all intents

and purposes in any linguistic of the world. E Type as a composition control that

automated and appearances the argument as they are composed, it empowers composing

quicker and upgrades the degree of records as a hard copy. At the point when the distant

students seem to research work and compose proposition or tasks. E Type administration

can aid them recorded as a hard copy and they can escape by committing spelling and

language structure errors. E Type blocks indicating errors before they occur and

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handpicked the most superlative word decision regardless of whether you are not writing

in your local language (Sabi, 2016).

2.8.6 Cloud Computing

Fig 2.3 (http://www.en.org/cc)

Cloud computing is a technological know-how that uses the internet and

isolated servers to maintain records and submissions. Cloud computing permits

instructors and peer trainees to use functions besides set up and get right of entry to their

individual archives at all PCs with internet right to use. Cloud computing requires

broadband of considerable speed even as many websites are usable on non-broadband

connections or slow broadband connections; cloud-based applications are often not

usable. Connection speed in Kilobyte per second (or MB/s and GB/s) is important for use

of cloud computing services. Also important are Quality of Service; indicators which

include the amount of time the connections are dropped, response time, and the extent of

the delays in the processing of network data and loss of data. This development faces for

open-handedly increasing inefficient enrolling by concentrating storing, memory,

regulation and data transfer capacity, the case of distributed manipulative are; yahoo

mail, g-mail, or hot-mail and so forth which can be effectively used to each separation

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student at single tick and are increasingly refined answer for creating imperative and

significant online connections (Sabi, 2016).

2.8.7 4Shared

For record sharing 4shared is giving excellent e-tool. 4shared has capability of

questions bank, the clients are able to transfer records to their proceedings and offer

connections through other individuals. In distance education, the educators and the

students can impart significant connects to other individuals. The learner can take the

document identified with the examinations’ and instructor can transfer content for the

learners. Sabi (2016) described that these days it possesses picking up prominence among

the internet clients everywhere throughout the world. With 4shared administration clients

can transfer, stock and transfer synchronization, video, photograph, reports, and some

other sorts of documents. Anybody can make a 4shared record then acquire 10 GB of

unrestricted space for putting away and distribution of documents.

2.8.8 Slide Share

It is the service built on web 2.0 and the manipulators are able to upload files in

portable document format (PDF) or in open demonstration. The mentors and scholar can

link with different slide share customers and generate their particular getting to know

societies which can make to know procedure. There are various techniques that the

teachers can use as slide share in distant training framework for example the instructor of

leave-taking learning can commitment it to deliver their own gathering of substance to

impart to their students and they can likewise utilize it at some phase in the readiness of

their exercises to search for assets they need. Slide share is the world's biggest network

for imparting introductions to 63 million per month and 129 million site strikes out; it is

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among the most visited 214 sites on the world. Other than introductions, slide share

supports archives, PDFs, recordings and online courses. Slide Share includes a dynamic

expert and instructive network that normally remarks, top choices and transfers content.

Slide Share substance spreads virally thru web journals and informal organizations, for

example, LinkedIn, Facebook and Twitter. People and associations transfer reports to

slide share to share thoughts, lead inquire about, interface with others, and induce signs

for their organizations. Anybody can see introductions and archives on points that

intrigue them, move them and remix for their own work (Martinez, 2010).

2.8.9 HowStuffWorks

Fig 2.4 (http://www.howstuffworks.com/htm)

This is a network and the originator of this website was Brain (2012) who

described that, it is independent website to contribute understanding to the addressees

that to work. The site utilizes different broadcast in its endeavor to explain difficult ideas,

relationships and components, containing articles, graphs, recordings, photos and

movements. In separation learning this site can be exceptionally worthwhile, the students

and the educators be able to acquire the stuff in composed configuration can learn

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through observing recordings solely this site is particularly useful for learning the

utilization of cutting-edge innovations and delicate products. Howstuffworks.com is a

powerful site covering a huge number of foci inside its own stations: auto, personnel

computers (PCs), gadgets, diversion, wellbeing, individuals, science and travel mode.

2.8.10 Educational Blogs

Blogs have an important presence on the Internet and they are known by users.

Teachers know about this tool, but they barely appreciate it as an educational tool. A

minority of teachers have used the web design, which can enable the use of Webquest,

however, the process of designing a website is complicated, because we should upload

files to servers, there are problems with links, frames, buttons and we a need to know

how to use html code in some cases. Moreover, Blogs take full advantage of a website

and it is really easy to design it, once we have an account, we can easily add image and

text without any problem. We recognize various pedagogical possibilities concerning use

of Blogs through file management, use of video, images and all kind of benefits relating

interaction and communication. We therefore developed an analysis of their use by

teachers, taking into account teacher’s attitudes about technologies, and ICT tools,

comparing all these with the implementation of Blogs. Blog be able to significant

instrument for sharing significant data and views amongst colleagues and students.

Educators can make, screen and alter writes whenever as per the requirements. There are

numerous instructive websites on the web where educators and students share their

insight with each other. A blog has ensured characteristics that isolate it from a standard

website page. It gives consideration to over directly establishes new pages, new data to

cross the point of confinement into a legitimate structure and a while later submitted.

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Electronic arrangements manage the article to the presentation page, making the new

complete article page (Permalink), and collection of the editorial to the suitable date or

classification-based documentation. Its consensuses for laid-back purifying of numerous

performances: by date, classification, biographer, or other individualities (Brain, 2012).

Blogging has emerged among a variety of web-based instructional possibilities

as a leader, in part because it allows students the ability to interact in a more public

venue, sharing their thoughts, ideas, interpretations, hopes, and fears with anyone willing

to spend time looking on the internet. The recent emergence of this tool using the

Internet, means that we are beginning to understand and appreciate its possibilities, which

are numerous and very advantageous. The possibility of designing your own site without

having to upload files via file transfer protocol (FTP), simply inserting images and text

enables students themselves can have a blog for its ease of creation. Some researches like

Amoros (2007), note on the design characteristics of Weblogs, which are hypertext,

dynamism, creativity and originality. The hypertext refers to the ability to read through

links, it differs from a sense of linearity from classic textbooks. We access to the

information requested through hyperlinks, it is noteworthy that dynamism is determined

by the ability to change and update the Blog, including new issues, or updates to existing

topics. With regard to creativity and originality of the Blog, they are determined by the

idea of creating something new, without falling into the routine.

There are some points given by Kudari (2016) for academic use of technologies

to students’ that what should be able to learn effectively in digital world, these are as:

i. Creativity and innovation

ii. Communication and Collaboration

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iii. Research and Information Fluency

iv. Critical Thinking

v. Problem Solving and Decision Making

vi. Technology Operations and Concepts

2.8.11 Wiki as collective application

This is a word of various sites and it is easy to rearrange like some other site of

the web; Wiki underpins hyperlinks and takes simple content for making updated pages

and irritable connections too, wiki contributes this prospect to the students and the

mentors to work cooperatively on the substance. The Wiki is obtaining stability in

training, as a perfect instrument for the expanding measure of collective application

through the students and educators. Learners may utilize a wiki to team up and assemble

information for outcomes. Students examine, while supervise may utilize the wiki to

cooperatively creator the design and educational program of a course, and the wiki would

then be able to help as a major aspect of exclusively individual's course (Brain, 2012).

2.8.12 Web Quest

Fig 2.5 (http://www.webquest.com/htm)

This application is genuine, applicable and much of time multifaceted,

welcoming consideration from different viewpoints and requiring higher-request thinking

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aptitudes. A brilliant web journey as a rule requires students to change data into

something different, for example, a suggestion composing non matching suppositions,

proposing an answer that works inside limitations, or taking manner and shielding it.

Platform mechanical assemblies may appear as asset joins models for students’ items, or

direction to improve subjective aids. Web missions are normally finished by little

gatherings of students, with individual learner, peer learners and for some instructors

exploring an unambiguous sub-task or speaking to a specific point of view (Sabi, 2016).

2.8.13 RSS Feeds

RSS stands for Rich Site Summary and in attendance to software known as an

accumulator in RSS feeds. RSS (RDF Site Summary) formerly called Rich Site Summary

is a method of describing news or other Web content that is available for "feeding"

(distribution or syndication) from an online publisher to Web users. RSS is an application

of the Extensible Markup Language (XML) that adheres to the World Wide Web

Consortium's Resource Description Framework (RDF). Originally developed by

Netscape for its browser's net center channels, the RSS specification is now available for

anyone to use. A Web site that wants to publish some of its content, such as news

headlines or stories, creates a description of the content and specifically where the

content is on its site in the form of an RSS document. The publishing site then registers

its RSS document with one of several existing directories of RSS publishers. A user with

a Web browser or a special program that can read RSS distributed content can read

periodically-provided distributions. Some current directories of RSS files include

Meerkat, GropSoup, NewsIsFree, UserLand, and XML Tree; these sites are sometimes

known as content aggregators. RSS browsers include Headline Viewer and Novobot.

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News is only one form of content that can be distributed with an RSS feed. Other

possibilities include discussion forum excerpts, software announcements, and any form of

content retrievable with URL. The aggregator drafts the feeds that a customer guarantees

to, typically reliably, and it gathers altogether the new substance as of those purchased in

goals. In direct confrontations a customer patterned one site instead of numerous. In

direct words, weblogs (and a reliably creating number of various goals) produce an out of

sight encryption in a phonological like HTML or XML. This code when in doubt

revealed to as a channel variety it is achievable for scrutinizers to add to the substance

that is made on a specific weblog so they never again need to call the blog itself to get it.

By means of it, it is exact with customary syndication, the material improvement toward

to you as a substitution for of you standard to get it, henceforward Real Simple

Syndication (March, 2008).

2.8.14 Teacher Tube

Fig 2.6 (http://www.wordpress.com/tt)

The objective of Teacher Tube is to convey a connected network for

appropriation of instructional recordings. They seek after to bung up a prerequisite for all

the instructively engaged, safe setting for educators, institutes, and home-based students

that formally impelled on March 12, 2008; teacher tube is a site giving whenever,

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wherever, and proficient improvement with instructors and educators. Too, instructor

tube that is where educators have the option to post recordings prearranged for students to

understanding so as to get an impression or expertise. The best bit of breathing space of

this is it tends to be watched anyplace or in spite of the fact that undertaking anything

(Martinez, 2010).

2.8.15 Open Courseware

Fig 2.7 (http://www.mentalfloss.com/blogs/archives)

Ryann (2013) expressed that open courseware gives free and well arranged

instructive sequences in a computer-based learning condition made by colleges and

shared uninhibitedly by the world over web. An uncluttered course product is a

theoretical course that is opened by means of the web without duty. Ordinarily an open

course product in this idea doesn’t prompt a degree and don’t concede starter to

workforce. The type of the material contrasts principally relying upon the issuing college

what additionally prompts various client designs in lieu of Open Course Ware. Creative

MIT Open Course Ware depends on nearness learning courses and encloses of plans,

thusly it is especially valuable for personnel who practice it to enhance their very

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particular educating. The generous of the Open University is built up on separation of

information courses, along these lines it is intended for self-students in primary request.

The open courseware concept is a part of the larger movement that promotes

free and unrestricted access to knowledge. An open courseware site provides open access

to the primary teaching materials for courses taught at educational institutions, enabling

educators to draw on the materials for teaching purposes, and students and self-learners to

use the materials for the development of their own personal knowledge. The primary

characteristics of OCW are that it is offered for free, does not lead to a degree, and does

not grant access to faculty. The OCW consists of syllabi, online presentations, and

reading recommendations, which makes it handy for use by other faculty (Marrch, 2008).

Rayann (2013) described that the relevance of the study can be best understood

and expressed by analyzing and evaluating the benefits of OCW as mentioned below:

Advances knowledge by unlocking information for the benefit of all

i. Provides open access to high-quality educational content to educators and learners

for whom the materials can make the most difference

ii. Provides a model demonstrating the value of openness

iii. Institutional benefits

iv. Builds global awareness of your institution's unique educational approach and

curriculum Improves recruitment by helping the right students find the right

programs at your institution

v. Provides a resource for students, faculty and alumni that supports learning and

collaboration

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2.8.16 Popular Social Networking Websites

Fig 2.8 (http://www.mentalfloss.com/sns)

Social networks constitute the greatest global information platform on the

internet today. They have become an indispensable part of our daily lives as people spend

more time socializing on the Internet. They have witnessed their collective fortunes rise

as they become ubiquitous in our lives. The penetration of these technologies into the

popular culture has been pervasive. However, creating online social networks raises

privacy concerns of possible misuse. Ryann (2013) explained that person to person

communication is an online organization, stage, or locate that spotlights on structure and

replicating of relational associations or social relations amongst people, who, for

example, stake interests and furthermore works out. A relational association basically

involves a depiction of each customer (much of the time an outline), his/her collective

associations, and a gathering of additional organizations. Most relational associations are

on the web and convey implies for controllers to intermingling over the web, for

example, email and immediate updating.

As social media attempt to fulfill cognitive, affective, personal, and social

needs, it is in turn affecting everyday life, including relationships, family, marriage,

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school, church, and entertainment. Like any other technology, the problematic use of

social networking media and its adverse consequences have become prevalent. Although

a minimum age is required for joining SNSs, many children/students misrepresent their

real ages and join. In the past, some regarded social networking as a distraction and

offered no educational benefit for students in junior or high school. So blocking these

social networks was considered a form of protection for students against wasting time,

addiction, sexual predators, cyber bullying, and privacy theft (Marrch, 2008).

The technology expert Selwyn (2010) discussed some major modern SNSs

which include; Facebook, Twitter, YouTube, LinkedIn, Google+, and MySpace. These

are described in the below headings:

1. Facebook: Facebook was first introduced in 2004 as a Harvard social networking

site, expanding to other universities and eventually to everyone. It became the

largest social networking site in 2009. It remains the largest photo sharing site.

Marketing strategists have found Facebook to be useful because it covers a range

of personal and organizational interests. Selwyn (2010) quantified that the

Facebook has rapidly turned into the informal organizational site of decision

making by the students and a vital piece of data and information in the

background of understanding. The usage extents of Facebook in colleges and

universities are exceptional; 90% of the alumni post graduate learners that have a

university level network inside Facebook have actualized and represented it for

creating, generating and modifying the instructions.

2. Twitter: Twitter was founded in 2006 by Odeo, Inc and was originally only for

Odeo Inc employees and family members. It became a public network in 2006.

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Twitter provides a real-time, Web-based service which enables users to post brief

messages for other users and to comment on other user posts. Tweets are

extracted from Twitter. A tweet is a small message of no more than 140

characters that users create in order to communicate thoughts. Micro blogging is a

newer blog option made popular by Twitter. is a developing apparatus for

individual and instructive discussions. Numerous institutes, the instructors, and

instructive establishments have communications to share, and twitter is giving a

stage to them. Ryann (2013) stated that in higher education, a considerable lot of

the primary adopters were experts tangled in advertising, confirmations and

graduated class relations. Today numerals of educator's utilize twitter to associate

with similar partners wherever the nation (or world) alongside in the lecture

rooms to have distance and open learning students involved and interconnect due

to specified dates and motivate to passing dissertation. These apparatuses put

direct effect on academic achievement of students in the type of peer learning.

3. YouTube: This is a video sharing platform where many people can discover,

watch, and share user-generated videos. It is a website of participatory culture. It

has become the most successful Internet website providing a short video sharing

service since its establishment in early 2005. Since YouTube is a Google

property, to sign up for a YouTube account must requires a Google account

(Trala, 2012).

4. LinkedIn: This is a professional network that provides a platform for

professionals to participate in networking with each other. By setting up an

account on Linkedln one can link with professional individuals of similar

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interests. LinkedIn controllers communicate to more than 200 nations around the

world and are a swiftly developing proficient systems administration site that

faces individuals to look through occupations and discover potential customers.

People can create their individual expert rundown that can be comprehended by

others in their locally established institutional systems for the advancement of

their instructive needs and learning development (Trala, 2012).

5. MySpace: This social networking site bases its existence on advertisers who are

paying for page views. It has a lot that users could do. There are MySpace sites in

United Kingdom, Ireland, and Australia (Trala, 2012).

6. Skype: Large numbers of teachers have been utilizing Skype to reform learning in

their lecture room by manipulating associates with lecture rooms from all over the

country and transversely of the world. One of the issues by means of this

methodology has dependably been the capacity to discover different educators to

Skype with over the whole sphere. Skype is at present building up an inventive

program called Skype in the study hall; creative programs have self-control and

enable educators to associate and subordinate through a tremendous index. It will

contribute to educators with treasuring different instructors grounded on subjects,

topics, age, and whereabouts (Trala, 2012).

7. I-Tunes U: Instructors can utilize audio and video contented material from arts

center, universities, regular institutes and public TV stations to increment on their

lectures. Contented material on I-Tunes U is open over I-Tunes, a submission of

numerous understudies is as of now utilizing. So, it's peaceful and instinctive for

them to discover what they're searching for. They be able to transfer I-Tunes U

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through sound and videotape assurances each one in turn or buy in comprehensive

courses and have new things download consequently when they become open

(Brown, 2000).

A video lecture involves recorded lectures and demonstrations which

can be used to support an asynchronous learning method giving students a better

ability to learn independently of time and place. Recorded video lectures gives

learners more control for their own time scheduling. The idea of educational

podcasts that are easily accessible takes mobile learning, or m-learning, to the

next generation. Apple points out that the pros of iTunes University include that it

is easily accessible 24 hours per day, students can listen to the podcasts whenever

and wherever they choose. The addition of iTunes University as a resource for

students in the classroom is interesting because it gives students a chance to listen

to a lecture for the first time or listen to a lecture that they attended in person

additional times after the class session is over (Viksila, 2011).

Rayann (2013) described that these are just a few of the social networking

options available on the Internet today. Others include; Instagram, China-based Renren,

Friendster, Vox. Bebo, LiveJournal, and flickr. The impact of these modern social

networks on social, educational, political, and economic arenas has far surpassed the

expectations of many. In this age of science, these electronic devices provide information,

which help to reduce the bulk of the printed materials. The computers also help to make the

libraries and society paperless in future. Many experts see the future of social networking

applications in smaller and specialized private systems which have great impact on

students’ academic achievement.

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2.8.17 Podcasts

Fig 2.9 (http://www.wordpress.com/pa)

Podcasting is a means of publishing audio and video content on the web as a

series of episodes with a common theme. These episodes are accompanied by a file called

a “feed” that allows listeners to subscribe to the series and receive new episodes

automatically. Some people use the term “podcast” to refer to any distribution of

audio/video content on the Web, but technically speaking, the feed and subscription

model of file delivery is what differentiates podcasting from simply posting files on the

Web. Think of podcasting like setting up an automatic bank draft to pay bills. For

expenses that occur regularly over a prolonged period of time, like utility bills, the initial

work of setting up a bank draft is worthwhile because it saves time and effort in the long

run. If the expense occurs with less regularity, it is probably easier to just write a check.

Setting up a podcast is similar. For content that is published on a regular basis, like

weekly homework reviews, the initial steps to create a podcast are worthwhile because

they save students some effort in the long run. But for content that will only be published

a few times during the semester, it probably makes more sense to simply post the files on

a course web site without the extra effort of setting up the feed and having students

subscribe. There are three general categories of activities, equipment, and skills involved

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in the podcasting: the file production, podcast publication, delivery and the playback

(Sabi, 2016).

