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

CHAPTER V IT@ SCHOOL - A CASE ANALYSIS OF ICT ENABLED EDUCATION PROJECT IN KERALA 5.1 Analysis of primary data collected from Students 5.1.1 Objectives 5.1.2 Hypotheses 5.1.2 Findings of the Study among Students 5.2 Analysis of Primary Data Collected from Teachers 5.2.1 Objectives 5.2.2 Hypotheses 5.2.3 Findings of the Study among Teachers

IT@ 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. 5.1.1 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

7. To identify the various barriers faced by the student community in the ICT enabled learning process and environment 5.1.2 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

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 180 40 Female 270 60 Locality of school Municipality 75 16.7 Panchayat 375 83.3 Professionally trained or Yes 108 30.0 Previous Knowledge No 252 70.0 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

Table 5.2 Mean, SD, Mean % Score and CV Variables Mean SD Max. Score Mean% score Computer usage 41.28 9.77 75.00 55.04 23.66 Use ICT tools 43.02 10.03 70.00 61.46 23.31 Attitude of students 38.54 5.09 50.00 77.08 13.22 Benefits 21.30 3.94 30.00 71.00 18.50 ICT aided learning 25.44 5.90 40.00 63.60 23.20 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

Table 5.3 Means and Standard Deviations and F value for District Variable District N Mean Std. Deviation F P Kottayam 150 40.64 9.22 computer usage Ernakulam 150 42.75 10.48 2.592 0.076 Thrissur 150 40.45 9.45 Kottayam 150 44.49 10.42 Use ICT tools Ernakulam 150 42.81 9.83 2.844 0.059 Thrissur 150 41.76 9.70 Kottayam 150 38.15 4.27 Ernakulam 150 37.77 6.87 6.175 0.002 Attitude Thrissur 150 39.70 3.27 Kottayam 150 25.17 5.88 ICT aided learning Ernakulam 150 26.39 5.43 and team work Thrissur 150 24.75 6.28 3.154 0.044 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 0.05. 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 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 0.05. 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 0.05. 139

Table 5.4 Means and Standard Deviations and F value for Gender Variable Gender N Mean Std. Deviation Z P Computer usage Male 180 43.35 10.01 3.723 <0.001 Female 270 39.90 9.37 Use ICT tools Male 180 44.25 11.45 2.133 0.033 Female 270 42.20 8.88 Attitude Male 180 37.60 6.98-3.230 0.001 Female 270 39.17 3.15 ICT aided Male 180 23.40 5.50-6.233 <0.001 learning Female 270 26.80 5.78 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 75 40.93 9.64 Panchayat 375 41.35 9.80 Use ICT tools Municipality 75 44.36 9.74 Panchayat 375 42.75 10.07 Attitude Municipality 75 38.56 4.90 Panchayat 375 38.54 5.14 ICT aided Municipality 75 25.69 6.05 learning Panchayat 375 25.39 5.88 Z P -0.336 0.737 1.269 0.205 0.037 0.970 0.407 0.684 140

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 108 47.33 8.12 usage No 342 39.37 9.47 Use ICT tools Yes 108 48.42 7.50 No 342 41.32 10.13 Attitude Yes 108 40.25 5.29 No 342 38.00 4.92 ICT aided Yes 108 24.92 4.59 learning No 342 25.61 6.26 Z P 7.873 <0.001 6.725 <0.001 4.071 <0.001-1.057 0.291 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

0.377 IT@School: A Case Analysis Table-5.7 The regression Coefficients ICT Acceptance ICT Dependent Variable Acceptance Independent Variable Regression Coefficient Rank Level of computer usage 0.998 1 Use ICT tools in class 0.782 2 Attitude 0.541 3 ICT aided learning and team work 0.377 4 ICT Acceptance 0.998 0.782 0.541 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 5.1. 142

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 0.570 4 0.845 2 0.416 6 0.945 1 0.610 3 0.419 5 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

Following figure 5.2 will give a clear picture. Opportunity to interact, provide assistance and share ideas 0. 5 7 0 0. 8 4 5 0. 4 1 6 make work more concrete and clear Increases the ability to communicate Benefits 0. 9 4 5 0. 6 1 0 0. 4 1 9 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 0.570 0.549 0.591 14.684 <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

correlation analysis to find out the correlation. The result of the analysis shows a positive correlation between two variables and is presented in table 5.9. 0. 9 9 8 Level of computer usage ICT Acceptance 0. 7 8 2 0. 5 4 1 Use ICT tools in class Attitude 0. 3 7 7 ICT aided learning and team work 0. 5 7 0 Benefits 0. 57 0 0. 84 5 0. 41 6 0. 945 0. 61 0 0. 41 9 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

From table 5.9 the correlation is found to be 0.570 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 5.10. 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 2.345 Use ICT tools in class 2.539 Attitude of students 1.290 ICT aided learning 1.495 Level of computer usage 2.345 Use ICT tools in class Attitude ICT aided learning and team work 2.539 1.290 1.495 Benefits Fig: 5.4 influences on ICT benefits 146

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 5.11. Table 5.11 Regression Coefficients ICT Barriers Dependent Variable Barrier Independent Variable Regression Coefficient Rank Limited knowledge of computers 0.495 13 Limited access to the computer lab 0.598 5 Lack of school support 0.588 6 Curricular restrictions 0.631 4 Limited Time 0.554 8 Lack of computer skills of students 0.515 11 Lack of interest among students 0.578 7 Lack of computer based materials 0.549 9 Inflexible teaching methods 0.499 12 Lack of adequate technical support 0.829 1 Better teaching takes place without technology 0.799 2 It is costly in terms of resources, time effort. 0.642 3 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 147 0.540 10

