SCHOOL - A CASE ANALYSIS OF ICT ENABLED EDUCATION PROJECT IN KERALA

Transcription

1 CHAPTER V IT@ SCHOOL - A CASE ANALYSIS OF ICT ENABLED EDUCATION PROJECT IN KERALA 5.1 Analysis of primary data collected from Students Objectives Hypotheses Findings of the Study among Students 5.2 Analysis of Primary Data Collected from Teachers Objectives Hypotheses Findings of the Study among Teachers

2 SCHOOL - A CASE ANALYSIS OF ICT ENABLED EDUCATION PROJECT IN KERALA IT@School Project IT@School is a major ICT enabled education project implemented in the State by the Government of Kerala. An empirical study was conducted among high school students and teachers in three districts, namely, Kottayam, Ernakulam and Thrissur through sample surveys using validated and standardized questionnaires Convenience sampling was used in selecting 450 students and 360 teachers into the respective samples. Sample units are equally distributed among the three districts. Objectives and hypotheses have been set separately for the analysis of primary data collected from students and that from teachers. 5.1 Analysis of Primary Data Collected from Students Field survey was conducted among students of the study area with the following analytical objectives Objectives 1. To examine the impact of the variables (1) computer usage, (2) use of ICT, (3) attitudes of students and (4) ICT aided learning on the effectiveness of ICT enabled education through IT@School project 2. To explore whether socio-economic and demographic variable like gender, locality and district have any impact on the ICT related variables 3. To identify the role of professional training or previous knowledge in computer applications in the accepting the ICT environment in class rooms 4. To verify how far the variables - computer usage, use of ICT, attitudes of students and ICT aided learning influences the level of acceptance of ICT by the students 5. To identify the possible benefits emerging from the use of ICT in the learning teaching process 6. To explore the relationship between ICT acceptance and benefits 135

3 7. To identify the various barriers faced by the student community in the ICT enabled learning process and environment Hypotheses The hypothetical propositions for the study in the case of students are given below. Hypothesis 1 H0 there is no positive relationship between ICT acceptance and benefits H1 there is a positive relationship between ICT acceptance and benefits Hypothesis 2 H0 Computer usage has no positive impact on ICT acceptance H1- Computer usage has a positive impact on ICT acceptance Hypothesis 3 H0 Use of ICT tools has no positive impact on ICT acceptance H1 - Use of ICT tools has a positive impact on ICT acceptance Hypothesis 4 H0 Attitude of students toward ICT enabled learning has no positive impact on ICT acceptance H1 - Attitude of students toward ICT enabled learning has a positive impact on ICT acceptance Hypothesis 5 H0 ICT aided learning has no positive impact on ICT acceptance H1 - ICT aided learning has a positive impact on ICT acceptance Hypothesis 6 H0 Demographic and socio-economic variables like gender, locality and district have no positive impact on various ICT related variables H1 - Demographic and socio-economic variables like gender, locality and district have a positive impact on various ICT related variables 136

4 Analysis of the opinion of students about the use of ICT in class rooms and the level of ICT acceptance by the students is based on the following independent variables computer usage, use of ICT tools, attitude of students, and ICT aided learning. It also aims at identifying the barriers which inhibits the effective application of ICT in class rooms. The questionnaires were administrated to the 450 high school students of the Kottayam, Ernakulum and Thrissur districts of Kerala. The following are the socio economic characteristics of the students selected. Table 5.1: Characteristics of Students participated in the survey Characteristic Level Frequency Percent Gender Male Female Locality of school Municipality Panchayat Professionally trained or Yes Previous Knowledge No For evaluating the effectiveness of the variables - Computer usage, Use of ICT tools, Attitude of students, and ICT aided learning, the score of a person for these variables have been calculated as the sum of the scores of questions asked under each these variables. Based on this, the mean score of the 450 respondents for the five variables, its Coefficient of variation, and the mean percentage score have been calculated. To study the level of effectiveness, we divide the score of the variables into four groups as low or poor if the mean % score is less than 35, average if the mean % score is between 35 to 50, medium or good if the mean % score lies in the interval 50 to 75 and high or excellent if the mean % score is above 75. The following table, 5.2, gives the Mean, SD, Mean % Score, and CV of the variables considered. 137