This can be defined as an AV broadcasting tool that has transformed MP3 or

audio arrangement for reproduction in minicomputer. The utmost benefit of a webcast is

that it very well may be seen anyplace or despite the fact that doing anything. There is

getting the wrong idea about podcasting that it was imagined that a digital recording is

only a progressing communication. This might be valid yet no matter what prerecorded

can be transferred and played back is likewise all around out to be a webcast. Decade

prior we could not have painted addresses and exercises on final offer in a gadget that

grasp in the praise of our indicators. Development in differing instruction since it

progresses toward becoming purified of the learning imperatives that once made hold

training understudies be stationary at their PC for a considerable length of time at the

period (Marrch, 2008).

2.8.18 OOVO as videoconferencing tool

Fig 2.10 (http//: www.google.co/oovo)

Oovoo and Skype are free chat and video communication tools which allow

users to send pre-recorded video messages, chat synchronously with other users, and

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participate in video conferences with up to three users at a time for free using the internet.

With a paid subscription up to six users can simultaneously video conference and you can

record the sessions to share with others. Oovoo, similar to Skype, also allows for calls to

land-line or mobile phones. Using Oovoo and Skype, users can share information, such as

uploading links to outside web pages and transferring files, through a chat window. The

great advantage of these services is that they are free to use. This makes them an ideal

choice to use in many circumstances, especially for long distance or international calling

since there are no fees or charges involved. Another benefit of using Skype or Oovoo is

that these services can use the internal microphone, speakers, and web camera of a laptop

computer, allowing a hands-free call so the user can take notes, chat, or follow internet

links. However, use of a headset offers better clarity in many cases. Oovoo and Skype are

also innovative ways to practicing a foreign language while minimizing the risk of things

going wrong or learners making mistakes in a stress-free environment. It helps language

teachers as well as learners to improve their technology literacy and increase their

confidence using technology in the classroom. It is an excellent opportunity for shy

learners who are not fluent enough to communicate in the new languages. Pioneers of

using Skype in the classroom immediately noted the potential for international

connections between classrooms and students. This is a natural fit for language educators

interested in having cross-cultural exchanges with students using Skype. Oovoo is

unrestricted for 6-way passion and Oovoo is a monstrous professional gadget. Research

exhibits that video builds swarm thought and manufactures speaker legitimacy while

improving coordinated effort and basic leadership in a corporate scenario. Video brands

data more obvious, decreases meeting exhaustion, and can direct cost of movement. Use

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it to interface with blocked off workplaces, executive gatherings and to make an

incredible impression with customers. OOVOO is a least expensive approach to convey it

very well may be utilized in distance learning framework, the instructors and the students

can discussion with one another by utilizing this framework and share their ideas and the

communication skills on the stage for their instructive needs and requests (Sabi, 2016).

2.8.19 Web 3.0 Tools

Fig 2.11 (http//: www.google.com/web3.0)

The New York Times prescribed that the web 3.0 as 3rdera of the network. Web

3.0 endeavors to interface, organize, and separate data from inestimable enlightening lists

to get innovative information tributary; it is fit to progress data the board, support user-

friendliness of convenient web, envision resourcefulness, progression, enable influence of

globalization contemplate, redesign habitués satisfaction and help to mastermind alliance

in social web. Web 3.0 is in like manner perceived as semantic web. Semantic web was

conceptualized by Tim Berners-Lee, creator of the WWW. The learning in Web 2.0

emphasizes the active participation of internet users and interaction among social

communities, through social network tools or social software such with Blog, wiki, social

book marking and social networking. The tools & services of Web 3.0 technologies

would foster a more open approach to learning. Web 3.0 has been proposed as a possible

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future web consisting of the integration of high-powered graphics (Scalable Vector

Graphics or SVG) and semantic data. There have also been discussions around 3-D social

networking systems and immersive 3-D internet environments that will take the best of

virtual worlds (such as Second Life) and gaming environments and merge them with the

Web. About Web 3.0 in learning, the Tony Bingham, ASTD President and CEO stated

that in the Semantic Web, content will find you rather than (you) actively seeking it, your

activities and interests will determine what finds you, and it will be delivered how you

want it and to your preferred channel. The Semantic Web provides tremendous potential

for learning.” We are in the beginning of a new revolution in information management

and sharing that will make more and more content available to any combination of human

and computer processing, allowing new means of collaboration between and across

disciplines (Ryann, 2013).

2.8.20 Web 4.0 Technologies

Fig 2.12 (http//: www.google.com/web4.0)

Web 4.0 emerges as a new Web generation and it is defined by several authors

in different ways. Sabi (2016) stated that Web 4.0 will bring together all aspects of Web

2.0 and Web 3.0 to become truly ubiquitous and predicts that Web 4.0 will be based on a

universal web personality of each user, where the information flow will be highly

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personalized that user anonymity will be impossible in Web 4.0. The Web 4.0 to

symbiotic Web, considering that individuals and commercial enterprises are mutually

dependent. There are also studies that link the Web 4.0 concept to a diverse set of

elements. He also highlights the importance of the symbiotic Web in the definition of

Web 4.0, but adds two more components:

i. ultra-intelligent electronic agents; and

ii. ubiquitous Web

Parvathi (2017) predict the appearance of Web 4.0 in 2020-2030 and associate

technologies to its concept:

i. Artificial intelligence

ii. Controlled interfaces

iii. Intelligent agents

iv. Mobile technologies

v. Cloud computing services

vi. New model of communication between machine to machine (M2M)

2.8.21 Upcoming Web 5.0Tools (The Sensory-Emotive Web)

Fig 2.13 (http//: www.google.com/web5.0)

Web 5.0 can be well thought-out as; interdependent web and spread out the

individual’s endeavors to get Smooth Communicator (SC), correspondingly smart

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telephones, tablets or peculiar robots. Web 5.0 will be a quasi emotive web that is more

aware of learners’ feelings. In Web 5.0, the next managerial challenge will be to truly

tailor interactions to create rich, emotionally-resonant experiences for users. Today, we

see glimpses of this in online gaming environments. E-Commerce will have to adapt even

more too customized, real-time communications with users. Web 5.0 will also put new

demands on advertising, a major source of revenues on the Web. It too will be more

targeted to the user’s level of arousal and receptivity to information. As with every prior

transition, the sensory-emotive web has the potential to change the WWW from a noisy

environment to a richer place of thoughtful and affable interactions. It could also become

a manipulative and disruptive space for individuals. Time will reveal how we use these

new capabilities (Parvathi, 2017).

2.9 Academic Achievement

The academic achievement deliberates to the consistent grades acquired by an

individual in the final examination. It has been accepted as one of the significant

purposes of instruction. Educational achievement has been perceived as one of the critical

aims of formulating the world over. It is generally admitted that students prepare an

indeterminate plan of the vicarious situations which shows a divergence in their

instructive achievement. Researchers are harmonized as they show academic

achievement to their wonder, have effectively, exhibited that the gifted achievement is

the consequence of different dynamics working inside as well as outside mind of the

individual. As a result the variables which influence educational achievement can be

categorized into three entities; academic, compassionate and ecological. These genera of

variables, it has now been honestly recognized that the enthusiastic issues most especially

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the tension and ecological elements such as self-idea and levels of aspiration and goals to

a great extent decided one's academic achievement. The psychology of graduate and post

graduate learners is often not dragging as an adolescent and not for an adult as well as an

authoritative area in the learning of anthropological behavior. The psychologists have

reverse apprehensions: apprehensions as formal of the adolescent learners and

apprehensions as characteristic (Paul, 2014).

2.9.1 Role of ICT in Academic Achievement

This is the age of innovation and it has restored the way of life for humanity,

for all intents, and purposes all talents of life are influenced by its instruction. Training

Magazine (2016) described that the improvements in ICTs during the course of the

preceding period have substantively transformed the presentation of alternative education

from correspondence of elegant advances in technically based courses via the web. The

use of uncountable kinds of e-media, e.g., the reimbursement of assignments and their

amendment, for carrying out internet-built workshops, look into focus examinations and

communication class work, has extended time and cost practically and enhanced the

exchange of materials. Smart computer-based knowledge compliances, instructional

developments, video or sound are acknowledged to improve the idea of learning

ingredients. New managerial ways to deal with learning in innovation based educational

circumstances have been created, skilled a more extensive scope of showing capacities

and a higher nature of adapting, supplementary connection and criticism for learners.

ICTs based learning through (web learning / e-learning) in both way frames

media while becoming widespread in the field of unreachable education because it gives

prospect to the students to communicate with the instructors and mentors as well. In this

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mode the association of the apprentices to philosophies and contents are self-conscious to

the restrained opportunity of collaboration with their instructors, but they are

unexpectedly interrelating with their peers and others in the encounter, consideration, and

interpretation of acquaintance. All new strategies and tools have their optimistic effect on

academic achievement of students. The leave-taking has been diminished through close

and personal discussion and learners have now numerous sources of data alongside their

course readings. It is the need of an opportunity to get familiar with the employments of

new gadgets and most recent programming so the students can be sped up and guides

must to likewise prerequisite to gain proficiency with the systems of forthcoming

apparatuses to meet the fundamental instructing requirements (Sabi, 2016).

The web learning innovative services are capable in proceedings with

instruction contains simple and advanced video and sound ability, satellite radio and TV

hardware, computer mixed media mastery, non-formal insight innovation, the web and

correspondence innovation and computer generated reality model innovation. Continuous

use of these innovational procedures has affected the sounds, shapes, strategies,

procedures, organizations+, and different regions of long-lasting training. As indicated by

Siemens (2016) ongoing instructive web advances have adjusted individual’s standard

proceedings with instructive idea, the main points are:

i. Modern educational innovations have made open instructive reflection on an

authenticity over assorted trainings, web discipline, and other mentoring an

enormous number of anxious students can easily acquire learning possibilities and

adapt further to modify natural ability.

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ii. Informative web tools have altered particularly educator’s and scholar’s

association, into exchanges of instructors and learners.

iii. Modern enlightening innovation has improved the viability and convenience of

instructing significantly. Comprehensive introduction of new instructive

innovation expanded the figure of members noticeably and advanced the change

of training arrangement of China. In the meantime, the instructional skill got

essential changes.

The utilization of present-day educational web exhibitions prepares the training

techniques for proceeding with training attainment to expansion from invocation. New

human progress has particular prerequisites of long-lasting learning. In view of various

conditions, there are varied necessities for the arrangement of keeping tutoring. Modern

instructive innovation changed the particular training form to a multiplicity of teaching

techniques. A diversity of procedures of transferable storage of sequences, distributed to

the identical hands of students, aid to contest the scattered learning requirements of

learners. Contemporary instructing web practices delivered more resources to

discrepancy of educational system. In proclamation to promote learner’s uniqueness and

educational belongings, a multiplicity of instructional approaches must be realistic to

stimulate and lead students challenging in education. The help of up-to-date informative

know-how, the out-of-date lecture-style and comprehensive teaching performance have

been converted to investigation based and custom-made instructional approaches through

information and communication technologies-based tools, and then the banded classroom

is opening now (Ryann, 2013).

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2.9.10 Factors Influencing Academic Achievement

The features that inspire on the academic achievement of the learners have been

quantified as follows:

1. Characteristics of the Students: They possess the capabilities to differentiate

among what is tremendous and what is unsuitable. It is necessary for the

university learners to hold high quality intellectuality in expressions of their

establishments, teachers and enlightening subjects. By means of tremendous

boldness, they may be in a position to dedicate eagerly and rapidly to know and

then stimulate the preferred academic results (CGPA) (Maina, 2012).

2. Institutional Resources: Within institutes, it is traditional way to provide sources

that are able to be utilized in decorating the discussion and group performance of

students. The notebooks, transcriptions, grasping resources, hand-outs, know-

how, library services and laboratory places, especially in learning subjects need to

be prepared of the essential materials. In some cases, specifically the university

level undergraduates belonging to deprived, marginalized and socio tight-fistedly

backward sections of the society, cannot have enough money to convey the

resource essential for learning, therefore, they are dependent on the library

services and accompanying university academics to reach the files and other

ingredients (Maina, 2012).

3. Management Characteristics: The principal, instructors and the organizational

staff members of the institute are assigned by means of the specialist to put into

effect the decision-making features of development, consolidating, supervisory,

and show the way to the activities. The basic principle has proper to make

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decisions. The foremost position of management characteristics in employing the

tutorial moments of the college learners is based totally on the management and

supervision of the institute. At what time there are suited documentations,

insurance procedures and administration are put obsessed by exercise in an

attractive method, then there should be enhancement in overall performance of the

institutes or university learners and peers (Maina, 2010).

4. Learnt Skills and Abilities: Instructors have a critical role in handling the

academic performance of the learners. They are taught with the expert’s

unrestricted observance in all the lecture room activities to manage knowledge.

They need to retain ample know-how and records concerning the topics that they

are schooling, practice of technology, current and progressive techniques in the

philosophy to know developments, management of strength of will and directing

all of the study room as it should be as university happenings and geographies in a

well-ordered manner create to their effective improvement(Maina, 2012).

5. Classroom Environments: The educational standards are prepared in regards to

the institutional learners through the instructions inside the classroom. Instructors

take the fundamental work obligation of finishing the concerned program of

study. For that reason, it is indispensable that the lecture room surroundings must

to be methodical, and nicely organized. The good organization in the

administration of the tutorial room acquaints with a disciplined and environment

friendly administration of the lesson strategies, academic approaches, and cultural

approaches. At that time there is correctional and operational conversation among

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the characters then has a duty to assist in institutional students study enhancement

to increase their tutorial enactment (Kudari, 2016).

6. Psychosomatic Features: Knowledge in nowadays not an effortless challenge for

the graduates. It is necessary for them to take caution, creativity and diligence to

beautify their wisdom. In directive to produce good educational consequences, it

is quite essential for the learners to keep their psychosomatic and corporeal

healthiness. It is integral for the undergraduates to proceeds preference and seem

to be in the direction of their faculty and lecture room accomplishments in a

wonderful perspective. In receipt of affianced in extra-curricular happenings,

hang about composed and enchanting inclination in learning more or less of the

characteristics that aid in preserving suitable emotional and bodily strength

display to the disorders surrounded through the route of their academic success

(Srinivas &Venkatkrishnan, 2016).

7. Motivation: Now educational cultures, more or less of the ideas are inflexible to

study and comprehend. As soon as predicaments and difficulties are

knowledgeable by means of the undergraduates, at that moment they want to gain

help from others. They must to stimulate the students and motivate them to do

nicely in forthcoming and they need to apprehend their feebleness and backing

them. When university students locate positive areas difficult to absorb, then

instructor’s ought to reappearance the concepts, be responsible for them

classification and coursework assignments, as a consequence that they are in a

position to accumulate complete discernment of exceedingly the valued standards

(Srinivas &Venkatkrishnan, 2016).

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8. Development of Skills: In directive to beautify one’s tutorial enactment, it is

indispensable for the people to develop and find out about competencies

surrounded by them. The apprentices themselves require to generate

consciousness concerning learn about assistance, as a result that they are in a

position to provide desired academic consequences. More or less to learn about

proficiencies intake account of; remembering from the workbooks, preparing

transcripts, committed in writing articles, working towards intentions in

calculation and so onwards. Incompetence to definitely essence is one of the

elements that primes to undesired educational consequences. Remembering is

regarded as one of the exceptional procedures, henceforth, the instructors

encourage learners to gather grasp of the principles as an alternative of

remembering (Maganga, 2016).

9. Learning Techniques: These techniques are terrific and inspiring to the learners.

The teachers in institute are the ones that contribute vital part in promotion to

recognize standards amongst the learners. It is essential for them to make sure that

the inculcating methods have to indicate and to be worthwhile for the learners that

are helpful for better understanding (Maganga, 2016).

2.10 Problems in the use of ICTs

By utilizing ICTs there are few problems and issues have to be existed. In this

perspective the prominent ICTs experts Sari & Mahmutoglu (2013) have discussed

various problems involved in the learning process. Major problems that involved in the

usage of ICTs are arranged as follows:

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i. Human are utilized to share thoughts in close personal situations, and they make

loose; yet new types of communication needs more work. Utilizing telephone one

can hear yet not see, so the cerebrum needs to work more diligently to convey.

Email proceeds 5th to 15th times lengthier to comprehend a similar memorandum

when contrasted with talking in face to face circumstances. Therefore, in eye to

eye instructing is by all accounts exceptionally being successful in showing

learning development.

ii. It is a public observation that operational conveyance of courses eliminates the

individual instructive connection and communication among the students and

teachers. Rationally learners would be impression on uncooperative modes

whereas learning through innovation annoying their learning bound. Some

eventual having a dread of innovation while others would have a truncated level

capability to utilize the innovation.

iii. Utilization of internet needs funds and clients some time delay (can't pay on

behalf of it) to remuneration for substance and greater part of them doubts the

nature of the substance on the web. Equivalent case might be seen amongst the

executives of an educational organization. Superiority means funds which they

need free of expense.

iv. Operational learning is ascending with high force and it appears confronting work

force unproductiveness. Such fruitlessness and deficiencies of qualified teachers

shows up a most extreme danger to the quality training. However, the

circumstance might be handled with the accurate ends of instructive experts on

ability-based combination and preparing of up to date staff.

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v. Online training is expanding step by step, however the expenses of tending to

quality issues seem parallel with it. Instructively projects request sound amounts

which seem risky for the authoritative experts to embrace due to budgetary strain

on the association. Educationally delicate projects would expedite an unavoidable

issue the magnificence of training. There would be in the midst of legitimacy

seeing someone of teaching method and control.

vi. Learning extent is of incredible apprehension to all engaged with electronic

learning and instructing. It proceeds two to three times as considerable time to

impart an online course as a face-to-face course and as an eye to eye progression.

An online course for ten to twenty learners may be unimaginable with hundred to

two hundred learners. With up close and personal movement where the

understudies communicate at the same time, student input might considerably less

than in non-concurrent guidance. Subsequently, web-based showing appears to be

less scaling eye to eye.

vii. Preparing of an online screen or mentor is basic to do online services of educators

in associations with and between the students, empowering support, beginning

and ceasing talks, managing the modest, furthermore, and dynamic one. One

would basic to comprehend the aids with terms of imaginative standard and to

distinguish the spot that rearranges operational instructing.

viii. Once in a while, teacher might be occupied in close to general issues which

frustrate the stride of guidance in accomplishing the goals and learning creates

included action. The supplementary hazardous might be that not many disciples

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proceeds the fragment in dialog commanding to the others in manufacturing it to a

monolog.

ix. In more or less e-courses, the unusual correspondence is deficient in the turn-

around period and absence of inward connection amongst the students and

teachers.

x. Online education plays out of the time attractive activity: Instructing on the web

isn't truly like different learning. It seemed an inventive type of guidance with

new learning instructional method. It focuses on the accessibility of educators

nonstop. Students need to prompt input for taming the pace of their learning. For

distance course one is instructing, one ought to anticipate outlay significantly

more (a few times) measures of interim contrasted with face-with face guidance

and supervision.

xi. More or less students took a break at online courses may experience issues in

changing in accordance with the new condition. Even though the others might

stay behind, and this can be overwhelmed by course meetings.

xii. Guidance and learning center in looking out the arrangement of the issue. It turns

into a simple undertaking when teachers and students cooperate on projects and

see one another. However, it might make issue when they can't recognize the

capability of one another.

xiii. More or less online students may be reported sentiments of isolation and

disconnection. These students might feel uncomfortable; meaning to change over

to eye to eye cooperation in a prescribed instructive organization. Besides,

students by means of inspiration dislike through their online advancements.

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2.11 Challenges in the use of ICTs

The world is rapidly renovating itself into an international township, so to aspect

its trials; the significance of information technology (IT) has now been comprehensively

occurring as a prerequisite and standard for growth and improvement, on description that

IT is a pictogram of competence, steadiness, trustworthiness, and excellent controller.

