This research investigates the influence of modern technologies on secondary education, focusing on Biology classes at Govt. Municipal Girls High School, Gujrat. Employing an experimental approach, 32 tenth-grade students were divided into control and test groups to compare traditional teaching methods with technology-enhanced techniques involving videos and iPads.
Results indicate that the test group exhibited better understanding and improved academic performance, supporting the hypothesis that technology fosters active engagement and interest in learning. The study encompasses a detailed methodology, literature review, experimental findings, and questionnaire-based insights, culminating in practical suggestions for integrating technology into secondary education in Pakistan.
TABLE OF CONTENTS
Abstract................................................................................................................. 3
Chapter 1............................................................................................................... 5
1. Introduction................................................................................................. 5
1.1. Education.............................................................................................. 5
1.2. Importance of education....................................................................... 5
1.3. Integration of technologies................................................................... 5
1.4. Importance of modern technologies in classroom................................ 6
1.5. Performance and productivity in classroom......................................... 6
1.5.1. Easy understanding........................................................................ 6
1.5.2. Enjoyment through learning.......................................................... 6
1.5.3. Creativity and activity through engagements................................ 6
1.5.4. Encouragement of individual learning........................................... 7
1.6. Importance of secondary education...................................................... 7
1.7. Statement and study............................................................................. 7
1.7.1. Statement of the problem............................................................... 7
1.7.2. Objectives of the study................................................................... 7
1.7.3. Hypothesis...................................................................................... 7
1.8. Significance of the study...................................................................... 8
1.9. Motivation............................................................................................ 8
Chapter 2............................................................................................................... 9
2. Literature Review........................................................................................ 9
2.1. Problem solving attitude....................................................................... 9
2.2. Human interaction................................................................................ 9
2.3. Technologies aided learning............................................................... 10
2.4. Importance of technologies in the classroom..................................... 10
2.4.1. The readiness of student at workplace......................................... 11
2.4.2. Is support of teacher of still necessary!!...................................... 11
2.4.3. Student engagement..................................................................... 11
2.4.4. A speedy improvement in tools................................................... 11
2.5. Improvement of education through eight technological ways........... 11
2.5.1. Learning through models and simulations................................... 12
2.5.2. Learning through native speakers................................................ 12
2.5.3. Virtual learning............................................................................ 12
2.5.4. Sensors and probes....................................................................... 12
2.5.5. Learning through assessment more efficient............................... 13
2.5.6. Teaching through storytelling...................................................... 13
2.5.7. Learning through electronic books.............................................. 13
2.5.8. Learning through games.............................................................. 14
2.6. Use of technology for teaching in the United States of America....... 14
2.6.1. Virtual learning............................................................................ 14
2.6.2. Blended learning.......................................................................... 14
2.6.3. Learning with open educational methods.................................... 14
2.6.4. Learning with digital means......................................................... 15
2.7. Technology & improvement in learning............................................ 15
2.7.1. Reading websites and interaction................................................. 15
2.7.2. Educational games....................................................................... 15
2.7.3. Learning through listening audios............................................... 15
2.8. Technology and the role of a teacher................................................. 16
2.9. Technology and better learning.......................................................... 16
2.9.1. Independent information collecting............................................. 16
2.9.2. Reflection through critical thinking............................................. 16
2.9.3. Collaboration through communication........................................ 17
2.9.4. Learning experience through more engagement.......................... 17
2.10. Technology trends in education around the world......................... 17
2.11. Learning pyramid and traditional learning method........................ 19
2.12. Conclusion from the literature review............................................ 19
Chapter 3............................................................................................................. 20
3. Methodology............................................................................................. 20
3.1. Design of the study............................................................................. 20
3.2. Population........................................................................................... 20
3.3. Study duration and timetable.............................................................. 20
3.4. Delimitation........................................................................................ 20
3.5. Sample................................................................................................ 21
3.6. Fair grouping...................................................................................... 21
3.7. Instrument........................................................................................... 22
3.8. Pilot Study.......................................................................................... 22
3.9. Data collection.................................................................................... 22
3.10. Analysis of data.............................................................................. 23
Chapter 4............................................................................................................. 23
4. Findings, analysis, and interpretation of data........................................... 23
4.1. Knowledge test................................................................................... 23