5 Table 5.2 Mean, SD, Mean % Score and CV Variables Mean SD Max. Score Mean% score Computer usage Use ICT tools Attitude of students Benefits ICT aided learning CV Based on the mean percentage score, the effectiveness of the variables - computer usage, use of ICT tools and ICT aided learning are good or medium since their mean % score is in between 50 to 75 %, whereas the attitude of the students can be marked as excellent since the mean score this variable is greater than 75% (objective no. 1). Next objective is to verify whether Socio-economic and demographic characteristic of the students play any significant role in influencing the variables - computer usage, Use of ICT tools, attitude and ICT aided learning. An independent sample Z-test was conducted to compare the mean scores of these variables by gender (male vs. female), and locality. One-way between-groups analysis of variance was conducted to identify whether the scores of ICT acceptance variables differ among districts. The results are exhibited in table 5.3, 5.4 and 5.5. The tests show significant difference among attitude and ICT aided learning and team work in the case of Districts and for all the four variables between males and females. But no such difference occurs in the case of locality of their school (objective no. 2). 138

6 Table 5.3 Means and Standard Deviations and F value for District Variable District N Mean Std. Deviation F P Kottayam computer usage Ernakulam Thrissur Kottayam Use ICT tools Ernakulam Thrissur Kottayam Ernakulam Attitude Thrissur Kottayam ICT aided learning Ernakulam and team work Thrissur The mean scores indicate that Ernakulam has a slight advantage over other districts in the case of computer usage, but the F test indicates that it is only a sample characteristic as the p value is more than Use of ICT tools in class room is high in Kottayam district, but not significant as the p value of the F test is more than Attitude of students is slightly high in Thrissur district compared to other district, which is significant since the p value of the F test is less than ICT aided learning and team work is high in Ernakulam district and it is significant since the p value of F test is less than

7 Table 5.4 Means and Standard Deviations and F value for Gender Variable Gender N Mean Std. Deviation Z P Computer usage Male <0.001 Female Use ICT tools Male Female Attitude Male Female ICT aided Male <0.001 learning Female Mean score of the variables on the basis of gender classification shows that computer usage and usage of ICT in class room is high in the case of boys (males), while girls have a more positive attitude or inclination towards ICT enabled learning and has a high mean score with regard to ICT aided learning and team work, which mean that girls enjoy ICT enabled classes more than boys. It is evident from the table 5.5 that there is no marked difference in mean scores of the variables, in the locality wise classification. Table 5.5 Means and Standard Deviations and F value for Locality Variable Locality N Mean Std. Deviation Computer usage Municipality Panchayat Use ICT tools Municipality Panchayat Attitude Municipality Panchayat ICT aided Municipality learning Panchayat Z P

8 It is important to know whether professional training in computer applications has any role in the accepting the ICT environment in the class. An independent sample Z test is carried out to verify the role of professional training in the accepting the ICT. The result is exhibited in Table 5.6. From the table, we can observe that the mean score of ICT acceptance variable is significantly more for those who have previous or some professional training in computer applications than those do not have. So we can conclude that the professional training or previous knowledge on computer application is having a high positive impact on ICT acceptance (objective no.3). Table 5.6 Means and Standard Deviations and F value for Professional training Variable Professionally Std. N Mean trained Deviation Computer Yes usage No Use ICT tools Yes No Attitude Yes No ICT aided Yes learning No Z P < < < To verify how far the listed variables - computer usage, use of ICT, attitudes of students and ICT aided learning influence the level acceptance of ICT among students, we use Confirmatory Factor Analysis (CFA), since the ICT Acceptance is not measured directly. CFA is used to identify the factors which positively influence the level of ICT acceptance. Those factors, with regression coefficients greater than 0.4, are influencing ICT acceptance. The results are exhibited in Table 5.7 (objective no.4). 141