The prominence of information technology (IT) is similarly improved in the circumstance

of world free intercontinental change where the chat “Competition” is the regulation of

the inclined. In forth coming exclusively those international locations determine be able

to live the competition, authorities are totally geared up to react the quick modifications

rising on the international extract. The Pakistani Government in 2002 has proven its

assurance at the absolute best degree of pyramid to introduce IT in all its maneuvers and

in the nation (Maina, 2012).

The reasonable approach of information technology (IT) was once deliberated by

the visualization of the National Policy (2002-2003) as a key provider to the

improvement in Pakistan. The coverage assignment is the endowment of IT education at

low-priced, growth of aggressive infrastructure and manufacture operative preparations

for the attraction of information technology (IT) sophistication regionally and

disseminating software program to massively extend spread earnings. The strategy is

focused too fast expansion of setup collectively with the synchronous conception

particularly educated manpower directing at reworking our civilization into a well-off

and vibrant kingdom through the creation and allowed drift of data and making this

technology on the hand to each. New abilities wished for knowledge-built enlargement,

will be generated at maximum speed.

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The educational institutions hooked on the actualities, is an assignment for

numerous who occupy situations of duty at a range of educational system. Around two

significant magnitudes to the planning of such ups and downs are as; one is cost-

effective, and the other is practical. Frequently planning for executions begins with and

concentrations on the latter, even as socio-economic issues remain extra essential and

have to furnish the visualization and contexts for all-inclusive. Educations in the

administration of alternate modernization have publicized that the procedure of

transformation is a complicated one, concerning not uniquely adjustments in the

substructure and curriculum constituents, but prominently of carry out and philosophies

(Fullan, 2003).

The complication of the amended technique ascends from the reality that lecture

rooms are basically multifaceted, and tries to manage in one-dimensional approaches i.e.,

insufficient, individual organizing, adaptive coordination; they take to organize

themselves everywhere the collaborations amongst variety of anthropological and non-

anthropological mechanisms. Respectively new module i.e., a new technology added,

somewhat, its introduction yields a compound consequence. This factor assembles all the

other interfaces, and may be add in its very particular right. Classrooms observe to

apprehend about the new complexity, which encompasses change in; characters,

interactions, sample of work, and adjustments in apportionments of the classroom

(Lankshear, 2011).

The challenge that ICT incorporation simulations for academic establishments for

that reason relies upon on in cooperation the imaginative, visionary, and of the standards

personified in the modification, as nicely as the prevailing way of life and values of the

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establishments apprehensive. Above and beyond the challenges, total operational

computer labs for the profitable employment of this knowledge are adequate. Instructors

are the ones who usage this technology successfully in the laboratories, so they need to be

thoroughly proficient to use the equipment. Dawes (2002) particularizes the following

factors which are of the critical significance for the teachers and students in their learning

process are as follows:

i. Proprietorship of knowledge.

ii. The perseverance for ICT usage.

iii. Acceptable training.

iv. Representative time management.

v. Attachment in a supportive shared practice.

vi. Data protection and storing concerns

vii. Copyright and plagiarism hesitations

viii. Concerns about significance and quality

ix. Online students may be report sentiments of isolation and disconnection.

x. Hesitations about assistance

2.11.1 Future of ICT in Education

The use of ICT in education has increasingly become an essential element of the

educational environment. Accompanied by technological tools, use of ICT in education is

to become an increasingly ever-present reality in society, hence expansion to embrace

students, teachers and educational institutions will result in optimization of the teaching-

learning process. Undoubtedly, an analysis of different views in the education sector

shows the importance and growing perspective of technology, which would advance

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social and collaborative learning, with a dimension capable of fostering the liaison

between current societies and an education that is both transformative and adaptable. At

present education may not be conceived of separately from ICT or deny the support lent

by ICT to education. From this perspective it is hard to evoke any educational innovation

that is not tied to technological developments (Cabero, 2010).

Herrera (2015) described that the integration of ICT in education must be

accompanied by a series of guidelines defining a framework for decision making

regarding the actions to be taken during the process. It identifies three dimensions:

i. Information related to access to, shaping and transformation of new knowledge

and digital environment information;

ii. Communication, connected with collaboration, teamwork and technological

adaptability;

iii. Ethics and Social Impact linked to the competencies needed to face the ethical

challenges of globalization and the rise of ICTs.

Current situation shows us that access to ICT is a major requirement for

participation in a technological society. Adoption of ICTs as a means to provide access

and continuity must begin by breaking up the digital divides of a society that has not

internalized adaptation dynamics yet. ICTs, as technological tools, have increased the

degree of significance and educational conception, establishing new models of

communication, besides generating spaces for training, information, debate, reflection,

among others, as well as breaking up the barriers of traditionalism in the classroom. The

teaching-learning process in the classroom, using ICT, requires a set of skills to be

developed by the teacher with a view to internalizing a methodology to make the most of

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technological tools, in which teacher training shall be deemed among the first options

prior to facing new educational challenges. In the context of ideas above, the transition

from traditional education to a knowledge acquisition-based society has been no easy

task. The functional role of teachers within this approach not only requires a change in

their methodological practices, but a change of mind involving their beliefs in the

different environments where learning can be achieved. The contribution of ICTs to

education and society as such is undoubtedly flexibility and adaptability to an

increasingly changing environment. While at the outset labor was mainly affected by this

process, however, the passage of time has shown that society depends on a technological

approach to help it build and acquire knowledge. ICTs, in their role as tools added to

pedagogical models, can become valuable resources for learning and for equipping

students with appropriate personal and professional skills for a country’s development

(Cabero, 2010).

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2.12 Summary

Now the learning comprehensions by means of teaching strategies hold an elegant

position in entire world of learning. The methods and techniques in ICTs and

advancements are usually welcomed. By the passage of time, and resources the varying

surroundings in the domain of all around, the tendencies in the institutional structures

have academically transformed, specifically with application of technology in the area of

academic achievement as well. Due to the emergence of ICTs in almost all the arenas of

life, the learning dominions has modified into a global township. In the race of

technological know-how, underdeveloped nations are as well adorned with ICTs by

thought-provoking ideas to keep up with the international standards as per the needs of

the 21stcentury (Maina, 2012).

Impacts of effective usage of ICTs with the academic accomplishment of students

at post graduate degree level have an impact on learning. Efforts in ICT integration of the

satisfactory work by learners, however in commitment with the specific thoughts and

meet the expanse of the probability for research in dynamic approaches that used to be no

longer viable besides expertise. Now in the learner-controlled research, inexperienced

persons have to grow in potentiality to create their identifiable selections concerning

some components of the ‘Pathway,’ ‘Flow,’ or ‘Proceedings,’ of directions. The arena of

this kind of research is to drive the involvement of the apprentices properly for his mental

speculation through activity. In any condition, researches might be overstated through the

content material and the physiognomies of the person. Personnel computers based

education may also be achieve the requirements of the person with the aid of permitting

him to put forth and manipulate over the knowledge surroundings that help learners to

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implement the bound of the software rendering to their individual requirements and

intellectual capabilities, for this reason they can proceeds their standardized tests. Even

though the idea of student manages a spontaneous application, its achievable for

enhancing studying has nevertheless to be set up in investigational research. The

fundamental supposition in this research is that students are accountable for creating

preferences for them as they recognize their needs and requirements is successful in

imaginary selections about their personal learning by means of ICTs (Jonassen, 2009).

The implementation of the technology in instruction has turned out to be an

authoritative device for speaking, comprehension to learners in the current technology

and these days information is being generated from the digital foundations like

Wikipedia, rating sheets, internet, and webpage etc. Traditional method of education has

its very identifiable professionals and confidence trick; instructors accountable for the

knowledge, and students to learn in line for to anxiety and recognize it for their

instructors. Nevertheless, this is to be able to have a negative effect correspondingly, if

instructors have fractional conduct for their learners. On other side, learners be able to

have advantageous from the usage of ICTs entirely if they are responsible and stay on the

proper course. It is essential to make sure of no longer the usage of technological know-

how to be functional further than lecturers. As a result, the existing research is conducted

to find out the additional approach with ICTs for instructing at university degree level.

Tracys (2004) declares that the gaining knowledge of the concept such as; “instructivism-

constructivism-connectivism” leads towards ICT’s impact on academic achievement. To

counter the demands of the quick transformation of digital technology wherever it is now

not possible to gather all the categories of information by way of an individual, rather

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than dimensions, a community of understandings of the learning, accumulates and makes

basis for application of the learning. It has got chances to analyze, scrutinize and

synthesize the learning outcomes and academic achievement of the students at post

graduate level.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter deals with methods, techniques, research patterns, and procedures

implemented for this research study. This was a descriptive research in nature in which

survey design was used to get responses from the respondents. This chapter highlights the

following steps of research respectively.

1. Research design

2. Population of the study

3. Sample of the study

4. Instruments and their development

i. Validity of research instrument

ii. Reliability of research instruments

5. Procedure of data collection

6. Analysis and interpretation

7. Ethical consideration

3.1 Research Design of the Study

This study was descriptive in nature. As a study was blend of descriptive research,

there were two variables on which the research was based. The first one was the ICTs

which was an independent variable, while the second one; academic achievement of

students was dependent variable. The survey method was employed and responses were

collected on statements of five-point Likert scales (Gay, 2010). Survey method was used

for gathering required data from the targeted population without any ambiguity. Sekaran

(2005) states that survey method is used to collect information from all or selected

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sample of the concerned universe for an existing phenomenon. Survey was used for

collecting data from different population members to determine their present position on

one or more variables. Gay (2010) also states that descriptive survey reports the way

things are and generally includes assessing of attitudes and opinions of the people or

organization.

3.2 Population of the Study

The population was selected from federal public sector general universities with

sufficient ICT based facilities in Islamabad capital territory. There are sixteen (16)

universities in FCI, twelve (12) are of Govt. sector and the outstanding four (04) are the

private entities. Out of twelve universities in FCI five (05) are providing general

education, whereas four (04) universities fall in general public sector where both male

and female students are studying the subjects of Education and History at MS/MPhil &

PhD level (HEC, 2016-17).

The study was designed to find the impact of ICTs on the academic achievement

of students at postgraduate level. The population comprised of 460 male and female

students studying the subjects of (Education and History) at MS/MPhil & PhD level from

four (04) Federal Public Sector Universities in Federal Capital Islamabad, where these

subjects are taught.

127

Table 3.1

Breakup of the Population

Name of University

Students

(M/F)

Education

(PhD)

Students

(M/F)

Education

(MPhil)

Students

(M/F)

History

(PhD)

Students

(M/F)

History

(MPhil)

Total

International Islamic

University (Male Campus) 34 48 13 32 127

International Islamic

University (Female

Campus)

12 48 12 48 117

National University of

Modern Languages

(NUML)

44 70 03 13 130

Quaid-e-Azam University N/A N/A 20 46 066

Federal Urdu University N/A 10 N/A 10 020

Total

460

3.3 Sample of the Study

Dictionary of Education (2017) described that a group selected from an outsized

population by means of the appearance of submissive information about this population

known as sample. From four public sector universities in Islamabad, 210students (both

male and female) studying the subjects of Education and History at Post Graduate Level

(MS/MPhil & PhD) were chosen as a sample of the study (45 % of the total population)

has been chosen as a sample by using random sampling technique (Gay, 2010).

128

Table 3.2

Sampling Frame

Name of University

Students

(M/F)

Education

(PhD)

Students

(M/F)

Education

(MPhil)

Students

(M/F)

History

(PhD)

Students

(M/F)

History

(MPhil)

Total

International Islamic

University (Male Campus) 14 22 05 15 56

International Islamic

University (Female

Campus)

05 22 05 22 54

National University of

Modern Languages

(NUML)

20 32 01 09 62

Quaid-e-Azam University N/A N/A 09 21 30

Federal Urdu University N/A 04 N/A 04 08

Total

210

3.4 Research Instruments

The questionnaire covers diverse characteristics of ICTs and its impact on

academic achievement of students at post graduate level to collect data from the sample

(Appendix-A, B, C). Academic achievement was measured on the basis of students

CGPA, the data (GPA that leads to CGPA) which was collected in the academic year of

2016-17 and 2017-18 (spring 2017, fall 2017, and spring 2018; for feedback). The data

related to students’ academic achievement were obtained from examination offices of the

respective universities/departments. Statements of the questionnaire were constructed by

taking guidance from review of literature. Studies described as Walker (2010); Wang

129

(2011); Wallace (2001); Monroe (2011) beaconing light in the development, finalizing of

these questionnaires and checklist.

All the statements of checklist items were closed ended, which express the degree

of usability giving explanation of five levels in particular; Rate your degree of

accessibility/capacity for utilizing ICTs hardware or ICTs programming/ICTs software

by [ ] at suitable option: Where V.H. = Very High, H= High, Av. = Average, L= Low

and V. L. = Very Low

The questionnaires have forty two items and at the end of questionnaire all the

statements of the questionnaires were closed-ended items except for the last two, which

were designed so that the respondents have an option to provide their suggestions (not

compulsory just for information). Respectively all the closed ended statements were

prepared on five points Likert scale i.e.; Strongly Agreed (SA), Agreed (A) Uncertain

(UNC), Disagreed (DA) and Strongly Disagreed (SDA) to create quantitative results of

the survey explanations.

3.4.1 Validity of Research Instruments

Validity of a research instruments is the basic need of research study, as invalid

tools do not match the field of existing research. The study needs to construct the most

appropriate instrument of research. These instruments are needed to be inspected and

verified by the experts and research scholars of the specific fields of the research. The

purpose of validation is to check whether the research instruments are relevant to the field

of study and whether all the components of study fields have been covered in these tools

or whether there is a well-organized pattern of study tools have constructed step by step

(Gay, 2010). To validate the research instruments, university teachers, and professionals

130

in the field were consulted to follow their guidance and expert opinion. Mizrachi (2014)

mentioned that the legitimacy of each of these tools will be demonstrated to data

collection. After improvement the draft of tools, these were authenticated. In order to

make sure the validity of instruments research supervisor, experienced professors, and

experts in the field were consulted to seek their guidance and expert opinion. In the light

of their suggestions statements of some items were modified, position of some items were

shifted, and few items were dropped.

3.4.2 Reliability of research instruments

As for as the reliability of the instrument concerned it was ensured by

administering the instruments to non-sample area in pilot study. Before actual

administration of the questionnaire statements, a pilot study was conducted. For this

purpose, researcher employed questionnaires statements on twenty-five (25) students of

non-sample public university of federal capital Islamabad Pakistan. Questionnaires were

distributed over to the students and responses were analyzed statistically.

Reliability relates to the dependability and consistency of outcomes, i.e., the

consequence of a research is well thought-out in sequence have been attained in same

circumstances while not the same situations (Shields, 2004). Reliability of the instrument

is the inner dependability of the statements constructed in it. An opinion about

consistency and subject relevancy guarantees the administration of items for an objective

purpose. Mizrachi (2014) described that for the scheming of the internal stability of

research instrument, coefficient of Cronbach alpha was applied to compute the reliability

of the implements through SPSS version 16/21 .In quantitative studies the internal

consistency of measures can be dignified by manipulative factor of Cronbach alpha. The

131

premeditated significance of Cronbach alpha coefficient for impact of ICTs on academic

achievement was 0.937, for examining the existing ICT tools was 0.947, and the checklist

for ICTs were0.960 (Appendix-D) which shows that all the questionnaire item statements

are most reliable.

Table 3.3

Determined Standards of Cronbach Alpha/ Reliability (r)

Scales No. of Items Alpha value

Checklist for ICT tools 30 0.96

Examining existing ICT Tools 22 0.94

Use of ICTs and its impact on Academic Achievement 22 0.93

Table 3.3 describes the value of coefficient of reliability based on questionnaire

items (grid wise). Collection of the total calculated values of Cronbach alpha as 0.93 to

0.96. As the researcher used the refined questionnaire himself, in this way this worth can't

be differentiated by means of supplementary scales in the writings or anywhere else.

3.5 Data Collection

The data were collected by utilizing various methods; individual visits, email, and

contact through companions and associates. The researcher personally visited each

sample university for data collection carrying himself the endorsement letter of the

Chairman, Department of Education, Hazara University, requested to fill-in the

questionnaires as a result of the corresponding sample. The researcher administered the

questionnaire to the MS/MPhil and PhD students. The questionnaire was handed over to

two hundred and ten (210) students. Respondents were capable of comprehension of

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items as every one of them was associated with the procedures of research. They

comprehended the significance of the issue under investigation, so they were experienced

in research exercises at various levels. Majority of students responded positively, some

students were e-mailed again and few were contacted through their friends and

classmates (e-mails and contact numbers were traced out through their respective

universities/departments and by means of the due consent of their research supervisors).

As a result, hundred percent (100 %) data were collected from two hundred and ten (210)

post graduate students. The data were collected in the academic year of 2016-17 and

2017-18(spring 2017, fall 2017, and spring 2018; for feedback) academic sessions of the

respective departments, institutes, and universities at the postgraduate level.

3.6 Data Analysis and Interpretation

Data were composed and collected through questionnaires (checklist, examining

the usage of current ICT tools, and a questionnaire covering different items under the ICT

based tools. The data were tabulated and analyzed through statistical handling and were

analyzed by descriptive and inferential statistics. In descriptive measurements graphs,

percentage, and mean score were utilized to conclude numerical variances amongst the

data. For the determination of inferential statistics, chi square (2) test were employed.

For calculation, manipulation, and data analysis purposes MS-Excel (version 2013) and

SPSS (version 16 and 21) were used and operational.

The significance level was set 0.05 for testing null hypotheses of study and the

0.05 level of significance is considered very well in all the procedures of social sciences-

based research studies (Stevens, 2002).

133

Based on this data analysis, findings of the research study, finding-based conclusions,

recommendations and approval of the research study were completed, and the research

dissertation was made.

3.7 Ethical Considerations

In order to build confidence between the researcher and the process of study, with

a surety that the information provided by the respondents will only be utilized for

research purposes only. Sampled population was informed about the purpose of the

research by written request letter for cooperation with the researcher. The researcher has

undertaken not to cause any disruption to the teaching-learning process for research

activities of the university students. Respondents were not only assured to keep

confidentiality of their names but also given liberty of not disclosing their identity.

Available and permissible data on the websites of universities and HEC regarding

different institutions, students, and teachers at singularly, binary, and tertiary level was

utilized and employed with proper quotations.

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CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

This chapter deals with presentation, interpretation and analysis of data in descriptive

form to quantify the diverse characteristics and responses. Section A to Section D

comprised tables in sequential order from 4.1 to 4.4. Tables including in section 4.1

comprised the demographic data of the respondents of four universities. Tables including

in section 4.2 comprised the date gathered through checklist of thirty items. Similarly

tables including in 4.3 have data related to ICTs tools being utilized in the IT Labs.

Tables including in section 4.4 are related to questionnaire with its 21 items.

4.1 Section ‘A’ (Demographic Data)/Distribution of Respondents

In the present study two hundred and ten (210) respondents from Federal Public

Sector General Universities in Federal Capital Islamabad studying the discipline of

(Education and History) at MS/MPhil & PhD level were included for this analysis. A

questionnaire was designed to obtain demographic information regarding the impact of

ICTs on academic achievement of students at post graduate level. The detail of the

notations, coding of categories and codes were presented in the given below on the

specified tables respectively. Most of the factors were in binary codes with categories

(Yes/No).