Limited knowledge of computers Limited access to the computer lab Barrieres 0.495 0.598 0.588 0.631 0.554 0.515 0.578 Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Lack of interest among students 0.549 0.499 Lack of computer based materials 0.829 0.799 Inflexible teaching methods 0.642 0.540 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

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. 5.1.3 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 0.05. 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 0.05. 149

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 0.05. 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

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. 5.2.1 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 5.2.2 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

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 30-40 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. 13.3 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 3.9 152

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 94 26.1 Female 266 73.9 Age 30-40 years 338 93.9 41-50 years 22 6.1 Urban 74 20.6 Area Semi urban 126 35,0 Rural 160 44.4 Locality of working Municipality 62 17.2 Panchayat 298 82.8 Educational MA/MSc 312 86.7 qualification MPhil 48 13.3 Less than 1 year 90 25.0 Teaching service 5-10 years 152 42.2 10-15 years 104 28.9 15 years or more 14 3.9 Professionally trained Yes 108 30.0 No 252 70.0 153

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 38.33 4.47 50.00 76.67 11.66 3.536 <0.001 students Reasons for the use of ICT 49.64 4.89 60.00 82.74 9.85 18.031 <0.001 Student attitudes and class room atmosphere 24.12 2.30 30.00 80.41 9.54 13.398 <0.001 Outcomes 40.48 3.36 50.00 80.97 8.30 16.853 <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

Table 5.14 Correlation coefficient of ICT variables with outcome Variables Correlation Lower bound Upper bound Use of computers.546 0.521 0.571 12.331 <0.001 Reasons for the use of ICT.550 0.525 0.575 12.460 <0.001 Student attitudes and class room atmosphere.560 0.536 0.584 12.789 <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 1.331 Outcome of ICT Reasons for the use of ICT 1.455 Enabled teaching Student attitudes 0.684 Since the regression coefficient for all the variables are more than 0.4, they are positively influencing the outcome. 155

Use of computers 1. 3 3 1 Reasons for the use of ICT Student attitudes and class room atmosphere 1. 4 5 5 0. 6 8 4 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 1.26 156

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 2. 6 8 1. 2 6 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 5.18. 157

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 120 49.45 9.35 District Ernakulum 120 49.93 9.29 22.545 <0.001 Thrissur 120 56.07 6.60 Urban 74 58.38 6.70 Area Semi urban 126 51.35 10.66 31.362 <0.001 Rural 160 49.15 6.77 Municipality 62 59.32 6.65 Locality Panchayat 298 50.26 8.65 60.674 <0.001 Male 94 58.96 2.80 Gender Female 266 49.29 9.09 10.13 <0.001 Age 30-40 years 338 51.27 9.02 41-50 years 22 60.27 0.46-4.675 <0.001 Educational MA/Msc 312 51.75 9.62 qualification Mphil 48 52.25 2.66 0.128 0.721 Less than 1 year 90 45.09 9.11 5-10 years 152 55.20 8.45 31.332 <0.001 Teaching service 10-15 years 104 52.12 6.86 15 years or more 14 56.14 1.03 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

Table 5.18 Mean Standard Deviation and F/Z value Level of Training Characteristics Level N Mean Std. Deviation Z or F P Kottayam 120 31.70 4.03 District Ernakulum 120 31.40 3.64 1.004 0.367 Thrissur 120 30.93 4.90 Urban 74 28.32 2.26 Area Semi urban 126 32.33 5.47 27.657 <0.001 Rural 160 31.96 3.01 Municipality 62 27.52 1.25 Locality Panchayat 298 32.14 4.19 74.043 <0.001 Male 94 33.47 5.08 Gender Female 266 30.59 3.60 5.935 <0.001 Age 30-40 years 338 31.17 4.22 41-50 years 22 34.09 3.19-3.187 0.002 Educational MA/Msc 312 31.25 3.92 qualification MPhil 48 31.96 5.85 1.170 0.280 Less than 1 year 90 32.04 3.00 Teaching service 5-10 years 152 29.30 2.20 99.912 <0.001 10-15 years 104 34.85 4.35 15 years or more 14 23.00 0.00 As per the table values, level of training differs in all the cases except in the case of District and educational qualification. 159

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 5.19. Table 5.19 Characteristics of ICT enabled Teaching and its application in Teaching Characteristics Mean Rank For better Communication & interaction 1.81 5 For Collecting variety of data 2.65 4 For Contests and Competitions 3.4 3 For Simulating topics 3.73 1 For Voice & video 3.59 2 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 5.8. 160

Table 5.20 Regression Coefficients ICT Barriers Dependent Variable Independent Variable Limited knowledge of computers 0.255 Regression Coefficient Limited access to the computer lab 0.263 Lack of school support 0.352 Curricular restrictions 0.298 Limited Time 0.331 Lack of computer skills of students 0.374 Barrier Lack of interest among students 0.013 Lack of computer based materials 0.237 Inflexible teaching methods 0.478 Lack of adequate technical support 0.402 Better teaching takes place without technology 0.410 It is costly in terms of resources, time effort. 1.160 Demands too much time be spent on technical problems. 0.689 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

Limited knowledge of computers Limited access to the computer lab Barrieres 0. 2 5 5 0. 2 6 3 0. 3 5 2 0. 2 9 8 0. 3 3 1 0. 3 7 4 0. 0 1 3 0. 2 3 7 0. 4 7 8 Lack of school support Curricular restrictions Limited Time Lack of computer skills of students Lack of interest among students Lack of computer based materials 0. 4 0 2 0. 4 1 1 0. 1 6 0 0. 6 8 9 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

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. 5.2.1 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

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