9 0.377 A Case Analysis Table-5.7 The regression Coefficients ICT Acceptance ICT Dependent Variable Acceptance Independent Variable Regression Coefficient Rank Level of computer usage Use ICT tools in class Attitude ICT aided learning and team work ICT Acceptance Level of computer usage Use ICT tools in class Attitude ICT aided learning and team work Fig 5.1 Factors influencing ICT Acceptance It is clear, from table 5.7, that the identified variables - computer usage, use of ICT tools, and attitudes of students- have positive impact on ICT acceptance. These three factors are very prominent in influencing the level of ICT acceptance by students. But the variable, ICT aided learning and team work, is not influencing the level of ICT acceptance. This is shown in the below figure

10 The benefits the students are getting from ICT enabled learning- teaching have been examined. We use structural equation model to evaluate the benefits of ICT based education. The result of the analysis is presented in Table 5.8. Table-5.8 The regression Coefficients ICT Benefits Dependent Variable Benefits Independent Variable Technology enabled class room gave opportunity to interact, provide assistance and share ideas ICT enabled learning complimented ideas and supplied more inputs to make work more concrete and clear ICT enabled learning increased ability to communicate and to take criticism in the right spirit Technology based learning has improved or increased self-esteem and confidence Technology enabled learning will help to acquire skills for your career aspirationsand achievements of personal goals. There is no judgment by the technology of a student s brightness, and its presence encourages active engagement and participation of students Regression Coefficient Rank From the table it is clear that all the variables listed have possible benefits emerging from the ICT enabled teaching-learning process (objective no.5). Among them, the most important benefits are the following. It Improves or increases self-esteem of students and their confidence. It compliments ideas and supply more inputs to make work more concrete and clear. It helps in acquiring skills for career achievements 143

11 Following figure 5.2 will give a clear picture. Opportunity to interact, provide assistance and share ideas make work more concrete and clear Increases the ability to communicate Benefits Increases the self-esteem and confidence Helps to acquire skills, for career aspirations Encourages active engagement Fig 5.2 Factors influencing ICT Benefits Table 5.9: Correlation Coefficients ICT Acceptance and benefits Variables Correlation Lower bound Upper bound Z P Acceptance and benefits <0.001 Now we check whether the ICT Acceptance has any positive impact on benefit. Since both variables are qualitative in nature we use the CFA based 144

12 correlation analysis to find out the correlation. The result of the analysis shows a positive correlation between two variables and is presented in table Level of computer usage ICT Acceptance Use ICT tools in class Attitude ICT aided learning and team work Benefits Opportunity to interact, provide assistance and share ideas Make work more concrete and clear Increased ability to communicate Increased self-esteem and confidence Help to acquire skills for career aspirations Encourages active engagement Fig 5.3 Relation between ICT Acceptance and benefits 145

13 From table 5.9 the correlation is found to be which indicates a significant positive relationship between two variables. This is shown in the figure 5.3 as well. Now we use the structural model equation to evaluate the effect of the independent variables - computer usage, use ICT tools, student attitude and ICT aided learning towards the dependent variable benefit. The result of the analysis is exhibited in table We can conclude that the entire four variables have positive impact on benefits. Among the four variables, the Use of ICT tool is most important and proactive in influencing the benefits (objective no. 6). Table-5.10: Regression Coefficients ICT Acceptance Dependent Variable Benefits Independent Variable Regression Coefficient Level of computer usage Use ICT tools in class Attitude of students ICT aided learning Level of computer usage Use ICT tools in class Attitude ICT aided learning and team work Benefits Fig: 5.4 influences on ICT benefits 146