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Table 4.1.1

Notations, coding of categories

Notation /Demographic Data % CGPA Codes

Cumulative Grade Point Average (CGPA)

For (MPhil. & PhD) Program

60-64.99% 2.00-2.49

65-69.99% 2.50-2.99

70-74.99% 3.00-3.49

75-79.99% 3.50-3.99

80% 4.00

4

3

2

1

0

Programs i. PhD

ii. MPhil

1

0

Universities i. IIUI

ii. NUML

iii. QAU

1

2

3

iv. FUU 4

Discipline

(Faculty of Social Sciences)

i. Education

ii. History

1

2

Above table 4.1.1 indicates that the five-point Likert scale developed, the responses

were noted on the numerical values for academic achievement (CGPA) was given to each

response from 0 to 4. The coding given for the respective sampled universities were in

following manner; International Islamic University Islamabad (IIUI) was specified in

numerical code as (1), National University of Modern Language (NUML) was specified

in numerical code as (2), Quaid e Azam University (QAU) Islamabad was specified in

numerical code as (3), and Federal Urdu University (FUU) was specified in numerical

code as (4) for legitimacy. The discipline of history and education in following

universities were coded as; the discipline of Education was specified in the numerical

code as (1) and the discipline of History was specified in numerical code as (2). Finally

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programs of PhD and MPhil/MS were coded as; the program of PhD was specified in

numerical code as (1) and the program of MPhil/MS was specified in the numerical code

as (2).

Table 4.1.2

Distribution of age groups with percentage

Age Group Percentage

20-30 36%

31-40 34%

41-50 20%

51-60 10%

Above table 4.1.2 indicates that among two hundred and ten (210) respondents,

36% respondents are in between 20-30 years, 34% respondents are in between 31-40

years, 20% respondents ages are in between 41-50 years and 10% respondents ages lies

in between 51-60 years.

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Table 4.1.3

Distribution of Gender, EP, GA and ES factors with percentage

Distribution Percentage

Gender: Male

Female

56%

44%

GA: Urban

Rural

86%

14%

ES: Unemployed

Employed

51%

49%

EP: PhD

MPhil

39%

61%

Discipline: Education

History

55%

45%

The table 4.1.3 describes the demographic profile of the respondents. Amongst

Two Hundred and Ten (210) respondents, fifty six percent were male respondents while

forty four percent were female. Eighty six percent respondents belonged to urban areas

whereas fourteen were from rural areas. Fifty-one percent were unemployed while 49%

were employed. Thirty Nine percent were from PhD program whereas Sixty one percent

were from MPhil program. Fifty Five percent of the respondents belonged to Department

of Education while forty five percent were from Department of History.

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4.2 Data Analysis of ICT facilities (Check List)

The checklist was formulated to verify the item wise facilities for the betterment

of the research study. To observe the availability of basic facilities found in the respective

sampled universities’ the items included in the checklist were tabulated according to their

relevance with the ICTs usage.

Table 4.2.1

Use of ICT skills regarding personal computer

Statement Description VH H Avg. L VL

Use of ICT skills regarding

personal computer/micro

computer

Frequency 167 38 05 00 00

Percentage 79.5% 18% 2.5 % 0.0 % 0.0 %

Table 4.2.1 describes that 79.5 % of the respondents had very high proficiency in

the use of ICT skills of computer/microcomputer while 18 % responded high proficiency

and only 2.5% have average ability.

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Table 4.2.2

Use of ICTs regarding Laptops/Tablets

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding Laptops /

Tablets

Frequency 140 64 06 00 00

Percentage 66.5% 30.5% 3.0 % 0.0 % 0.0 %

The table 4.2.2 describes that 66.5 % of the respondents’ depicted very high

proficiency in use of ICT skills regarding the use of laptops/ tablets while 30.5 %

respondents were highly proficient. On the other hand, 3.0 % were of average capability

for using ICT equipment regarding laptops/tablets under the umbrella of ICTs.

Table 4.2.3

Using ICT skills about On-line labs

Statement Description VH H Avg. L VL

Using ICT skills about

online labs / computer

laboratory

Frequency 144 49 17 03 00

Percentage 68.5% 23.5% 8.0 % 0.0 % 0.0 %

The table 4.2.3 describes that 68.5% of the respondents had very high proficiency

of ICT skills whereas 23.5 % responded high proficiency on the other hand only 8.0 %

showed average capacity in the use of ICT tools as to online labs/computer laboratory.

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Table 4.2.4

Use ICTs skills about Printer/Access to printing

Statement Description VH H Avg. L VL

Using ICTs skills

regarding printer / access

to printing

Frequency 38 144 28 00 00

Percentage 18.0% 68.5% 13.5% 0.0 % 0.0 %

The table 4.2.4 describes that 68.5 % of the respondents have high proficiency in

use of ICT skills regarding the use of printer while 18 % showed high proficiency on the

other hand only 13.5 % showed average capability in using of printer and its use towards

access to printing under umbrella of ICTs.

Table 4.2.5

Use of ICTs skills regarding Projectors

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding Projectors

(Slide/Multimedia/Data)

Frequency 26 165 13 06 00

Percentage 12.5% 78.5% 6.0% 3.0 % 0.0 %

The table 4.2.5 describes that 78.5 % of the respondents have very proficiency

in usage of ICT skills about Projectors (Slide/Multimedia/Data) while 12.5 % showed

very high skill and only a small proportion of 6.0 % and 3.0 % showed average and low

ability respectively for using the available ICTs equipment.

141

Table 4.2.6

Use of ICT skills about Scanner

Statement Description VH H Avg. L VL

Use of ICT skills about

Scanner (for hard copy to

soft one)

Frequency 146 48 14 02 00

Percentage 69.5% 23.0% 6.5% 1.0 % 0.0 %

The above table 4.2.6 describes that 69.5 % of the respondents had very high

proficiency in use of ICT skills while 23.0%, 6.5 % and 1.0 % showed high, average and

low proficient to perform ability for using ICT based tools about Scanner (for hard copy

to soft one).

Table 4.2.7

Use of ICT skills about Interactive Boards

Statement Description VH H Avg. L VL

Use of ICT skills about

Interactive Boards

(Green/White/Black)

Frequency 158 38 14 00 00

Percentage 75.5% 18.0% 6.5% 0.0 % 0.0 %

Table 4.2.7 describes that 75.5 % of the respondents had very high proficiency in

use of ICT skills while 18.0 % showed high proficiency and only 6.5% having average

ability towards the use of interactive boards.

142

Table 4.2.8

Use of ICT skills regarding access to network

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding suitable access

to network

Frequency 170 25 15 00 00

Percentage 81.0% 12.0% 7.0% 0.0 % 0.0 %

The table 4.2.8 describes that 81.0 % of the respondents had very high ability of

the use of ICTs skills for the suitable access to network while 12.0 % show high

proficiency. On the other hand 7.0 % were of average skill in using of suitable access to

network.

Table 4.2.9

Use of ICT skills regarding access to websites

Statement Description VH H Avg. L VL

Use of ICT skills

regarding access to

websites

Frequency 26 169 15 00 00

Percentage 12.5% 80.5% 7.0% 0.0 % 0.0 %

The table 4.2.9 describes that 80.5 % of the respondents have high proficiency in

use of ICT skills about access to websites, whereas 12.5 % showed very high proficiency.

On the other hand only 7.0 % had average ability.

143

Table 4.2.10

Use of ICT tool regarding Search Engines

Statement Description VH H Avg. L VL

Use of ICT tools regarding

Search Engines (Google,

Chrome etc.)

Frequency 37 156 17 00 00

Percentage 17.5% 74.5% 8.0 % 0.0 % 0.0 %

The table 4.2.10 describes that 74.5% of the respondents have high proficiency in

use of ICTs skills regarding search engines(Google, Chrome etc.), whereas 17.5 %

showed high proficiency, on the other hand only 8.0 % having average capability towards

ICTs grounded exploration devices (Google, Chrome etc.)

Table 4.2.11

Use of ICT skills about Word processing

Statement Description VH H Avg. L VL

Use of ICT skills about

word processing (MS

Word)

Frequency 172 13 25 00 00

Percentage 82.0% 6.0% 12.0% 0.0 % 0.0 %

The table 4.2.11 describes that 82.0 % of the respondents have very high

proficiency in use of ICT aids, whereas 6.0 % showed high proficiency. On the other

hand, 12.0 % showed average ability for using ICT skills regarding word processing (MS

Word).

144

Table 4.2.12

Use of ICT skills regarding Spreadsheets

Statement Description VH H Avg. L VL

Use of ICT skills

regarding Spreadsheets

(MS Excel)

Frequency 38 146 26 00 00

Percentage 18.0% 69.5% 12.5% 0.0 % 0.0 %

The table 4.2.12 describes that 69.5% of the respondents have high proficiency in

use of ICT skills, whereas 18% showed very high proficiency. On the other hand, 12.5%

shows average ability in using of spreadsheets for data tabulation and interpretation.

Table 4.2.13

Using ICT skills regarding Power point (ppt. format)

Statement Description VH H Avg. L VL

Using ICT skills

regarding power point

(MS power point)

Frequency 146 48 16 00 00

Percentage 69.5% 23.0% 7.5% 0.0 % 0.0 %

The table 4.2.13 describes that 69.5 % of the learners studying at postgraduate

level have very high proficiency in use of ICT skills while 23.0 % showed high

proficiency and 7.5% having average ability in using of Microsoft power point for

making effective presentations under the ICTs that directly impact on academic

achievement of students.

145

Table 4.2.14

Use of ICT skills regarding Adobe flash (PDF)

Statement Description VH H Avg. L VL

Use of ICT skills regarding

Adobe flash (Portable

Document Format)

Frequency 37 159 14 00 00

Percentage 17.5% 75.5% 7.0% 0.0 % 0.0 %

Table 4.2.14 describes that 75.5 % of the respondents have high proficiency in use

of ICT skills, whereas 17.5 % showed high proficiency for using PDF software, on the

other hand only 7.0 % of the respondents having average.

Table 4.2.15

Using ICTs about Publication/Graphic software

Statement Description VH H Avg. L VL

Using ICT tools regarding

Publication / Graphic

software

Frequency 145 38 15 09 03

Percentage 69.0% 18.0% 7.0% 4.5 % 1.5 %

Table 4.2.15 describes that 69.0 % of the respondents have very high proficiency

in use of ICT skills about publication / graphic software while 18.0 % showed high skill

as well as 7.0% having average ability. On the other hand, only 4.5% and 1.5% having

low and very low capability.

146

Table 4.2.16

Using ICT regarding Educational portals

Statement Description VH H Avg. L VL

Using ICT skills

regarding Educational

portals

Frequency 165 14 31 00 00

Percentage 78.5% 6.5% 15% 0 % 0 %

Table 4.2.16 describes that 78.5 % of the respondents have very high proficiency

in use of ICT skills, whereas 6.5 % showed high proficiency. On the other hand 15 % had

average ability in use of ICTs assistance regarding educational portals.

Table 4.2.17

Use of ICTs skills about on-line syllabus

Statement Description VH H Avg. L VL

Use of ICTs tools

regarding available on-

line syllabus

Frequency 37 146 27 00 00

Percentage 17.5% 69.5% 13.0% 0 % 0 %

The table 4.2.17 describes that 69.5 % of the respondents have high proficiency

in use of ICT skills, whereas 17.5 % showed very high proficiency. On the other hand,

only 13.0 % had average ability in use of ICT tools regarding available on-line syllabus.

147

Table 4.2.18

Using ICTs about Online (Assignments/Quizzes)

Statement Description VH H Avg. L VL

Using ICTs skills

regarding online

(Assignments/Quizzes)

Frequency 26 168 16 00 00

Percentage 12.5% 80.0% 7.5% 0 % 0 %

The table 4.2.18 describes that 80 % of the respondents have high proficiency in

use of ICT skills, whereas 12.5 % showed high proficiency. On the other hand, 7.5 %

shows average ability regarding online (assignments/quizzes).

Table 4.2.19

Using ICTs about E-mail/Internet or Intranet

Statement Description VH H Avg. L VL

Using ICTs skills about

e-mail and Internet or

Intranet

Frequency 39 156 15 00 00

Percentage 18.5% 74.5% 7.0% 0 % 0 %

The table 4.2.19 describes that 74.5% of the respondents have high proficiency in

use of ICT skills, whereas 18.5% showed very high expertise. On the other hand, 7.0 %

had average capacity for the usage of ICTs regarding E-mail / Internet or Intranet.

148

Table 4.2.20

Use of ICT skills about sharing material

Statement Description VH H Avg. L VL

Use of ICT skills

regarding sharing

material

Frequency 38 157 15 00 00

Percentage 18.0% 75.0% 7.0% 0 % 0 %

Table 4.2.20 describes that 75.0 % of the respondents have high proficiency in use

of ICTs skills while 18.0 % showed very high proficiency as well as only 7.0 % of post

graduate learner’s had average capability.

Table 4.2.21

Using ICTs regarding Video/Tele Conferencing

Statement Description VH H Avg. L VL

Using ICTs skills

regarding Video and Tele

Conferencing

Frequency 26 160 19 05 00

Percentage 12.5% 76.0% 9.0% 2.5 % 0 %

The above table 4.2.21 describes that 76 % of the respondents have high ability in

use of ICT skills, whereas 12.5% showed very high proficiency and 9.0% showed

average proficiency. On the other hand, only 2.5 % had low ability.

149

Table 4.2.22

Using ICTs skills about Multimedia Production

Statement Description VH H Avg. L VL

Using ICTs skills

regarding multimedia

production

Frequency 148 38 19 05 00

Percentage 70.5% 18.0% 9.0% 2.5% 0 %

The above table 4.2.22 describes that 70.5 % of the respondents have high

proficiency in use of ICT skills, whereas 70.5 % showed high proficiency. On the other

hand, 9.0 % showed average ability and only 2.5 % had low skills in the usage of

multimedia production.

Table 4.2.23

Use of ICTs skills about Data Logging Tools

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding Data Logging

Tools

Frequency 146 38 20 06 00

Percentage 69.5% 18.0% 9.5% 3.0% 0 %

The table 4.2.23 describes that 69.5 % of the respondents have very high capability

in usage of ICT aids, whereas 18.0 % of postgraduate students had high proficiency. On

the other hand, 9.5 % showed average ability and only 3.0% showed low ability for using

data logging tools.

150

Table 4.2.24

Using ICTs about Computer Simulations

Statement Description VH H Avg. L VL

Using ICTs skills about

Computer Simulations and

Web Tools

Frequency 25 166 16 03 00

Percentage 12.0% 79.0% 7.5% 1.5% 0 %

The table 4.2.24 describes that 79.0 % of the respondents have very high

capability in usage of ICTs tools, whereas 12.0 % having high proficiency. On the other

hand, 7.5 % depicted average ability and only 1.5% had less skill regarding computer

simulations.

Table 4.2.25

Use of ICTs skills about FB/Twitter (Educational Blogs)

Statement Description VH H Avg. L VL

Use of ICTs skills about

FB/Twitter (for

educational blogs)

Frequency 160 38 12 00 00

Percentage 76.5% 18.0% 5.5% 0 % 0 %

The table 4.2.25 describes that 76.2 % of the respondents have very high

proficiency in use of ICT skills, whereas 18.0 % showed high proficiency as well as only

5.5% depicted average ability for the use of ICTs skills and software packages about

educational blogs.

151

Table 4.2.26

Use of ICT skills about Communication

Statement Description VH H Avg. L VL

Use of ICT skills about

Skype/Imo/What apps

(Communication)

Frequency 25 172 13 00 00

Percentage 12.0% 82.0% 6.0% 0 % 0 %

The table 4.2.26 describes that 82.0 % of the respondents have high skill in the

usage of ICTs skills regarding Skype/Imo/What apps (communication tools), whereas

12.0 % showed very high proficiency. On the other hand, 6.0 % had average ability for

the communication purposes.

Table 4.2.27

Use of ICTs skill regarding Broad Casting Tools

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding Broad Casting

Tools

Frequency 158 38 18 00 00

Percentage 73.5% 18.0% 8.5% 0.0 % 0 %

Table 4.2.27 describes that 73.5 % of the respondents have very high proficiency

in use of ICTs skills, whereas 18.0 % showed high proficiency. On the other hand, 8.5 %

had average ability regarding broad casting tools.

152

Table 4.2.28

Use of ICT tools about Educational Videos

Statement Description VH H Avg. L VL

Use of ICT tools about

YouTube/Tube mate

(Educational Videos)

Frequency 164 26 20 00 00

Percentage 78.0% 12.5% 9.5% 0 % 0 %

The table 4.2.28 describes that 78.0 % of the respondents have very high

proficiency in use of ICT skills, whereas 12.5% showed high ability. On the other hand,

only 9.5 % showed average ability in the usage of ICT skills about YouTube / Tube mate

(for educational Video)

Table 4.2.29

Use of ICTs skills regarding Wikipedia

Statement Description VH H Avg. L VL

Use of ICTs skills

regarding Wikipedia

assisted tools

Frequency 37 155 18 00 00

Percentage 17.5% 74.0% 8.5% 0 % 0 %

The table 4.2.29 describes that 74 % of the respondents have high proficiency in

use of ICTs skills especially Wikipedia related tools, whereas 17.5 % showed very high

proficiency and only 8.6 % having average skills regarding Wikipedia tools.

153

Table 4.2.30

Using ICT skills about Mobile internet

Statement Description VH H Avg. L VL

Using ICT skills about

mobile internet

/intranet/extranet

Frequency 158 26 20 04 02

Percentage 75.0% 12.5% 9.5% 2.0 % 1.0%

Table 4.2.30 describes that 75.0 % of the respondents have very high ability in the

use of ICT skills especially mobile internet, whereas 12.5 % showed high proficiency and

9.5 % had average capability. On the other hand only 2.0% and 1.0% had low and very

low percentile for the usage of mobile internet.

154

4.3 Data Analysis Related to Examining the usage of ICT based Tools

To examining the usage of existing ICTs based tools were conducted a survey to

verify and classify the levels of quality of ICTs being used practically in the sample

public sector general universities especially the degree awarding institutes in federal

capital Islamabad. The subsequent tables and statistical calculations showed the

competency level of postgraduate students regarding the usage of existing ICTs based

tools and their positive impact on students’ academic achievement in their educational

learning process at post graduate level.

Table 4.3.1

Use of ICTs for word processing and academic achievement

Result (CGPA) Total χ2-value P-value

Statement Level 3.00 2.00 1.00

Ability in the usage of

ICT for word processing

(MS Word) and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

49

41

18

25

08

20

06

21

15

04

00

00

03

0

00

69

47

42

40

12

29.230 0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.1 indicates (p = 0.000 <0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis “there is no significant impact of ICTs usage for

(MS Word processing) on the academic achievement (CGPA) of students at postgraduate

level” is rejected.

155

Table 4.3.2

Use of ICTs for MS Word documents and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Opening, closing, sorting,

saving and creating back-

ups of Word documents,

files, archive files, zip files

& folder and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

46

40

12

32

11

22

06

20

12

06

01

00

02

00

00

69

44

34

46

17

27.691 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.2 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (opening, closing, sorting, saving and creating back-ups of word documents, files,

archive files & folders) on the CGPA of students at postgraduate level” is rejected.

156

Table 4.3.3

Use of ICTs for document search command and academic achievement

Result (CGPA) Total χ2 - value P-value

Statement Level 3.00 2.00 1.00

Document search command

and spell-check of the

document using keyboard

shortcuts and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

39

12

30

13

22

06

17

12

09

00

00

03

00

00

69

45

32

42

22

33.991

0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.3 indicates (p = 0.000 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant ICTs usage for

(document search command and spell-check of a document using keyboard shortcuts) on

the academic achievement (CGPA) of students at postgraduate level” is rejected.

