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
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
xv
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
xxii
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
xxiii
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.
16
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.
17
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
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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.
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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
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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
124
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
126
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).
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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
136
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
201
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.
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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:[email protected]
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
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
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