14 Another important objective of the study is to find out the main barriers of the information and communication technology enabled education in the state of Kerala. The structural equation model is adopted to find out the main barriers and the result is exhibited in Table Table 5.11 Regression Coefficients ICT Barriers Dependent Variable Barrier Independent Variable Regression Coefficient Rank Limited knowledge of computers Limited access to the computer lab Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Lack of interest among students Lack of computer based materials Inflexible teaching methods Lack of adequate technical support Better teaching takes place without technology It is costly in terms of resources, time effort Demands too much time be spent on technical problems. The factors whose regression coefficient greater than 0.4 is taken as the important barriers of which reduces the effectiveness of ICT s application in education in the state of Kerala. Accordingly from the students view point all the identified factors are barriers of ICT enabled education in Kerala. Among them the top five are the following (objective no.7). Lack of technical support Better teaching takes place without technology It is costly in terms of resources Curricular restrictions Limited access to the computer lab

15 Limited knowledge of computers Limited access to the computer lab Barrieres Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Lack of interest among students Lack of computer based materials Inflexible teaching methods Lack of adequate technical support Better teaching takes place without technology It is costly in terms of resources, time effort. Demands too much time be spent on technical problems Fig 5.5 Factors influencing barriers 148

16 Analysis of primary data collected from students, with the support of tables and figures given above fulfills the stated objectives. At the same time, the alternatives of all the hypotheses 1-6 have been proved. In fact, hypotheses are meant to explain and complement the objectives. The hypothetical statements proved in the analysis are given below. - There is a positive relationship between ICT acceptance and benefits. - Computer usage has a positive impact on ICT acceptance. - Use of ICT tools has a positive impact on ICT acceptance. - Attitude towards ICT enabled learning has a positive impact on ICT acceptance - ICT aided learning has a positive impact on ICT acceptance. - Demographic and socio-economic variables like gender, locality and district have a positive impact on various ICT related variables Findings of the Study among Students Based on the mean percentage score, the effectiveness of the following variables - computer usage, use of ICT tools and ICT aided learning are good or medium since their mean % score is in between 50 to 75 %, whereas the attitude of the students can be marked as excellent since the mean score is greater than 75%. In a district wise analysis, scores of attitude and ICT aided learning and team works vary significantly. The mean score indicate that Ernakulam has slight advantage over other district in the case of computer usage but the F test indicate that it is only a sample characteristic as the p value is more than Use of ICT tools in class room is high in Kottayam district, but not that significant since the p value of the F test is more than 0.05 Attitude of students is slightly high in Thrissur district compared to other district, which is significant since the p value of the F test is less than

17 ICT aided learning and team work is high in Ernakulam district and the same is significant since the p value of F test is less than Computer usage and use of ICT tools are significantly high for boys than girls, but a reverse trend is observed in the case of attitudes, benefits and ICT aided learning and team work. Girls have a more positive attitude or inclination towards ICT enabled learning and has a high mean score with regard to ICT aided learning and team work, which means they are enjoying ICT, enabled class more than boys. Computer usage, use of ICT tools, attitudes toward ICT enabled class, are high for professionally trained or those who are having some knowledge in computer application than the others. Measured variables like computer usage; use of ICT tools and attitudes of students has a positive impact on the level ICT acceptance. But the variable ICT aided learning is not influencing the level of ICT acceptance. Among the possible benefits emerging from the ICT enabled teaching-learning process, following are very significant It Improves or increases the self-esteem and confidence. It compliments ideas and supply inputs to make work more concrete and clear. It helps in acquiring skills for career achievements. The correlation between the level of ICT Acceptance and the benefits is identified as 0.570, which indicate that there is a significant positive relationship between two variables. Another important finding is that the independent variables - computer usage, Use ICT tools, Student Attitude and ICT aided learning has a very positive impact on the dependent variable- benefit. Among the four, the most important is the use of ICT tool, which is a proactive factor influencing the benefits. Students identified all the listed factors as barriers of ICT enabled education in Kerala. Among them the most significant are the following. Lack of technical support Better teaching takes place without technology It is costly in terms of resources 150