157

Table 4.3.4

Use of ICTs for spreadsheets (MS Excel) and academic achievement

Result (CGPA) Total χ2 - value P-value

Statement Level 1.00 2.00 3.00

Proficiency in the use of

ICTs for spreadsheets

(MS Excel tool) and

academic achievement

(CGPA)

5.00

4.00

3.00

2.00

1.00

46

39

15

29

12

23

05

17

14

07

01

00

02

00

00

70

44

34

43

19

21.622 0.006*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.4 indicates (p = 0.006 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact ICTs usage for

(proficiency in use of MS Excel for spreadsheets) on the academic achievement (CGPA)

of students at postgraduate level” is rejected.

158

Table 4.3.5

Use of ICTs for plotting a graph and academic achievement

Result (CGPA) Total χ2 - value P-value

Statement Level 3.00 2.00 1.00

Opening, closing, entering,

editing and plotting a graph

on spread sheets after that

saving on Excel file and its

impact on academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

48

43

19

24

07

24

08

16

13

05

00

00

03

00

00

72

51

38

37

12

23.696 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.5 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (opening, closing, entering, editing and plotting a graph on spread sheets after that

saving on Excel file)on the academic achievement (CGPA) of students at postgraduate

level” is rejected.

159

Table 4.3.6

Use of ICTs for Statistical Formulas and academic achievement

Result (CGPA) Total χ2 - value P-value

Statement Level 3.00 2.00 1.00

Developing, formulating and

using Arithmetic, Statistical

Formulas and Functions on

Excel Sheet for tabulating for

analyzing data and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

59

19

23

21

19

17

16

7

18

08

00

00

00

03

00

76

35

30

42

27

23.049 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.6 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (developing and using Arithmetic, Statistical Formulas and Functions on Excel Sheet

for tabulating and analyzing data) on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

160

Table 4.3.7

Use of ICTs for presentation skills and academic achievement

Result (CGPA) Total χ2 – value P-value

Statement Level 3.00 2.00 1.00

Proficiency in use of ICT

for presentation skills

(MS Power Point) and

academic achievement of

students (CGPA)

5.00

4.00

3.00

2.00

1.00

51

38

15

28

09

24

01

16

11

07

00

00

03

00

00

75

46

34

39

16

26.706 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.7 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact ICTs usage for

(MS Power Point in the aspect of presentation skills) on the academic achievement

(CGPA) of students at postgraduate level” is rejected.

161

Table 4.3.8

Use of ICTs for presentation using default pattern and academic achievement

Result (CGPA) Total χ2-value P-value

Statement Level 1.00 2.00 3.00

Opening, closing, creating,

selecting, editing, saving

and then printing out

presentation using default

pattern Result (CGPA)

5.00

4.00

3.00

2.00

1.00

47

38

16

28

12

22

05

18

13

08

00

00

03

00

00

69

43

37

41

20

29.559 0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.8 indicates (p = 0.000 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for MS Power Point (in the aspect of opening, closing, creating, selecting, editing, saving

and printing out presentation) on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

162

Table 4.3.9

Use of ICTs for audio or video clips and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Create presentation with

audio or video clips and

students’ academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

50

40

16

25

10

22

06

21

12

05

01

00

02

00

00

73

46

39

37

15

23.063 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.9 indicates (p = 0.003 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

MS Power Point (in the aspect of create presentation with audio or video clips) on the

academic achievement (CGPA) of students at postgraduate level” is rejected.

163

Table 4.3.10

Use of ICTs for multimedia and academic achievement

Result (CGPA) Total χ2 –value P-Value

Statement Level 3.00 2.00 1.00

Activities, dissertations

projects, and presentations

using multimedia, digital

video/audio equipment /

software and CGPA

5.00

4.00

3.00

2.00

1.00

47

39

12

32

11

22

06

20

12

06

01

00

02

00

00

70

45

34

44

17

27.276 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.10 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (activities, projects and presentations using multimedia, digital video & audio

equipment/software) on the academic achievement (CGPA) of students at postgraduate

level” is rejected.

164

Table 4.3.11

Use of ICTs for video/audio conferencing and academic achievement

Result (CGPA) Total χ2 -value P-value

Statement Level 3.00 2.00 1.00

Proficiency in use of ICT

for operational usage of

video and audio

conferencing and online

lectures and CGPA

5.00

4.00

3.00

2.00

1.00

55

37

19

22

08

27

06

18

12

03

00

00

03

00

00

82

43

40

34

11

24.221 0.002*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.11 indicates (p = 0.002 < 0.05) that there is significant impact of the

use of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (effective usage of video/audio conferencing and online lectures) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

165

Table 4.3.12

Use of ICTs for Desktop Publishing applications and academic achievement

Result (CGPA) Total χ2 - value P-value

Statement Level 3.00 2.00 1.00

Proficiency in use of ICT

for databases & Desktop

Publishing applications

efficiently and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

50

37

14

28

12

23

08

15

12

08

00

00

03

00

00

73

45

32

40

20

26.631 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.12 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(effective usage of databases & desktop publishing applications) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

166

Table 4.3.13

Use of ICTs for worksheets and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Use worksheets to create

databases and desktop

publishing applications by

defining, modifying fields and

the layout tools and academic

achievement CGPA

5.00

4.00

3.00

2.00

1.00

48

46

18

23

06

23

09

17

15

02

00

00

03

00

00

71

55

38

38

08

25.366 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.13 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (effective usage of worksheets to create databases and layout tools) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

167

Table 4.3.14

ICT Usage for Internet and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Expertise in ICT Usage

for (Internet / Intranet /

Extranet and Web

Tools) efficiently and

academic achievement

5.00

4.00

3.00

2.00

1.00

48

40

12

29

12

21

06

16

15

08

00

00

03

00

00

69

46

31

44

20

33.521 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.14 indicates (p = 0.000 < 0.05) that there is significant impact of the

use of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (effective usage of internet and web tools) on the academic achievement (CGPA) of

students at postgraduate level” is rejected.

168

Table 4.3.15

Use of ICTs for websites and academic achievement

Result (CGPA) Total χ2 –value P-value

Statement Level 3.00 2.00 1.00

Use of ICTs in searching and

organizing webpage, website,

homepages and bookmarks

using search engines such as;

Google etc. and CGPA

5.00

4.00

3.00

2.00

1.00

50

37

14

25

15

22

09

16

13

06

00

00

03

00

00

72

46

33

38

21

25.709 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.15 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(searching and organizing website, homepages and bookmarks using search engines) on

the academic achievement (CGPA) of students at postgraduate level” is rejected.

169

Table 4.3.16

Use of ICTs for discussion forums and academic achievement

Result (CGPA) Total χ2 -value P-value

Statement Level 3.00 2.00 1.00

Communicating, sharing and

participating via discussion

forums, mailing lists, twitter,

FB & blogs and academic

achievement

5.00

4.00

3.00

2.00

1.00

47

48

13

24

09

23

07

17

12

07

00

00

03

00

00

70

55

33

36

16

34.695 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.16 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (communicating, sharing and participating via discussion forums, mailing lists,

twitter, Facebook and educational blogs) on the academic achievement (CGPA) of

students at postgraduate level” is rejected.

170

Table 4.3.17

Use of ICTs for installing software and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Ability to download and

installing system/application

software on computer/laptop

for effective learning process

and CGPA

5.00

4.00

3.00

2.00

1.00

49

44

13

25

10

23

08

19

10

06

00

00

02

00

01

72

52

34

35

17

27.135 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.17 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (ability to download and installing system/application software on computer/laptop

for effective learning process) on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

171

Table 4.3.18

Use of ICTs for online resource and academic achievement

Result (CGPA) Total χ2 -value P-value

Statement Level 3.00 2.00 1.00

Developing and editing

online questionnaire,

quizzes and assignments

for effective learning

process and CGPA

5.00

4.00

3.00

2.00

1.00

47

39

13

29

13

23

05

16

14

08

00

00

03

00

00

70

44

32

43

21

32.661 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.18 indicates (p = 0.000 < 0.05) that there is significant impact of the

use of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (developing and editing online questionnaire, quizzes and assignments for effective

learning process) on the academic achievement (CGPA) of students at postgraduate

level” is rejected.

172

Table 4.3.19

Use of ICTs for interactive boards and academic achievement

Result (CGPA) Total χ2 -value P-value

Statement Level 3.00 2.00 1.00

Proficiency in use of ICT

for effective usage of

interactive white/green

/black boards and

academic achievement

5.00

4.00

3.00

2.00

1.00

50

40

16

28

07

22

09

16

12

07

00

00

03

00

00

72

49

35

40

14

26.156 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.3.19 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (effective usage of interactive white/green/black boards) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

173

Table 4.3.20

Use of ICTs for SPSS and academic achievement

Result (CGPA) Total χ2 -value P-value

Statement Level 3.00 2.00 1.00

Proficiency in use of ICT

for (SPSS, Minitab and

Matlab) efficiently for data

tabulating & data analysis

and CGPA

5.00

4.00

3.00

2.00

1.00

50

41

20

22

08

22

08

16

15

05

00

00

03

00

00

72

49

39

37

13

22.951 0.003

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.20 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for SPSS and Minitab or Matlab (in the aspect of data tabulating and data analysis) on the

academic achievement (CGPA) of students at postgraduate level” is rejected.

174

Table 4.3.21

Use of ICTs for operating SPSS and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Ability to operate applications

like (SPSS, Minitab etc.) ably

and tabulating data on

spreadsheet for finding results

and CGPA

5.00

4.00

3.00

2.00

1.00

48

43

19

24

07

24

08

16

13

05

00

00

03

00

00

82

40

25

38

25

23.696 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.3.21 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for SPSS and Minitab or Matlab (in the aspect of ability to use and operate applications

skillfully and tabulating data on spreadsheet for finding results) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

175

4.4 ICTs Usage and its Impact on Academic Achievement of Students

The use of ICTs based tools and their impact on academic achievement of students

at post graduate level, the study was conducted to verify and classify the levels and

usage of ICTs based tools being used practically in the universities especially in the

institutes in federal capital Islamabad. The subsequent tables and statistical calculations

describe that the usability level of postgraduate students regarding the usage of ICT tools

were a positive impact on students’ academic achievement in their learning process at

post graduate level. Item wise presentation analysis, exploration of the usage of ICTs

based tools and their impact on academic achievement of students at post graduate level

were as follows respectively;

176

Table 4.4.1

Use of ICTs for standardized assignments and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

The use of ICTs is helpful

in preparing standardized

assignments to get higher

scores and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

39

12

30

13

22

06

17

12

09

00

00

03

00

00

69

45

32

42

22

33.991 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.1 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (preparing standardized assignments to get higher scores) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

177

Table 4.4.2

Use of ICTs for peer learning and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

ICTs facilitate collaborative

work between students for

peer learning and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

42

17

27

08

22

06

20

15

03

00

00

03

00

00

69

48

40

42

11

29.614 0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.4.2 indicates (p = 0.000 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (facilitating collaborative work between students for peer learning) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

178

Table 4.4.3

Use of ICTs for online tutorials and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

ICTs promote individual

based learning outcomes

through online tutorials &

computer simulations and

CGPA

5.00

4.00

3.00

2.00

1.00

54

39

21

21

06

26

07

21

10

02

00

00

03

00

00

80

46

45

31

08

23.331 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.3 indicates (P = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (learning outcomes through online tutorials and computer simulations) on the

academic achievement (CGPA) of students at postgraduate level” is rejected.

179

Table 4.4.4

Use of ICTs for quick understanding and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

The students' academic

achievement can be improved

via ICTs as they concentrate

more on their understanding

and academic achievement

5.00

4.00

3.00

2.00

1.00

45

40

13

32

11

24

06

16

14

06

01

00

02

00

00

70

46

31

46

17

22.039 0.005*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.4 indicates (p = 0.005 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (learning outcomes through concentration and understanding) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

180

Table 4.4.5

Use of ICTs for learning condition and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

ICTs mends class climate as

students are more engage and

less disturbing so it delivers

best learning condition and

CGPA

5.00

4.00

3.00

2.00

1.00

46

38

13

31

13

24

07

15

11

09

00

00

03

00

00

70

45

31

42

22

30.396 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.5 indicates (p = 0.000 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (learning outcomes through learning conditions) on the academic achievement

(CGPA) of students at postgraduate level” is rejected.

181

Table 4.4.6

Use of ICTs for (projects and reports) and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

With the help of ICTs

learners understand more

easily and complete their

projects and reports in

time and CGPA

5.00

4.00

3.00

2.00

1.00

57

36

15

23

10

27

07

17

12

03

00

00

03

00

00

84

43

35

35

13

26.843 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.6 indicates (p = 0.001 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(completing projects and reports in time) on the academic achievement (CGPA) of

students at postgraduate level” is rejected.

182

Table 4.4.7

Energy crisis and use of ICTs

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

The energy crisis in our

country is the main

problem in using the

ICTs and academic

achievement CGPA

5.00

4.00

3.00

2.00

1.00

59

16

28

19

19

21

13

06

17

09

00

00

00

03

00

80

29

34

39

28

23.672 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.7 indicates (p = 0.003 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (energy crisis that is a major problem in the using of ICTs) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

183

Table 4.4.8

Lack of basic skills in use of ICTs and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Lack of basic skills about

computer application is

the cause of failure in the

use of ICTs and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

39

12

32

11

22

06

20

12

06

01

00

02

00

00

70

45

34

44

17

27.276 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.4.8 indicates (p = 0.001 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(lack of basic skills competency about computer application is the cause of failure in use

of ICTs) on the academic achievement (CGPA) of students at postgraduate level” is

rejected.

184

Table 4.4.9

Use of ICTs for Tele conferencing and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Video/Tele conferencing

evolves more human sense

for dynamic academic

achievement results

and CGPA

5.00

4.00

3.00

2.00

1.00

48

38

18

28

09

21

08

18

11

08

00

00

03

00

00

69

46

39

39

17

25.095 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.9 indicates (p = 0.001 < 0.05) that there is significant impact of the use of

ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(Video/Tele conferencing evolves more human sense in learning process) on the

academic achievement (CGPA) of students at postgraduate level” is rejected.

185

Table 4.4.10

Use of ICTs for Videoconferencing and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Video/Teleconferencing

facilitates students for direct

and immediate information

in their comprehensions

and academic achievement

5.00

4.00

3.00

2.00

1.00

47

41

20

26

07

22

08

18

12

00

00

00

03

00

00

69

49

41

38

13

23.268 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.10 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

video/teleconferencing (in the aspect of video/teleconferencing facilitates students for

direct and immediate information in their comprehensions in learning process) on the

academic achievement (CGPA) of students at postgraduate level” is rejected.

186

Table 4.4.11

Use of ICTs for active participation and academic achievement

Result (CGPA) Total χ2- value P-value

Statements Level 3.00 2.00 1.00

Video and Teleconferencing

promotes active participation

of students which directly

impact on their result and

academic achievement

5.00

4.00

3.00

2.00

1.00

48

44

19

24

06

23

09

17

14

03

00

00

03

00

00

71

53

39

38

09

22.949 0.003*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.11 indicates (p = 0.003 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

video/teleconferencing (in the aspect of video/teleconferencing promotes active

participation of students which directly impact on their results) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

187

Table 4.4.12

Use of ICTs for learning environment and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Videoconferencing provide better

learning environment which

leads best outcomes and

academic achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

41

14

27

12

22

06

19

13

06

00

00

03

00

00

69

47

36

40

18

32.086 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.12 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for video/teleconferencing (in the aspect of videoconferencing provide better learning

environment which leads best outcomes on their results) on the academic achievement

(CGPA) of students at postgraduate level” is rejected.

188

Table 4.4.13

Use of ICTs for online communities and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Videoconferencing proves to be

effective by joining in online

communities which impact on

student's results and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

45

40

14

29

13

24

05

16

14

07

00

00

03

00

00

69

45

33

43

20

31.626 0.000*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.13 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

video/teleconferencing (in the aspect of online communities which impact on student's

results) on the academic achievement (CGPA) of students at postgraduate level” is

rejected.

189

Table 4.4.14

Use of ICTs for Web tools and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Web tools reduce the gap

between teacher and

students, so learning

becomes more constructive

and academic achievement

5.00

4.00

3.00

2.00

1.00

49

37

15

28

12

23

07

16

12

08

00

00

03

00

00

72

44

34

40

20

26.820 0.001*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.4.14 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (Web tools reduce the gap between teacher and students, so learning becomes more

constructive) on the academic achievement (CGPA) of students at postgraduate level” is

rejected.

190

Table 4.4.15

Use of ICTs for internet usage and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Exploring variety of

material in detail is

accessible through internet

so it is helpful on learning

process and CGPA

5.00

4.00

3.00

2.00

1.00

50

41

15

28

07

23

07

17

12

07

00

00

03

00

00

73

48

35

40

14

30.312 0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.4.15 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact in of ICTs usage

for internet (in the aspect of exploring variety of material in detail is accessible through

internet so it is helpful on learning process) on the academic achievement (CGPA) of

students at postgraduate level” is rejected.

191

Table 4.4.16

ICTs for online assessment tests and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Internet promotes global

standards of education to gain

new skills like online

assessment tests and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

47

42

18

25

09

23

08

17

13

05

00

00

03

00

00

70

50

38

38

14

24.085 0.002*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.16 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for internet (in the aspect of internet promotes global standards of education to gain new

skills like online assessment tests) on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

192

Table 4.4.17

Use of ICTs for educational blogs and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

By the use of ICT tools

students create and maintain

educational blogs to solve

study related complications

and CGPA

5.00

4.00

3.00

2.00

1.00

51

37

16

28

09

24

08

15

12

07

00

00

03

00

00

75

45

34

40

16

24.652 0.002*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.17 indicates (p = 0.002 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for (by the use of ICT tools students creates and maintain educational blogs to solve

study related complications)on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

193

Table 4.4.18

Lack of digital literacy in use of ICTs and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Lack of digital literacy in use

of ICTs creates hesitation

during internet and web surfing

and academic achievement

(CGPA)

5.00

4.00

3.00

2.00

1.00

50

39

14

27

11

23

06

21

11

05

01

00

02

00

00

74

45

37

38

16

25.213 0.001*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.18 indicates (p = 0.001 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage for

(lack of digital literacy in use of ICTs creates hesitation during internet and web surfing)

on the academic achievement (CGPA) of students at postgraduate level” is rejected.

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Table 4.4.19

Non-availability of 4G services in use of ICTs and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

Non-availability of the 4G

services in remote areas

creates hurdles in surfing

through ICTs and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

46

39

15

29

12

23

05

17

14

07

01

00

02

00

00

76

29

29

47

29

21.622 0.006*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.19 indicates (p = 0.006 < 0.05) that there is significant impact

of the use of ICTs on academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs

usage for (inaccessibility of 4G services in remote areas creates hurdles in

surfing through ICTs) on the academic achievement (CGPA) of students at

postgraduate level” is rejected.

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Table 4.4.20

Use of ICTs for ETV and students’ academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

ETV promotes two-way

communication hence it

covers vast area of

information for best intellect

of scholars and CGPA

5.00

4.00

3.00

2.00

1.00

47

47

12

25

10

23

07

18

11

07

00

00

03

00

00

70

54

33

36

17

36.172 0.000*

Total 141 66 3 210

* 0.05 (df = 8)

Table 4.4.20 indicates (p = 0.000 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for educational television (in the aspect of ETV promotes two way communication hence

it covers vast area of information for intelligence of researchers) on the academic

achievement (CGPA) of students at postgraduate level” is rejected.