18 Curricular restrictions Limited access to the computer lab 5.2 Analysis of Primary Data Collected from Teachers The primary data collected from teachers include their understanding and opinions about student performance and theirown in relation to ICT enabled teachinglearning processes. The underlying field survey was conducted with the following objectives Objectives 1. To evaluate the usage of computers by the students, benefits of use of ICT in class room and student attitudes in the class and outcome of ICT enabled teaching 2. To know whether training on ICT application to teachers and basic computer knowledge of teachers leads to better use of ICT application in teaching process leading to better outcome 3. To explore whether socio-economic and demographic features have any impact on the identified variables 4. To identify the barriers which inhibits the effective application of ICT in teaching-learning process The hypothetical propositions for the study in the case of teachers are given below. Hypothesis 1 H0 Usage of computer by students has no positive impact on the outcomes of ICT enabled teaching H1 Usage of computer by students has a positive impact on the outcomes of ICT enabled teaching Hypothesis 2 H0 Use of ICT in class room has no positive impact on the outcomes of ICT enabled teaching. H1 - Use of ICT in class room has a positive impact on the outcomes of ICT enabled teaching 151

19 Hypothesis 3 H0 Student attitude and class room atmosphere has no positive impact on outcomes of ICT enabled learning H1 Student attitude and class room atmosphere has a positive impact on outcomes of ICT enabled learning Hypothesis 4 H0 - Basic computer knowledge and training in ICT has no positive impact on outcomes of ICT enabled learning H1 - Basic computer knowledge and training in ICT has a positive impact on outcomes of ICT enabled learning Hypothesis 5 H0 Socio economic and demographic factors has no significant impact on the variables identified H1 Socio economic and demographic factors has a significant impact on the variables identified The main objective is to analyze the opinion of teachers about the use of ICT in class room by students, student attitudes in the ICT enabled class and class room atmosphere and to examine whether they lead to effective teaching-learning process in the form of outcomes. The study also analyzes, whether training on ICT application to teachers and basic computer knowledge of teachers lead to better ICT enabled teaching-learning process in the form of outcome and identifies the barriers, which inhibit the effective application of ICT in class rooms. The questionnaires were administrated to the 360 high school teachers of the Kottayam, Ernakulum and Thrissur districts of Kerala. The following (table 5.12) are the socio economic characteristics of the teachers selected. Among the respondents about 74% of teachers are female and 26 % are males. Majority of the teachers (93.9%) are in the age group of years. Majority of the teachers (82.8%) are working in the panchayat area and remaining 17.2% of the teachers are working in the municipal area percent of teachers have higher educational qualification than PG. Among the respondents 25% have teaching experience less than one year, 42.2 percent have a teaching experience of 5 to 10 years, 28.9 percent have a professional experience of 10 to 15 years and only

20 percent have experience more than 15 years. 30 percent of the teachers have received professional training on computers. First objective of the study is to evaluate the variables - usage of computers by the students, benefits of use of ICT in class room, student s attitudes in the class and the possible outcomes of ICT enabled teaching learning process. As in the case of students, here also, we evaluate the effectiveness of the variables - usage of computers by the students, benefits of use of ICT in class room, student s attitudes in the class and the possible outcomes of ICT enabled teaching learning process. This was done by identifying the mean % score of each of the variable. Also a one sample Z test is carried out to test the significance of the effectiveness. The following table 5.13 gives the Mean, SD, Mean % Score, CV and Z value of the variables considered. Table 5.12 Characteristics of teachers participated in the survey Characteristic Level Frequency Percent Gender Male Female Age years years Urban Area Semi urban ,0 Rural Locality of working Municipality Panchayat Educational MA/MSc qualification MPhil Less than 1 year Teaching service 5-10 years years years or more Professionally trained Yes No