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Table 4.4.21

Use of ICTs for virtual libraries and academic achievement

Result (CGPA) Total χ2- value P-value

Statement Level 3.00 2.00 1.00

ICT tools facilitate students to

access virtual libraries, internet

links and word processing to

create new ideas and academic

achievement (CGPA)

5.00

4.00

3.00

2.00

1.00

49

43

18

24

07

23

08

17

13

05

00

00

03

00

00

72

51

38

37

12

24.939 0.002*

Total 141 66 03 210

* 0.05 (df = 8)

Table 4.4.21 indicates (p = 0.002 < 0.05) that there is significant impact of the use

of ICTs on the academic achievement of students at postgraduate level.

Therefore, the null hypothesis that “there is no significant impact of ICTs usage

for e-libraries (in the aspect of access towards virtual libraries, internet links and word

processing) on the academic achievement (CGPA) of students at postgraduate level” is

rejected.

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4.6 Discussion

In the third millennium, science and technological advancement has been in use

by way of getting more positive results in daily life, for example, "computer-based

learning". Because of its significance and to improve the standards of instructions, it was

necessary to compliment the study for an appropriate instructional approach for learning

the substance of “web-based information technologies”. For that reason, a study was

carried out in which the researcher inspected the effectiveness/impact of ICTs based tools

on academic achievement of students at post graduate level in the aspect of content

knowledge and explaining the ICTs based usability in the learning system. This study

was a survey based in nature and the data were gathered through post graduate students’

responses. Statistical analysis of mean academic achievement scores (CGPA) were

presented, therefore the significance of difference occurred on academic achievement of

students. For that reason, the null hypothesis, “There is no significant impact of ICTs

usage on the academic achievement of students at post graduate level” is rejected. It was

concluded that there is significant impact of the use of ICT on the academic achievement

of students at post graduate level.

Research studies conducted by Canoy (2004);Collins and Berge (2007); and

Login, Luan and Roslan (2001) on the stimulus of instructional tools on student’s

academic achievement also take to knowledge which were statistically significant on the

student’s academic achievement, when simultaneously connected to the learning

materials in respect of teaching learning process. These findings correspondingly

correlate the study conducted by Colliver (2003) who points out that the impact of

internet / web technologies on student’s academic achievement improved more on

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declarative knowledge and the absolute presentation. Reciprocal examination of mean

problem-solving skills approaches that were from review of related literature was

discovered that the significance of difference existed between the students as for critical

thinking proficiencies. The information collected by the post graduate students during

survey based on the usability of ICT based tools rejected the hypothesis. It was concluded

that there is significant impact in the use of ICT based tools on the academic achievement

of students at post graduate level.

Gallagher, Stepien, and Rosenthal (2008) concluded that ICT based instructional

approaches that the students’ uses in their learning process were better at knowledge

application, defining the problem and problem solution capabilities. Moreover, the

research reported that by using of up-to-date ICT based tools students demonstrated

active lifelong learning when the teachers provide them simplification, illumination,

correction, elaboration and manufacture of such an environment in which students’

supports one another through collaboration, ideas sharing and critical thinking especially

at post graduate/university level.

This study was also based on the outcomes of several other studies similar to;

Waxman and Owens (2003) and Imel (2002), in international perspective and (Mahmood;

2006, Tabassum; 2004; Malik; 2003, Akhtar; 2008; Akram; 2008 and Bibi; 2010) in the

Pakistani background. Numerous specimens for upgraded achievement grades of the CAI

as complementing approach under the umbrella of ICTs are accessible. The Liao (2004)

consequences are bringing in line with the outcomes of the study and the results were

discreetly positive. By the same demonstration the other studies (Fletcher and Gravatt;

2001, and Christmann and Badgett; 2000) re-counted the optimistic effect of ICTs or CAI

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as supplementing approach. Consequently, it tends to be set up that of personal

computers keen on educating may be valuable for the enhancement of academic

achievements of the students. Different degrees of signs were utilized as an input

technique for inclusion of the students. This may be another inspiration for the better

achievement of the students conveyed through data and communication developments or

ICTs. This capability can be improved to get maximum output and to advance the

academic achievement of students at post graduate level.

The results of this study were published with a view that the impact of ICTs on

the academic achievement of students at post graduate level enhances the academic

achievement of students, problem solving skills and management of subject matter

amongst the teachers and university level students. Therefore, it is supported that ICTs

and its related web 2.0/3.0/4.0 and 5.0 tools enhanced and improved student’s continuing

learning proficiency by going beyond that learning at ease that how to learn the post

graduate students at their own pace. The wide-ranging results of the study showed that

this strategy increased average retentive learning and put positive impact on academic

achievement of students at post graduate level with the proper use of ICTs and its sub

type i.e. web tools. The comprehensive results of the investigation comprehend that this

methodology extends standard retentive learning with web applications. Hence the

outcomes and consequences of the existing research study were consequently;

appropriate in urban and rural students of all round the Pakistan particularly the post

graduate students studying the general public sector universities in Federal Capital

Islamabad (FCI) and generally throughout the country.

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CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter contains; summary of the study, its main findings, conclusions and

concrete recommendations regarding impact of ICTs on academic achievement of

students at post graduate level. The main themes are presented in the following subtitles

respectively.

5.1 Summary

This research study explored the impact of ICTs on academic achievement of

students at postgraduate level. In order to lookout this impact, the scholar aimed the

subsequent objectives, research questions and hypotheses. The descriptive surrey-based

approach was associated to see the impact of ICTs on the academic achievement of

students. ICTs are playing the vital role in today’s learning system. The main objectives

of the study are:

1. To find the uses of ICTs by the students at post graduate level.

2. To find the impact of the use of ICTs on the academic achievement of the

students at post graduate level.

3. To find out the problems in using ICTs at post graduate level.

From the review of related literature, several descriptive studies and research

articles on ICTs and academic achievement of students were reviewed. Judgments were

made to gather essential sources; numbers of research journals were mentioned for

review process. The review of inscription demonstrated a point by point analysis and

interpretation on various descriptions of ICTs based web tools. Grounded proceeding

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based on Parada (2013) collection, the researcher constructed separate lists for the

usability of ICTs based tools and its impact on academic achievement of students at post

graduate level. All the data were entered into a spreadsheet before statistical analysis.

Some of the data were of an integral nature following an approximation to a normal

distribution. Other data and information were ordinal in nature. Consequently, both

descriptive and inferential statistical approaches and methodologies were used.

Population of the study comprised of 460 male and female students enrolled in the

discipline of Education and History at MS/MPhil & PhD level from Federal Public Sector

Universities in Federal Capital Islamabad. The 210 post graduate students of Education

and History discipline at post graduate level (MS/MPhil & PhD) in Federal Public Sector

General Universities situated in Federal Capital Islamabad was encompassed as sample

by using random sampling technique, so, forty five percent (45% ) of the population was

selected as a sample.

The study was descriptive/survey based in nature. For this study data were

collected through survey-based questionnaire. A survey was conducted to find out the

impact of ICTs on academic achievement of students at post graduate level.

Questionnaires were developed on five-point (Likert) scale. The validity and reliability of

the questionnaires and checklist were found satisfactory. After research survey and based

on data collection, the data were arranged, tabularized and analyzed. Percentage, Mean,

and the χ2 statistical test tools were employed, quantified and measured. The results and

significance and of differences between the means scores was measured and obtained the

results by applying chi-square (χ2) statistical test with the use of SPSS version 16/21.

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5.2 Findings

By the analysis, interpretation, and manipulation of data, following subsequent

findings were observed.

5.2.1 Findings related to objective I (checklist for ICT tools)

From the analysis of data following findings were drawn and presented as under:

1. Fifty six percent of respondents (male students) were more than that of the female

students (forty four percent) (Table 4.1.1 and Table 4.1.2).

2. Most of the students (87%) were un-married, only thirteen (13%) were married

(Table 4.1.1 and Table 4.1.2).

3. Thirty six percent post graduate students were of the age between 20-30 years,

34% between 31-40 years, 20% between 41-50 years and 10% between 51- 60

years (Table 4.1.1 and Table 4.1.2).

4. About two third of the post graduate students 69% were unemployed while 31 %

students were employed (Table 4.1.1 and Table 4.1.2).

5. More than three fourth of the students (86%) were residing in urban areas whereas

14 % students were residing in rural areas (Table 4.1.3).

6. Nearly four fifth of the students (80%) have very high proficiency in the usage of

personal computers or mini/microcomputers where as 20% show high proficiency

(Table 4.2.1)

7. Majority of the students 70% have very high proficiency in the usage of laptops or

tablets where as 30% show high proficiency (Table 4.2.2)

8. Majority of the students (76% and 24%) have very high and high proficiency in

the usage of online labs (Table 4.2.3)

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9. Majority of the students (69% and 23%) have very high and high proficiency in

the usage of printers that are helpful in the learning process (Table 4.2.4)

10. Twelve percent (82%) of the respondents have high proficiency in the usage and

practice of projectors (slide/multimedia/data) whereas 12 % showed very high

proficiency and 6 % showed average proficiency (Table 4.2.5)

11. Majority of the students (69% and 23%) have very high and high proficiency in

ICTs usage for scanner (hard copy to soft copy) that it is helpful in teach learning

process. (Table 4.2.6)

12. Majority of the students (70% and 22%) have very high and high proficiency in

the use of interactive boards (Table 4.2.7)

13. Eighty two (82%) of the respondents have better opportunity in access to network,

whereas 12 % show high proficiency on the other hand 6 % shows average

proficiency in using of suitable access to network (Table 4.2.8)

14. Over and above 81% of the respondents have better opportunity in access to

websites, whereas 12 % show high proficiency and 7 % showed average ability

(Table 4.2.9)

15. Seventy four (74%) of the students have high proficiency in use of search engine

(Goggle, Chrome etc.), whereas 18 % showed very high proficiency. On the other

hand 8 % demonstrated average ability (Tables 4.2.10).

16. Majority of the students (82 %, 12 %) have very high, high and 6 % have average

ability in the use of MS Word applications (Table 4.2.11).

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17. Majority of the students (69 %, 18 %,) have high, very high and 13% have

average ability in the use of MS Excel assistances to adopt good learning

experiences (Table 4.2.12).

18. Majority of the students (69 %, 22 %) have very high, high and 8% have average

proficiency in the use of MS power point to adopt good learning experiences

(Table 4.2.13).

19. Seventy six (76%) of the students have high proficiency in use on-line syllabus,

whereas 17 % show very high proficiency on the other hand 6 % shows average

ability (Table 4.2.14).

20. Sixty nine percent of the students have very high, 18% have high and 7% have

average ability in the use of publication software applications (Table 4.2.15).

21. Seventy nine percent students have very high, six percent have high and 15%

have average ability in the use of educational portals (Table 4.2.16).

22. Sixty nine percent (69%) of the students have high proficiency in use of online

syllabus, whereas 18 % showed very high proficiency. On the other hand 13 %

showed average ability (Table 4.2.17).

23. Eighty (80%) of the students have high proficiency in the use of online

assignments/quizzes, whereas 12 % showed very high proficiency. On the other

hand 8 % showed average ability (Table 4.2.18).

24. Seventy four (74%) of the students have high proficiency in using e-mail/internet

or intranet, whereas 19% showed high proficiency and 7 % showed average

proficiency. (Table 4.2.19)

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25. The post graduate students (75 %, 18 %) have high, very high and 7% have

average ability in the use of ICT tools for sharing educational material to adopt

good learning experiences (Table 4.2.20).

26. Seventy seven (77 %) of the students have high proficiency in use of

video/teleconferencing, whereas 13% showed very high proficiency. On the other

hand only 10 % showed average ability for using these tools (Table 4.2.21).

27. Seventy one percent (71 %) of the students have very high proficiency in the use

of multimedia skills, whereas 19 % showed high proficiency. On the other hand

only 10 % showed average ability for using these tools (Table 4.2.22)

28. Eighty two (82%) of the students have very high proficiency in the use of data

logging tools, whereas 18% showed high proficiency (Table 4.2.23).

29. Eighty eight (88%) of the students have high proficiency in the use of computer

simulations, whereas 12% showed very high proficiency (Table 4.2.24)

30. Eighty two percent (82%) of the students have very high proficiency in the use of

FB/twitter for educational blogs, whereas only 18 % showed high proficiency

(Table 4.2.25).

31. Eighty two percent (82%) of the students have high proficiency in the use of

Skype/Imo/WhatsApp for communication process, whereas 12 % showed very

high proficiency. On the other hand 6% showed average ability for the usage of

these tools (Table 4.2.26).

32. Eighty two (82%) of the students have very high proficiency in use of

broadcasting tools i.e. educational television etc., whereas 18 % showed high

proficiency (Table 4.2.27).

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33. Eighty two percent (82%) of the students have very high proficiency in the usage

of YouTube/Tube-mate or Teacher-tube for educational videos, whereas 12 %

showed high proficiency and the remaining 6% showed average ability for using

these tools (Table 4.2.28).

34. Majority of the post graduate students (82 %) have high proficiency in the use of

Wikipedia, whereas 18% showed very high proficiency (Table 4.2.29).

35. Majority of the post graduate students 82% of the respondents have very high

proficiency in the use of mobile internet (2G, 3G, and 4G), whereas 12 % showed

high proficiency. On the other hand 6% showed average ability in using these

tools (Table 4.2.30).

5.2.2 Findings related to objective II (Examining the Existing ICT Tools)

In responding all the questions the students were optimistic in the usage of ICTs

and their impact on students’ academic achievement. From the analysis of data following

findings were drawn:

1. There was significant impact (p = 0.000 < 0.05) of the usage of Microsoft word

processing on the academic achievement of students at post graduate level.

(Table No. 4.3.1)

2. There was significant impact (p = 0.001 < 0.05) of the use of Microsoft word

(opening, closing, sorting, saving, creating as well as saving back-ups of word

documents, files, archive files and folders) on the academic achievement of

students at post graduate level. (Table No. 4.3.2)

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3. There was significant impact (p = 0.000 < 0.05) of the use of MS Word (in

document search command and spell-check using keyboard shortcuts) on the

academic achievement of students at post graduate level. (Table No. 4.3.3)

4. There was significant impact (p = 0.006 < 0.05) of the use of Microsoft excel i.e.

spreadsheets applications on the academic achievement of students at post

graduate level. (Table No. 4.3.4)

5. There was significant impact (p = 0.003 < 0.05) of the use of Microsoft excel (in

opening, closing, entering, editing, creating and plotting a graph on spread sheets

after saving on excel file) on the academic achievement of students at post

graduate level. (Table No. 4.3.5)

6. There was significant impact (p = 0.003 < 0.05) of the use of Microsoft excel (in

developing and using arithmetic, statistical formulas and functions on excel sheet

for tabulating and analyzing data) on the academic achievement of students at

post graduate level. (Table No. 4.3.6)

7. There was significant impact (p = 0.001 < 0.05) of the use of Microsoft power

point (presentation skills) on the academic achievement of students at post

graduate level. (Table No. 4.3.7)

8. There was significant impact (p = 0.000 < 0.05) of the use of Microsoft power

point (opening, closing, creating, selecting, editing, saving and printing out

presentation using default pattern) on the academic achievement of students at

post graduate level. (Table No. 4.3.8)

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9. There was significant impact (p = 0.003 < 0.05) of the use of MS Power Point (in

creating presentation with audio or video clips) on the academic achievement of

students at post graduate level. (Table No. 4.3.9)

10. There was significant impact (p = 0.002 < 0.05) of the use of educational

video/audio clips on the academic achievement of students at post graduate level.

(Table 4.3.10)

11. There was significant impact (p = 0.002 < 0.05) of the use of online lectures on

the academic achievement of students at post graduate level. (Table 4.3.11)

12. There was significant impact (p = 0.001 < 0.05) of the use of desktop publishing

applications (software and hardware) on the academic achievement of students at

post graduate level. (Table No. 4.3.12)

13. There was significant impact (p = 0.001 < 0.05) of the use of desktop publishing

applications (modifying fields and layout tools) on the academic achievement of

students at post graduate level. (Table No. 4.3.13)

14. There was significant impact (p = 0.000 < 0.05) of the use of internet-based web

technologies on the academic achievement of students at post graduate level.

(Table No. 4.3.14)

15. There was significant impact (p = 0.001 < 0.05) of the use of search engines on

the academic achievement of students at post graduate level. (Table No. 4.3.15)

16. There was significant impact (p = 0.000 < 0.05) of the use of social networking

applications (mailing lists, FB, and twitter) on the academic achievement of

students at post graduate level. (Table No. 4.3.16)

209

17. There was significant impact (p = 0.001 < 0.05) of the use of system and

application software installations on the academic achievement of students at post

graduate level. (Table No. 4.3.17)

18. There was significant impact (p = 0.000 < 0.05) of the use of online assessment

tools on the academic achievement of students. (Table 4.3.18)

19. There was a significant impact (p = 0.001 < 0.05) of the usage of interactive

writing boards on the academic achievement of students at post graduate level.

(Table 4.3.19)

20. There was significant impact (p = 0.003 < 0.05) of the use of SPSS and MS-Excel

sheet for data tabulation and analysis on academic achievement of students at post

graduate level. (Table 4.3.20)

21. There was significant impact (p = 0.003 < 0.05) of the use of applications and

manipulations of SPSS on academic achievement of students at post graduate

level. (Table 4.3.21)

5.2.3 Findings related to objective II (ICT usage and its impact on Academic

Achievement)

From the analysis of data following findings were drawn:

1. There was significant impact (p = 0.000 < 0.05) of ICTs usage on the preparation

of standardized assignments of post graduate students (Table 4.4.1).

2. There was significant impact (p = 0.000 < 0.05) of ICTs on the peer learning of

students at post graduate level. (Table 4.4.2)

3. There was significant impact (p = 0.003 < 0.05) of ICTs usage for online tutorials

on students’ academic achievement at post graduate level. (Table 4.4.3).

210

4. There was significant impact (p = 0.005 < 0.05) of using ICTs on the

concentration and understanding of learning material of post graduate students

(Table 4.4.4)

5. There was significant impact (p = 0.000 < 0.05) of ICTs on the conducive

learning environment of post graduate students (Table 4.4.5)

6. There was significant impact (p = 0.001 < 0.05) of ICTs usage on the preparation

of projects and reports of post graduate students (Table 4.4.6)

7. There was significant impact (p = 0.003 < 0.05) of consumption of energy in the

use of ICTs on academic achievement of post graduate students (Table 4.4.7)

8. There was significant impact (p = 0.001 < 0.05) of lack of basic skills in use of

ICTs on academic achievement of post graduate students (Table No. 4.4.8)

9. There was significant impact (p = 0.001 < 0.05) of ICTs usage for

videoconferencing on academic achievement of students at post graduate level.

(Table No. 4.4.9)

10. There was significant impact (p = 0.003 < 0.05) of ICTs usage for

teleconferencing (in the aspect of direct and immediate information) on academic

achievement of students at post graduate level. (Table No. 4.4.10)

11. There was significant impact (p = 0.003 < 0.05) of ICTs usage for video

conferencing (in the aspect of active participation) on academic achievement of

students at post graduate level. (Table No.4.4.11)

12. There was significant impact (p = 0.000 < 0.05) of ICTs usage for

videoconferencing (in the aspect of conducive learning environment) on academic

achievement of students at post graduate level. (Table No. 4.4.12)

211

13. There was significant impact (p = 0.001 < 0.05) of ICTs usage for mobile

conferencing mode on academic achievement of students at post graduate level.

(Table 4.4.13)

14. There was significant impact (p = 0.001 < 0.05) of ICTs usage for web (2.0, 3.0,

and 4.0) technologies on academic achievement of students. (Table 4.4.14)

15. There was significant impact (p = 0.001 < 0.05) of ICTs usage for the applications

of (internet, intranet, and extranet) on academic achievement of students at post

graduate level. (Table 4.4.15)

16. There was significant impact (p = 0.002 < 0.05) of ICTs usage for online

assessment tests on academic achievement of students at post graduate level.