21 Table 5.13 Mean, SD, Mean % Score and Z value Variable Mean SD Mean p Maximum % CV Z value score score Usage of computers by <0.001 students Reasons for the use of ICT <0.001 Student attitudes and class room atmosphere <0.001 Outcomes <0.001 Based on the mean percentage score a high level of usage of computer exists among the students as its mean percentage score is greater than 76.67%. Similarly high levels of acceptance exist for the variables, reasons for the use of ICT, student attitudes and their possible outcomes as their mean percent score is greater than 75% (objective no. 1). The Coefficient of variation of all the variables indicates a high stability among the respondents. An independent sample Z test is conducted to test whether the sample information that observed exist in the population or to verify that the mean percentage score of ICT variables are less than 75% (medium) percent of the maximum possible score against it is greater than 75% (High). The result of the above test indicates that whatever we observe in the sample hold in the population also. The second objective is to evaluate the effect of ICT teaching on the identified outcomes. Pearson Correlation is used to analysis the relationship between the two variables which were interval-scaled and ratio-scaled. Correlation coefficient reveals the magnitude and direction of relationships which are suitable for hypothesis testing. 154

22 Table 5.14 Correlation coefficient of ICT variables with outcome Variables Correlation Lower bound Upper bound Use of computers <0.001 Reasons for the use of ICT <0.001 Student attitudes and class room atmosphere <0.001 Z P From the above table 5.14, all the ICT variables - computer usage by students, reasons for the use of ICT and student attitudes have a significant positive correlation with the identified outcomes of ICT enabled teaching. Since the variables are found to be correlated, structural equation model is used to evaluate the effect of the independent variables - computer usage by students, reasons for the use of ICT and student attitudes on the dependent variable possible outcome of ICT enabled teaching (objective no.2). In Table 5.15 we present the regression coefficients (also see figure 5.6). Table-5.15 Regression Coefficients for students Dependent Variable Independent Variable Regression Coefficient Use of computers Outcome of ICT Reasons for the use of ICT Enabled teaching Student attitudes Since the regression coefficient for all the variables are more than 0.4, they are positively influencing the outcome. 155

23 Use of computers Reasons for the use of ICT Student attitudes and class room atmosphere Outcome Fig 5.6 Regression Coefficients for students The next objective is teacher centered and to check whether the computer literacy of the teachers and the ICT training will lead to a better outcome. Structural equation model is used for the same. The standardized regression coefficient is presented in Table 5.16 and figure 5.7. Since the regression coefficients are greater than 0.4, computer literacy of the teachers and ICT training lead to a better outcome. Table-5.16 Regression Coefficients for teachers Dependent Variable Independent Variable Regression Coefficient Outcome of ICT Basic computer literacy 2.68 Enabled teaching Training

24 From the table 5.16 the most influencing factor for the better out come is the Basic computer literacy of the teachers. Also training has a positive impact on outcome. Basic Computer Literacy Outcome Training Fig 5.7 Regression Coefficients for teachers The next objective is to verify whether Socio-economic and demographic characteristic of the teachers play any significant role in basic computer knowledge and training. An independent sample Z-test is conducted to compare the mean scores of Basic computer literacy and ICT training by gender (male vs. female), age group, locality, educational qualification and professional training, and a one-way betweengroups analysis of variance was conducted to explore the impact of area, teaching experience, appointment nature and teaching subject. The results are exhibited in Table 5.17 and

25 Table 5.17 Means and Standard Deviations and F/Z value Basic Computer literacy Characteristics Level N Mean Std. Deviation Z or F P Kottayam District Ernakulum <0.001 Thrissur Urban Area Semi urban <0.001 Rural Municipality Locality Panchayat <0.001 Male Gender Female <0.001 Age years years <0.001 Educational MA/Msc qualification Mphil Less than 1 year years <0.001 Teaching service years years or more The test shows that there is significant difference exists between Basic computer literacy, in the case of gender, where males are more computer literate than females. The teachers in the municipal area are more computer literate. Computer literacy varies significantly with regard to age, locality, area, and teaching experience (objective no.3) 158

26 Table 5.18 Mean Standard Deviation and F/Z value Level of Training Characteristics Level N Mean Std. Deviation Z or F P Kottayam District Ernakulum Thrissur Urban Area Semi urban <0.001 Rural Municipality Locality Panchayat <0.001 Male Gender Female <0.001 Age years years Educational MA/Msc qualification MPhil Less than 1 year Teaching service 5-10 years < years years or more As per the table values, level of training differs in all the cases except in the case of District and educational qualification. 159