(Table 4.4.16)

17. There was significant impact (p = 0.002 < 0.05) of ICTs usage for educational

blogs on academic achievement of students at post graduate level. (Table 4.4.17)

18. There was significant impact (p = 0.001 < 0.05) of ICTs usage for web surfing on

academic achievement of students at post graduate level (Table 4.4.18)

19. There was significant impact (p = 0.000 < 0.05) of ICTs usage for (educational

television and educational radio; ETV) on academic achievement of students at

post graduate level. (Table 4.4.20)

20. There was significant impact (p = 0.002 < 0.05) of ICTs usage for the access to

virtual libraries, internet links, and e-tutorials on academic achievement of

students at post graduate level. (Table 4.4.21).

5.2.4 Findings related to objective III (problems in adopting ICT tools)

From the analysis of data following findings were drawn:

212

1. There was significant impact (p = 0.003 < 0.05) of ICTs usage (SPSS, Minitab,

and Matlab) on the academic achievement of students at post graduate level

(Table 4.3.21)

2. There was significant impact (p = 0.003 < 0.05) of ICTs usage (the energy crisis

in using ICT based technologies) on the academic achievement of students at post

graduate level (Table 4.4.7)

3. There was significant impact (p = 0.001 < 0.05) of ICTs usage for (lack of basic

skills about ICTs)on academic achievement of students (Table 4.4.8)

4. There was significant impact (p = 0.006 < 0.05) of ICTs usage for 4G services in

remote areas that creates hurdles in surfing. (Table 4.4.19)

5.3 Conclusions

The conclusions of the study are based on the findings of the study. The

comprehension and interpretation of the statistical/numerical analysis of the data and

findings of the study leads to a number of conclusions. These conclusions are about uses

of ICTs, impact of the uses of ICTs on the academic achievement of students, and to find

out the problems in using ICTs at post graduate level.

5.3.1 Conclusions related to objective I, II; the uses of ICTs and their impact on

academic achievement of students

The conclusions related to the impact of the uses of ICTs on academic

achievement of students at post graduate level are as follows:

1. ICTs and web-based tools are effective in the academic achievement of students

at post graduate level.

213

2. Use of emerging ICTs based tools have been proving to be effective and create

interest and motivation in the students at post graduate level.

3. Learning objectives and students academic achievement can be achieved through

ICT based tools.

4. ICTs based emerging tools are effective and efficient in promoting individual

learning of students at post graduate level.

5. Uses of ICTs help in improving the performance of students and pedagogical

skills of instructors for better academic results at post graduate level.

6. Post graduate students show good results by using ICTs skills for the aspects of

Microsoft Office (MS Word, MS Excel, and MS Power Point applications) in

their teaching learning process.

7. Uses of ICTs are promoting active involvement of students in their learning

through effective programs (software / hardware) at post graduate level.

8. Internet is assisting the students in developing educational materials and

providing the opportunities of having latest information which helps the post

graduate students in their academic achievements.

9. Web based tools (web 2.0, 3.0, and 4.0) are an effective medium for quick

learning and having feedback for learning outcomes.

10. ICT based tools are used for the improvement of students in their presentation and

pedagogical skills at post graduate level.

11. ICTs based web tools promote active participation of learners in learning process

through effective programs and students complete their reports and projects in

time with the help of ICT related tools.

214

12. Use of World Wide Web (WWW) assists the post graduate students in developing

educational materials and an access to latest information.

13. Students’ academic achievement is improved by the usage of ICTs based tools as

they concentrate more on understanding and maintain an interconnected class

climate as per the learning situation.

14. Uses of ICTs stimulate individual learning outcomes through online tutorials and

computer simulations.

15. Educational television promotes effective communication.

16. Educational television creates awareness to adopt good learning experiences from

other countries.

17. ICTs based tools disseminate theoretical and practical activities for remedial

teaching and learning providing text and graphics in the instruction.

18. Computers promote active involvement of students in learning through effective

software programs to achieve their objectives.

19. Tele/videoconferencing facilitates are beneficial to research scholars for

uninterrupted and instantaneous information’s through web connection which

impact their academic achievement.

20. Videoconferencing provide better learning environment which leads to better

outcomes in learning process. These tools are effective for interconnecting online

communities which encourage the students and teachers to reduce the gap and

their learning becomes more constructive.

21. Teleconferencing facilitates the students for direct and immediate information on

the related areas through teacher’s presentation.

215

22. Uses of videoconferencing involves all human senses and promotes active

participation of post graduate students in learning activities like online seminars

and educational conferences.

23. Students access to virtual libraries, internet links and word processing tools in

creating new ideas, thoughtful concept are useful for choosing up to-date

knowledge to achieve high scores.

24. With the use of ICTs teachers feel easy in transfer of knowledge and interacting

with postgraduate students and to provide help in individualized lessons according

to their needs and demands for research study.

25. By the effective use of ICTs all the students work on their own pace.

26. Interactive software with feedback strategies are the tools being used for the

knowledge exploration to incorporate in different disciplines of social science for

effective teaching and learning.

27. Students' active participation through web based emerging technologies produce

better academic achievement scores of the students at post graduate level.

5.3.2 Conclusions related to objective III; problems in using ICTs

The conclusions related to find out the problems in using ICTs on at post graduate

level are as follows:

1. Problems of power failure affect the teaching learning process when students are

using ICTs based tools. Problems of reference material are faced by students in

learning through educational television.

2. Provision of teleconferencing facility to postgraduate student is not easy. Students

face problems of access (internet 4G service) to emerging technologies.

216

3. Internet and www have caused technical problems of virus and software, when

students surfing the internet for learning process.

5.4 Recommendations

ICTs tools can be used as effective medium in the teaching learning process

resulting in better academic achievement of students at post graduate level. Data analysis,

findings and conclusions of the study lead to the following recommendations of the

study.

1. Results of the study have shown that use of ICTs has positive impact on academic

achievement of students at post graduate level. Therefore, it is recommended that

in order to gain the maximum benefits of information and communication

technologies, students may be provided opportunities of orientation sessions for

the effective usage of MS office (word processing, excel sheets, and presentation

skills) applications in order to develop abilities of using these ICTs based tools

efficiently and significantly.

2. Short term and long-term training and retraining of students and academicians for

uses of necessary search engines, educational blogs and relevant webs (2.0, 3.0,

4.0, and 5.0) applications can be helpful in teaching and learning process.

Therefore, it is recommended that these trainings may be made compulsory in the

universities for better outcomes of teaching learning outcomes.

3. Conclusions of the study show that application of ICTs have found more effective

for the academic achievement of students at post graduate level. Therefore, it is

recommended to integrate it in education by training the students in ICTs tools

from the grass root level. For this purpose ICT based tools may be introduced as

217

an inclusive discipline in the curricula of Pakistan from elementary to secondary

level.

4. The use of e-tutorials, internet links, video conferencing, teleconferencing, on line

lectures and digital libraries are now essentially required to meet the research and

academic need of the students. It is therefore recommended that the universities

may ensure e-tutorials, internet links, digital libraries, video and teleconferencing

by allocating sufficient resources and space for the purpose so that postgraduate

students may avail all these ICT resources for their better learning.

5. It is found that in some cases, the students and teachers lack in basic ICTs skills,

there is lack of continuous power and continues internet services in institutions

which create problems in smooth operation of academic activities. It is therefore

recommended that the teachers and students may be trained formally in basic

ICTs skills, powers may be essentially provided through alternate means and

internet facilities may continuously be provided at least in the institutions for

different academic activities of the students.

6. There is direct impact of availability and use of internet services on the students’

academic achievement. The GoP may therefore ensure availability of all the

internet services for day scholars postgraduate students particularly in remote

areas. This can be possibly planned and implemented through a formal survey for

the purpose at the time of students’ admission.

218

5.5 Recommendations for Future Research

The study was carried out at the post graduate level students of the faculty of

social sciences only. Other studies may be conducted with different faculties and

departments by taking different sample and tool for the purpose.

219

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269

Appendix – A

SUBJECT: QUESTIONNAIRE FOR RESEARCH WORK

Dear scholars, Assalam-o-Alaikum!

Hope this letter finds you best of health and spirit. Dear scholars I am doing Ph. D

research work on title, “Impact of Information and Communication Technologies (ICTs) on

Academic Achievement of Students at Post Graduate Level” via Hazara University under

supervision of Prof. Dr. Syed Manzoor Hussain Shah, Pro vice chancellor / Dean Faculty of

Social Sciences and Arts.

In this regard, your valuable input is required and this will definitely help me in my

research work. I am sending you the following questionnaire statements related to my research

work which you need to respond as per your best understanding and experience. Information

provided by you will be kept secret please feels free while responding. I assure you that your

valuable opinion and response will be used only for the research purpose. Kindly return the

filled statements as early as possible.

Your cooperation will be highly appreciated.

Yours sincerely

SYED YASIR ALI GILANI (Ph.D Scholar)

Roll No: 42274

Session: 2015-18

Dept. of Education, Hazara University

POSTAL ADDRESS:

PO Box No. 92 GPO Muzaffarabad

Cell # 03333365553

E-mail:syedyasir5all@gmail.com

270

Appendix – B

QUESTIONNAIRE

This questionnaire for Ph. D research study consists of some statements about

“Impact of Information and Communication Technologies (ICTs) on Academic

Achievement of Students at Post Graduate Level”. Read these statements carefully before

your response; please indicate your best level of knowledge and considerate. All information

provided will be kept confidential and used only for the study purpose.

Name: __________________________________________________________ M / F

University / Department: __________________________________________

Roll.No:_________________________________________________________

Age/Age Group: 20-30, 30-40, 40-50, above 50 Locality: Urban/Rural

E-Mail:__________________________________________________________

Cell No: _________________________________________________________ (optional)

Academic Qualification: ___________________________________________ (current)

Professional Qualification: _________________________________________

CGPA: ________________________ (After Accumulation of multiple GPAs)

Date: ___________________________________________________________ (1st visit)

Revisiting Dates: __________________________________________________

271

Appendix – C

QUESTIONNAIRE FOR STUDENTS

Part (1-A): Availability / Rate level of using ICTs Equipment. (CHECK LIST)

Rate your level for using ICT Equipment / ICT software by [ ] at suitable option:

Where V.H. = Very High, H= High, Av. = Average, L= Low and V. L. = Very Low

Using of ICT Tools Level for using ICT Tools

V.H. H Av. L V.L.

1 Computer / Micro computer

2 Laptops / Tablets

3 On-line labs / computer Laboratory

4 Printer / Access to Printing

5 Projectors (Slide/Multimedia/Data)

6 Scanner (for hard copy to soft)

7 Interactive Boards (Green/White)

8 Suitable access to network

9 Access to websites

10 Search Engine (Goggle, Chrome etc.)

11 Word processing (MS Word)

12 Spreadsheets (MS Excel)

13 Power point (ppt. format)

14 Adobe flash (PDF)

15 Publication / Graphic software

272

16 Educational portals

17 Syllabus available on-line

18 Online (Assignments / Quizzes)

19 E-mail / Internet or Intranet

20 Sharing material

21 Video/Tele Conferencing Tools

22 Multimedia Production Tools

23 Data Logging Tools

24 Computer Simulations / Web Tools

25 FB/Twitter (For Educational Blogs)

26 Skype/Imo/What apps (Communication)

27 Broad Casting Tools

28 You tube/Tube mate (Educational Video)

29 Wikipedia

30 Mobile internet (2G,3G,4G)

273

Appendix – D

Part (1-B): Competencies in Using ICTs Software. (Examine the Usage of ICT)

Please rate your level of competency for using ICTs by marking [ ] at appropriate option:

Where V.H. = Very High, H= High, Av. = Average, L= Low and V. L. = Very Low

Examining in Using ICTs Tools

Level for using ICT Tools

V.H. H Av. L V.L.

1 Proficiency in use of ICT for word processing (MS Word)

Opening, closing, sorting, saving and creating back-ups of

Word documents, files, archive files & folders

3 Document search command and spell-check of a document

using keyboard shortcuts

4 Proficiency in use of information and communication

technologies for spreadsheets (MS Excel)

5 Opening, closing, entering, editing and plotting a graph on

spread sheets after that saving on Excel file

6 Developing and using Arithmetic, Statistical Formulas and

Functions on Excel Sheet for tabulating and analysing data

7 Proficiency in use of information and communication

technologies for presentation skills (MS Power Point)

8 Opening ,closing, creating, selecting, editing, saving and

printing out presentation using default pattern

9 Create presentation with audio or video clips

10 Activities, projects and presentations using multimedia,

274

digital video & audio equipment/software

11 Proficiency in use of ICT for effective usage of

video/audio conferencing and online lectures

12 Proficiency in use of ICT for databases & Desktop

Publishing applications efficiently

13 Use worksheets to createdatabases& desktop publishing

applications by defining, modifying fields and layout tools

14 Expertise in ICT Usage (Internet, Web Tools) efficiently

15 Efficiency in searching and organising website, homepages

and bookmarks using search engines such as; Google etc.

16 Communicating and participating via discussion forums,

mailing lists, twitter, FB and blogs

17 Ability to download and installing system/application

software on computer/laptop for effective learning process

18 Developing and editing online questionnaire, quizzes and

assignments for effective learning process

19 Proficiency in use of ICT for effective usage of interactive

white/green boards

20 Proficiency in use of ICT for(SPSS, Minitab, Matlab)

efficiently for data tabulating and data analysis

21 Ability to operate applications like (SPSS, Minitab etc.)

ably and tabulating data on spreadsheet for finding results

275

Appendix – E

QUESTIONNAIRE FOR STUDENTS

Here are statements about “Using of ICT tools and their Impact on Academic Achievement of

Students at Post Graduate Level”. Please indicate your level of agreement by ticking

Or any other symbol in the appropriate box.

SA A UNC DA SDA

Strongly agreed Agreed Uncertain Disagreed Strongly disagreed

S.

No. Statement

Level

SA A UNC DA SDA

1 The uses of ICTs are helpful in preparing standardized

assignments to get higher scores.

2 ICTs facilitate collaborative work between students for

peer learning which help in academic achievement.

3 ICTs promote individual learning outcomes through

online tutorials and computer simulations.

4 Students’ academic achievement can be improved via

ICTs as they concentrate more on their understanding.

5 ICTs mends class climate as students are more engage

and less disturbing so it deliver best learning condition.

6 With the help of ICTs learners understand more easily

276

and complete their projects and reports in time.

7 The energy crisis in our country is a major problem in

using ICTs.

8 Lack of basic skills competency about computer

application is the cause of failure in use of information

and communication technologies (ICTs).

9 Video/Tele conferencing evolves more human sense for

dynamic academic achievement results.

10 Video/Teleconferencing facilitates students for direct

and immediate information in their comprehensions.

11 Video/Teleconferencing promotes active participation

of students which directly impact on their achievement.

12 Videoconferencing provides the learning environment

which leads superlative outcomes on academic

achievement.

13 Videoconferencing proves to be effective by joining in

online communities which impact on student’s results.

14 Web tools reduce the gap between teacher and students,

so learning becomes more constructive.

15 Exploring variety of material in detail is accessible

277

through internet so it is helpful on learning process.

16 Internet promotes global standards of education to gain

new skills like online assessment tests.

17 By the use of ICT tools students create and maintain

educational blogs to solve study related complications.

18 Lack of digital literacy in use of ICTs creates hesitation

during internet and web surfing.

19 Unavailability of 4G services in remote areas creates

hurdles in surfing through ICTs.

20 Education television and radio (ETV) promotes two-

way communication hence it covers vast area of

information for best intellect of scholars.

21 Information and communication technologies tools

facilitate students to access virtual libraries, internet

links and word processing to create new ideas.

278

GENERAL QUESTIONS (Just for Information Handling):

Q # A: Identify the problems you are facing in the use of Information and Communication

Technologies (ICTs) during your study?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Q # B: Propose the measures to improve learning via Information and Communication

Technologies (ICTs) during your study?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

279

Appendix – F

LIST OF EXPERTS FOR QUESTIONIARE VALIDATION

1. Prof. Dr. Saeed Anwar, Ex-DEAN/Chairman Department of Education, HU, Manshera

2. Prof. Dr. Tanvir uz Zaman, Ex-DEAN Faculty of Education, AIOU, Islamabad

3. Prof. Nazir A Sangi, Ex-Vice Chancellor/DEAN, AIOU, Islamabad

4. Prof. Dr. A.R Sagheer, Ex-Chairman EPM, AIOU, Islamabad

5. Prof. Dr. Fazal ur Rehman, Chairman ETE, AIOU, Islamabad

6. Prof. Dr. Naveed Sultana, Chairperson STE, AIOU, Islamabad

7. Prof. Dr. Hukam Dad Malik, Chairman Department of Education, NUML, Islamabad

8. Prof. Dr. Munir A Bhatti, Chairman Department of Education, IIUI, Islamabad

9. Prof. Dr. Nadeem Hader Bukhari, Ex DEAN/Chairman Department of English, UAJK

10. Prof. Dr. Syed Nisar H Hamdani, DEAN/Director Institute of Economics, UAJK

11. Prof. Dr. Wajid Aziz Lone, Chairman Department of Computer Science & IT, UAJK

12. Prof. Dr. Kamran Khan, Chairman Department of Statistics, UAJK

280

Appendix – G

HEC RECOGNIZED UNIVERSITIES AND DEGREE AWARDING INSTITUTIONS IN

PAKISTAN

In Pakistan there are 132 HEC recognized universities and degree awarding institutions

of which 73 are public (Government sectors) and 59 are private universities. Complete list of

Pakistan Government sectors and Private Charter Universities are as follows;

In below complete list of Government sectors and Private Charter Universities respected

to their territories are as follows;

UNIVERSITIES OF ISLAMABAD

HEC Recognized Universities and Degree Awarding Institutions in Islamabad

Air University, Islamabad

Allama Iqbal Open University, Islamabad

Bahria University, Islamabad

COMSATS Institute of Information Technology, Islamabad

Federal Urdu University of Arts, Sciences & Technology, Islamabad

Institute of Space Technology, Islamabad

International Islamic University, Islamabad

National Defense University, Islamabad

National University of Modern Languages, Islamabad

281

Pakistan Institute of Development Economics, Islamabad

Pakistan Institute of Engineering & Applied Sciences, Islamabad

Quaid-i-Azam University, Islamabad

Private Sector Universities/Degree Awarding Institutes in Islamabad

Foundation University, Islamabad

National University of Computer and Emerging Sciences, Islamabad

Riphah International University, Islamabad

Shifa Tameer-e-Millat University, Islamabad

282

Appendix – H

Federal Capital Public Sector General Universities (Where History and Education taught

at Postgraduate Level)

International Islamic University, Islamabad (Male and Female Campuses)

National University of Modern Languages, Islamabad

Quaid-i-Azam University, Islamabad

Federal Urdu University of Arts, Sciences & Technology, Islamabad Campus

283

284

285

286

287

288

Appendix – J

Pilot Test

[DataSet5] C:\Users\Syed Yasir Ali\Desktop\Pilot T\Check list PT.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 25 100.0

Excluded(a) 0 .0

Total 25 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.960 30

289

Item Statistics

Statement(s) / Abbreviation Mean Std. Deviation N

CMC 4.2000 .86603 25

CPT 4.2000 .86603 25

OLCL 4.4000 .70711 25

PAP 4.3200 .62716 25

PSMD 4.2800 .73711 25

SHS 4.4000 .64550 25

IBGW 4.1200 1.05357 25

SAN 4.0000 1.00000 25

ATW 4.1600 .85049 25

SGC 4.1200 .92736 25

MSW 4.2000 .86603 25

MSE 4.1200 1.01325 25

MSP 4.4400 .71181 25

PDF 4.2800 .79162 25

PGS 4.0000 1.08012 25

EP 4.0800 .99666 25

SOL 4.2400 .72342 25

OLAQ 4.1200 .92736 25

EI 4.0000 1.00000 25

SM 4.1200 .97125 25

VCTC 4.0800 .99666 25

290

MPT 4.2400 .83066 25

DLT 4.0800 1.03763 25

CSWT 4.1600 .85049 25

FBTB 4.3200 .85245 25

SIW 4.3600 .81035 25

BCT 4.2800 .79162 25

YTEV 4.4000 .70711 25

WP 4.2400 .87939 25

MI4G 4.0800 1.03763 25

291

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach's

Alpha

CMC 121.8400 298.890 .770 .958

CPT 121.8400 299.390 .753 .958

OLCL 121.6400 304.740 .708 .958

PAP 121.7200 305.627 .761 .958

PSMD 121.7600 302.773 .756 .958

SHS 121.6400 307.573 .650 .959

IBGW 121.9200 317.243 .116 .963

SAN 122.0400 294.540 .791 .957

ATW 121.8800 299.693 .757 .958

SGC 121.9200 298.077 .742 .958

MSW 121.8400 302.723 .638 .959

MSE 121.9200 293.743 .804 .957

MSP 121.6000 308.917 .531 .959

PDF 121.7600 300.940 .770 .958

PGS 122.0400 296.540 .672 .958

EP 121.9600 293.707 .820 .957

SOL 121.8000 306.333 .626 .959

OLAQ 121.9200 297.910 .748 .958

EI 122.0400 295.123 .774 .958

SM 121.9200 307.410 .421 .960

292

VCTC 121.9600 293.207 .835 .957

MPT 121.8000 300.417 .750 .958

DLT 121.9600 295.623 .729 .958

CSWT 121.8800 305.277 .562 .959

FBTB 121.7200 301.293 .699 .958

SIW 121.6800 302.977 .676 .958

BCT 121.7600 320.107 .070 .962

YTEV 121.6400 312.323 .395 .960

WP 121.8000 300.333 .709 .958

MI4G 121.9600 295.623 .729 .958

293

Pilot Test

[DataSet1] C:\Users\Syed Yasir Ali\Desktop\Pilot T\New folder\Examine PT.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 25 100.0

Excluded(a) 0 .0

Total 25 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.943 21

294

Item Statistics

Statement(s) / Abbreviation Mean Std. Deviation N

MSW1 3.4800 1.19443 25

MSW2 3.3600 1.31909 25

MSW3 3.4400 1.38684 25

MSE1 3.3600 1.31909 25

MSE2 3.7200 1.24231 25

MSE3 3.2000 1.60728 25

MSP1 3.6400 1.18603 25

MSP2 3.5200 1.29486 25

MSP3 3.6800 1.21518 25

MMDV 2.9600 1.54056 25

ACVC 3.8800 1.16619 25

DAP1 3.4800 1.32665 25

DAP2 3.6400 1.18603 25

IWT1 3.4000 1.35401 25

IWT2 3.2800 1.45831 25

FBTB 3.6000 1.22474 25

DTSS 3.5200 1.32665 25

OQQA 3.4400 1.38684 25

IWGB 3.6800 1.18040 25

SPS1 3.7200 1.24231 25

SPS2 3.0400 1.59374 25

295

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach's

Alpha

MSW1 69.5600 327.590 .829 .938

MSW2 69.6800 319.143 .933 .936

MSW3 69.6000 317.833 .912 .936

MSE1 69.6800 334.727 .589 .942

MSE2 69.3200 339.143 .529 .942

MSE3 69.8400 347.640 .244 .948

MSP1 69.4000 337.250 .602 .941

MSP2 69.5200 321.927 .888 .937

MSP3 69.3600 331.073 .731 .940

MMDV 70.0800 352.910 .166 .949

ACVC 69.1600 330.140 .788 .939

DAP1 69.5600 318.757 .936 .936

DAP2 69.4000 325.833 .879 .938

IWT1 69.6400 321.407 .858 .937

IWT2 69.7600 329.357 .631 .941

FBTB 69.4400 322.590 .927 .937

DTSS 69.5200 329.343 .701 .940

OQQA 69.6000 317.833 .912 .936

IWGB 69.3600 334.407 .673 .940

SPS1 69.3200 344.727 .403 .944

SPS2 70.0000 366.000 -.060 .953

296

Pilot Test

[DataSet1] C:\Users\Syed Yasir Ali\Desktop\Pilot T\New folder\Impact PT.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 25 100.0

Excluded(a) 0 .0

Total 25 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.964 21

297

Item Statistics

Statement(s) / Abbreviation Mean Std. Deviation N

SA 3.3200 1.31403 25

CW 3.5600 1.12101 25

IL 4.0400 1.01980 25

AA 3.3600 1.31909 25

CC 3.4000 1.35401 25

PR 3.7600 1.42244 25

EC 3.5200 1.38804 25

BS 3.4400 1.29357 25

VCHS 3.5600 1.12101 25

VCIC 3.7200 1.02144 25

VCAP 3.7200 1.06145 25

VCLE 3.4000 1.25831 25

VCOC 3.3600 1.31909 25

WTLC 3.5200 1.29486 25

EVM 3.7200 1.13725 25

IPGS 3.6800 1.06927 25

ICEB 3.7600 1.16476 25

LDLH 3.7600 1.30000 25

U4G 2.7600 1.47986 25

ETV 3.5200 1.19443 25

VL 3.9200 1.15181 25

298

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach's

Alpha

SA 71.4800 345.260 .944 .960

CW 71.2400 352.940 .923 .961

IL 70.7600 364.523 .707 .963

AA 71.4400 350.840 .820 .962

CC 71.4000 346.667 .884 .961

PR 71.0400 365.957 .461 .966

EC 71.2800 377.627 .251 .969

BS 71.3600 345.823 .948 .960

VCHS 71.2400 354.607 .882 .961

VCIC 71.0800 357.493 .894 .961

VCAP 71.0800 356.577 .883 .961

VCLE 71.4000 347.583 .936 .960

VCOC 71.4400 350.923 .818 .962

WTLC 71.2800 345.960 .943 .960

EVM 71.0800 357.660 .793 .962

IPGS 71.1200 360.527 .774 .962

ICEB 71.0400 358.957 .742 .963

LDLH 71.0400 354.040 .764 .962

U4G 72.0400 385.040 .101 .971

ETV 71.2800 351.710 .892 .961

VL 70.8800 369.943 .492 .965

299

Appendix – K

Reliability

[DataSet3] C:\Users\Syed Yasir Ali\Desktop\SPSS Reliability\Check list spss-data.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 210 100.0

Excluded(a) 0 .0

Total 210 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.926 30

300

Item Statistics

Statement(s) / Abbreviation Mean Std. Deviation N

Computer / Micro computer 4.8190 .38590 210

Laptops / Tablets 4.6952 .46141 210

On-line labs / computer Laboratory 4.7619 .42694 210

Printer / Access to Printing 4.0524 .54651 210

Projectors (Slide/Multimedia/Data) 4.0667 .42113 210

Scanner (for hard copy to soft) 4.7619 .42694 210

Interactive Boards (Green/White) 3.6048 1.32729 210

Suitable access to network 3.4857 1.35628 210

Access to websites 4.0667 .42113 210

Search Engine (Goggle, Chrome etc.) 4.1143 .47551 210

Word processing (MS Word) 3.7190 1.27625 210

Spreadsheets (MS Excel) 3.5524 1.35887 210

Power point (ppt. format) 3.6810 1.22107 210

Adobe flash (PDF) 3.4857 1.37032 210

Publication / Graphic software 3.5381 1.36286 210

Educational portals 3.6190 1.29689 210

Syllabus available on-line 4.0571 .55040 210

Online (Assignments / Quizzes) 3.4857 1.37381 210

E-mail / Internet or Intranet 3.5857 1.30321 210

Sharing material 3.6286 1.27364 210

301

Video/Tele Conferencing Tools 4.0667 .42113 210

Multimedia Production Tools 4.8190 .38590 210

Data Logging Tools 3.4857 1.37032 210

Computer Simulations / Web Tools 3.5381 1.36286 210

FB/Twitter (For Educational Blogs) 4.8190 .38590 210

Skype/Imo/What apps (Communication) 4.0571 .42254 210

Broad Casting Tools 4.8190 .38590 210

You tube/Tube mate (Educational Video) 4.7619 .54507 210

Wikipedia 4.1810 .38590 210

Mobile internet (2G,3G,4G) 4.5810 .85034 210

302

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach's

Alpha

Computer / Micro computer 117.0905 254.705 .041 .927

Laptops / Tablets 117.2143 256.255 -.075 .928

On-line labs / computer Laboratory 117.1476 255.744 -.042 .928

Printer / Access to Printing 117.8571 255.759 -.040 .928

Projectors (Slide/Multimedia/Data) 117.8429 257.167 -.147 .928

Scanner (for hard copy to soft) 117.1476 254.318 .063 .927

Interactive Boards (Green/White) 118.3048 217.907 .911 .917

Suitable access to network 118.4238 215.537 .954 .916

Access to websites 117.8429 254.133 .078 .927

Search Engine (Goggle, Chrome etc.) 117.7952 255.609 -.032 .928

Word processing (MS Word) 118.1905 221.026 .862 .918

Spreadsheets (MS Excel) 118.3571 215.503 .953 .916

Power point (ppt. format) 118.2286 220.369 .924 .917

Adobe flash (PDF) 118.4238 216.111 .927 .916

Publication / Graphic software 118.3714 217.909 .884 .917

Educational portals 118.2905 220.733 .855 .918

Syllabus available on-line 117.8524 254.203 .048 .928

Online (A / Q) 118.4238 214.973 .956 .916

E-mail / Internet or Intranet 118.3238 219.694 .879 .917

Sharing material 118.2810 222.863 .812 .919

303

Video/Tele Conferencing Tools 117.8429 255.722 -.040 .928

Multimedia Production Tools 117.0905 257.614 -.194 .929

Data Logging Tools 118.4238 216.111 .927 .916

Computer Simulations / Tools 118.3714 217.900 .885 .917

FB/Twitter (Educational Blogs) 117.0905 253.662 .126 .927

Skype/What apps (Communication) 117.8524 256.117 -.070 .928

Broad Casting Tools 117.0905 253.614 .130 .927

You tube/Tube mate (Edu Video) 117.1476 254.911 .008 .928

Wikipedia 117.7286 255.117 .007 .927

Mobile internet (2G,3G,4G) 117.3286 255.475 -.031 .930

304

Reliability

[DataSet1] C:\Users\Syed Yasir Ali\Desktop\SPSS Reliability\Examine spss-data.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 210 100.0

Excluded(a) 0 .0

Total 210 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.974 21

305

Item Statistics

Statement(s) / Abbreviation Mean SD N

Proficiency in use of ICT for word processing (MS Word) 3.5762 1.27786 210

Opening, closing, sorting, saving and creating back-ups of

Word documents, files, archive files & folders

3.5048 1.34928 210

Document search command and spell-check of a

document using keyboard shortcuts

3.4619 1.39410 210

Proficiency in use of ICT for spreadsheets (MS Excel) 3.4905 1.37036 210

Opening, closing, entering, editing and plotting a graph on

spread sheets after that saving on Excel file

3.6381 1.27263 210

Developing and using Arithmetic, Statistical Formulas and

Functions on Excel Sheet for tabulating and analysing data

3.4333 1.46664 210

Proficiency in use of ICT for presentation skills (MS

Power Point)

3.5952 1.33878 210

Opening, closing, creating, selecting, editing, saving and

printing out presentation using default pattern

3.4762 1.37019 210

Create presentation with audio or video clips 3.5952 1.31352 210

Activities, projects and presentations using multimedia,

digital video & audio equipment/software

3.4476 1.48666 210

Proficiency in use of ICT for effective usage of

video/audio conferencing and online lectures

3.7190 1.27625 210

306

Proficiency in use of ICT for databases & Desktop

Publishing applications efficiently

3.5286 1.38054 210

Use worksheets to create databases & layout tools 3.6810 1.22107 210

Expertise in ICT Usage (Internet, Web Tools) efficiently 3.4762 1.38063 210

Efficiency in searching and organizing website etc. 3.5238 1.38063 210

Communicating & participating via discussion forum etc. 3.6048 1.30914 210

Ability to download and installing system/application

software on computer/laptop for effective learning process

3.6048 1.32368 210

Developing and editing online questionnaire &quizzes et 3.4714 1.39089 210

Proficiency in use of ICT for effective usage of interactive

white/green boards

3.5952 1.30987 210

Proficiency in use of ICT for (SPSS, Minitab, Matlab) 3.6190 1.28578 210

Ability to operate applications like (SPSS, Minitab etc.) 3.5524 1.45412 210

307

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach

Alpha

Proficiency in use of ICT for word processing

(MS Word)

71.0190 477.387 .928 .972

Word documents, files, archive files & folders 71.0905 473.872 .939 .971

Document search command and spell-check 71.1333 470.968 .957 .971

Proficiency in use of ICT for (MS Excel) 71.1048 477.616 .857 .972

plotting a graph on spread sheets after that saving

on Excel file

70.9571 482.261 .840 .972

Developing and using Formulas and Functions

on Excel Sheet for tabulating and analyzing data

71.1619 510.797 .270 .978

Proficiency in use of ICT for presentation skills

(MS Power Point)

71.0000 476.584 .897 .972

Presentation using default pattern 71.1190 472.144 .954 .971

Create presentation with audio or video clips 71.0000 477.263 .903 .972

Activities, projects and presentations using

multimedia equipment/software

71.1476 509.581 .284 .978

Proficiency in use of ICT for effective usage of

video/audio conferencing and online lectures

70.8762 481.296 .855 .972

Proficiency in use of ICT for databases 71.0667 471.680 .955 .971

Use worksheets to create databases 70.9143 479.782 .926 .972

Expertise in ICT Usage (Internet, Web Tools) 71.1190 473.971 .914 .972

308

Efficiency in searching and organizing websites 71.0714 476.957 .862 .972

Communicating and participating via discussion

forums, mailing lists, twitter, FB and blogs

70.9905 480.143 .854 .972

Ability to download and installing

system/application software

70.9905 479.617 .853 .972

Developing and editing online questionnaire etc. 71.1238 471.009 .959 .971

Proficiency in use of ICT for interactive boards 71.0000 478.191 .889 .972

Proficiency in use of ICT for (SPSS, Minitab,

Matlab) efficiently for data tabulating

70.9762 483.325 .811 .973

Ability to operate applications like (SPSS,

Minitab etc.) ably and tabulating data on

spreadsheet for finding results

71.0429 519.620 .137 .979

309

Reliability

[DataSet2] C:\Users\Syed Yasir Ali\Desktop\SPSS Reliability\Impact spss-data.sav

Scale: ALL VARIABLES

Case Processing Summary

N % age

Cases Valid 210 100.0

Excluded(a) 0 .0

Total 210 100.0

List wise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.982 21

310

Item Statistics

Statement(s) / Abbreviation Mean SD N

The use of ICTs is helpful in preparing standardized assignments

to get higher scores.

3.4619 1.39410 210

ICTs facilitate collaborative work between students for peer

learning which help in academic achievement.

3.5810 1.27381 210

ICTs promote individual learning outcomes through online

tutorials and computer simulations.

3.7571 1.21516 210

Students' academic achievement can be improved via ICTs as

they concentrate more on their understanding.

3.5048 1.35987 210

ICTs mends class climate as students are more engage and less

disturbing so it deliver best learning condition.

3.4714 1.39776 210

With the help of ICTs learners understand more easily and

complete their projects and reports in time.

3.7143 1.31035 210

The energy crisis in our country is a major problem in using ICTs. 3.4476 1.48021 210

Lack of basic skills competency about computer application is the

cause of failure in use of ICTs.

3.5095 1.35279 210

V/T conferencing evolves more human sense for dynamic

academic achievement results.

3.5286 1.33113 210

Video/Teleconferencing facilitates students for direct and

immediate information in their comprehensions.

3.5857 1.28099 210

Video/Teleconferencing promotes active participation of students

which directly impact on their achievement.

3.6619 1.23543 210

311

Videoconferencing provide better learning environment which

leads best outcomes on academic achievement.

3.5190 1.34560 210

Videoconferencing proves to be effective by joining in online

communities which impact on student's results.

3.4762 1.37716 210

Web tools reduce the gap between teacher and students, so

learning becomes more constructive.

3.5143 1.37729 210

Exploring variety of material in detail is accessible through

internet so it is helpful on learning process.

3.6000 1.31316 210

Internet promotes global standards of education to gain new skills

like online assessment tests.

3.5905 1.29552 210

By the use of ICT tools students create and maintain educational

blogs to solve study related complications.

3.5857 1.34299 210

Lack of digital literacy in use of ICTs creates hesitation during

internet and web surfing.

3.5857 1.33226 210

4G services in remote areas creates hurdles in surfing thru ICTs. 3.3619 1.49720 210

ETV promotes two-way communication 3.5905 1.32112 210

ICT tools facilitate students to access virtual libraries 3.6381 1.27263 210

312

Item-Total Statistics

Statement(s) / Abbreviation Scale

Mean

Scale

Variance

Total

Correlation

Cronbach's

Alpha

The use of Information and communication

technologies (ICTs) is helpful in preparing

standardized assignments to get higher scores.

71.2238 521.868 .974 .980

Information and communication technologies

(ICTs) facilitate collaborative work between

students which help in academic achievement.

71.1048 528.199 .957 .981

Information and communication technologies

(ICTs) promote individual learning outcomes

through online tutorials

70.9286 536.947 .842 .982

Students' academic achievement can be

improved via ICTs as they concentrate more

71.1810 529.536 .870 .981

ICTs mends class climate as students are more

engage and less disturbing

71.2143 523.739 .940 .981

With the help of ICTs learners understand more

easily and complete their projects in time.

70.9714 535.951 .794 .982

The energy crisis is a major problem 71.2381 565.512 .258 .987

Lack of basic skills competency about computer

application is the cause of failure in use of ICTs.

71.1762 524.797 .955 .981

Video/Tele conferencing evolves more human

sense for dynamic academic achievement results.

71.1571 525.626 .958 .981

313

Video/Teleconferencing facilitates students for

direct and immediate information

71.1000 528.913 .938 .981

Video/Teleconferencing promotes active

participation of students

71.0238 530.999 .936 .981

Videoconferencing provide better learning

environment

71.1667 524.695 .963 .981

Videoconferencing proves to be effective by

joining in online communities

71.2095 526.013 .917 .981

Web tools reduce the gap between teacher and

students, so learning becomes more constructive.

71.1714 523.234 .964 .981

Exploring variety of material is accessible

through internet so it is helpful on learning

71.0857 528.021 .930 .981

Internet promotes global standards of education

to gain new skills like online assessment tests.

71.0952 529.933 .909 .981

By the use of ICTs based tools students create

and maintain educational blogs

71.1000 527.956 .909 .981

Lack of digital literacy creates hesitation 71.1000 527.870 .918 .981

4G services in remote areas create hurdles in

surfing through ICTs.

71.3238 566.344 .242 .987

Educational television promotes two-way

communication

71.0952 528.249 .920 .981

ICTs facilitate students to access virtual libraries 71.0476 534.333 .848 .982