27 A performance evaluation question was asked to the respondents to find out the important characteristics of ICT enabled learning environment in the state of Kerala. A weighted average method is adopted to rank the characteristic and the result is exhibited in Table Table 5.19 Characteristics of ICT enabled Teaching and its application in Teaching Characteristics Mean Rank For better Communication & interaction For Collecting variety of data For Contests and Competitions For Simulating topics For Voice & video Simulation of topics and concepts is the most characteristic feature of the ICT enabled teaching process followed by the featuresvoice & video and for Contests and Competitions. The study also finds out the barriers which inhibit the application of information and communication technology in the field of education in Kerala state. Since the barriers are not measured, structural equation model has been adopted for the analysis and the results are exhibited in Table 5.20 and illustrated in figure

28 Table 5.20 Regression Coefficients ICT Barriers Dependent Variable Independent Variable Limited knowledge of computers Regression Coefficient Limited access to the computer lab Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Barrier Lack of interest among students Lack of computer based materials Inflexible teaching methods Lack of adequate technical support Better teaching takes place without technology It is costly in terms of resources, time effort Demands too much time be spent on technical problems The factors, whose regression coefficient greater than 0.4 is taken as the main barriers of information and communication technology enabled education in the state of Kerala (objective 4). Following are the important factors. Inflexible teaching methods Lack of technical support Better teaching without technology Cost in terms of resource, time and effort Time gap in solving technical problems 161

29 Limited knowledge of computers Limited access to the computer lab Barrieres Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Lack of interest among students Lack of computer based materials Inflexible teaching methods Lack of adequate technical support Better teaching takes place without technology It is costly in terms of resources, time effort. Fig 5.8 Factors influencing barriers Demands too much time be spent on technical problems 162

30 Analysis of primary data collected from teachers, with the support of tables and figures given above fulfills the stated objectives. The alternatives of all the hypotheses 1-5 have been proved. The hypothetical propositions, which explain and complement the objectives, are the following. Usage of computer by students has a positive impact on the outcomes of ICT enabled teaching. Use of ICT in class room has a positive impact on the outcomes of ICT enabled teaching. Student attitude and class room atmosphere has a positive impact on outcomes of ICT enabled learning. Basic computer knowledge and training in ICT has a positive impact on outcomes of ICT enabled learning. Socio economic and demographic factors has a significant impact on the variables identified Findings of the Study among Teachers High level of usage of computer exists among the students as its mean percentage score is greater than 76.67%. Similarly there is also a high level of acceptance to the various reasons for the use of ICT, student attitudes and the sub variables of possible outcomes of ICT enabled teaching-learning process. The Coefficient of variation of all the variables indicates a high stability in opinions raised by the respondents. Evaluation by the statistical tools also proved that whatever observed in the sample will hold in the population also. Independent variables - computer usage by students, reasons for the use of ICT and student attitudes have a significant positive correlation with the identified outcomes of ICT enabled teaching, which is the dependent variable. Since the regression coefficient for all the independent variables are more than 0.4, they are positively influencingthe dependent variable, the positive outcome of ICT enabled teaching. Since the regression coefficients are greater than 0.4, computer literacy of the teachers and ICT training leads to a better impact on the identified outcomes of ICT enabled teaching learning process. 163

31 The test shows that there exists significant difference between basic computer literacy, in the case of gender, where male teachers are more computer literate than females. The teachers in the municipal area are more computer literate. Computer literacy varies significantly with regard to age, locality, area, and teaching experience. As per the table values, training differs in all the cases except in the case of District and educational qualification. ICT tools are used frequently for simulation of topics and concepts, which is considered as the important characteristic feature of the ICT enabled teaching process followed by the featuresvoice & video and for contests and competitions. According to teachers following are the important factors which restrict the ICT enabled teaching- learning process. Inflexible teaching methods Lack of technical support Better teaching without technology Costly in terms of resources, time effort Time gap in solving technical problems 164