4.1.1. First knowledge test..................................................................... 23
4.1.2. Second knowledge test................................................................. 24
4.1.3. Third knowledge test.................................................................... 24
4.1.4. Fourth knowledge test.................................................................. 24
4.2. Understanding test.............................................................................. 24
4.2.1. First understanding test................................................................ 25
4.2.2. Second understanding test............................................................ 25
4.2.3. Third understanding test.............................................................. 26
4.2.4. Fourth understanding test............................................................. 26
4.2.5. Control group versus test group - Overall mean.......................... 27
4.2.6. Development of mean in four understanding tests...................... 27
4.3. Performance Difference – Pre-test and Post-test and understanding. 27
4.4. Proof of results through cross checks................................................. 28
4.5. Proof of results through questionnaire............................................... 29
4.5.1. Statement 1 (S1)........................................................................... 29
4.5.2. Statement 2 (S2)........................................................................... 29
4.5.3. Statement 3 (S3)........................................................................... 29
4.5.4. Statement 4 (S4)........................................................................... 30
4.5.5. Statement 5 (S5)........................................................................... 30
4.5.6. Statement 6 (S6)........................................................................... 30
4.5.7. Statement 7 (S7)........................................................................... 30
4.5.8. Statement 8 (S8)........................................................................... 30
4.5.9. Statement 9 (S9)........................................................................... 30
4.5.10. Statement 10 (S10)..................................................................... 31
4.6. Conclusion from results of experiments, cross checks and questionnaire 31
Chapter 5............................................................................................................. 31
5. Summary, suggestions, and recommendation for further research........... 31
5.1. Summary............................................................................................ 31
5.2. Suggestions......................................................................................... 33
5.3. Recommendations for further research.............................................. 33
References.......................................................................................................... 34
Abstract
The main objective of this study was to find out the effect of the use of modern technologies in education system. For this purpose, the secondary class students at Govt. Municipal Girls High School, Gujrat were selected, and subject of the study was Biology. This was the delimitation due to limited time of study. The study was basically experimental in nature.
There were 32 students in the 10 th class. 32 students were divided into two groups of each 16 students: control group and test group. Control group was taught with traditional method and the test group was taught by using technology like videos and I-Pad. The groups were formed based on their results of December test and to avoid errors in making groups, the groups were so equally divided as they had almost the same frequency distribution of results, which is illustrated with a histogram in chapter methodology.
It was supposed that students learning with technology have better understanding of the taught topic, gain better results in the examinations and they play active role in the classroom. Moreover, they find learning interesting by using technology.
In first step, 20 lessons were taught to control group and test group by using traditional method and technology respectively. The results of control group were compared with the results of tests group. These results showed that the students of test group got better understanding and better results due to their active part in learning.
In second step, to test, if there is not an error in method, the control group was also taught totally new 5 lessons with technology method, which showed that even the control group was getting better understanding and better results with this method.
As based on results, it cannot be said with 100% surety that the students find the taught method interesting, so in third step, a small questionnaire was developed by researcher herself to find out the subjective feelings of students of both groups about the learning method. The results of the questionnaire showed again the same result, which proved the hypothesis.
This work is divided into five chapters. It is tried to provide a smooth transition from one chapter to the next chapter to avoid thinking leaps for the reader. In the first chapter, the importance of the use of technology is highlighted and importance of its use at secondary level in Pakistan is discussed shorty.
In the second chapter, relevant literature review is done. A summary is made from literature. This conclusion of literature review is compared with the findings and analyses later at the end with the conclusion of this research study.
In the third chapter, not only a research method is determined for this work, but also the reasons are discussed why one method is preferred and the other not. At the same time, the arguments are also delivered which variables (mean, mode, median, standard deviation) are used.
In the fourth chapter, findings of results from experiments and questionnaire are illustrated with appropriate excel charts and results are analysed.
Finally, in the fifth chapter, these results are discussed, and a conclusion is derived based on analysis of the results of students of both groups and theory.
At the end of this study, suggestions are made based on results, and recommendations for further research are given in this regard in Pakistan, which could lead our country towards gaining its goals.
Chapter 1
1. Introduction
1.1. Education
The latin term “Educatum“, which means the act of training or teaching. Education is a learning process for people in order to get knowledge because it enhances their understanding in a special field.
(Big Indonesian Dictionary 1991)
1.2. Importance of education
Education has been playing a vital role in the history of mankind since ages. This is the main difference that makes us different and better than animals.
The key role of education is to provide knowledge and confidence in people, which helps then in transformation of society.
A good education contributes to making us strong that again helps us in being independent in every situation.
“Make me the master of education, and I will undertake to change the world”
(Gottfried W)
1.3. Integration of technologies
The use of modern technologies and tools in various fields of education provides us chance to implement technology skills for teaching and learning methods to solve problems.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting. Effective integration of technology is achieved, when students are able to select technology tools to help them obtain information in a timely manner, analyse and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions - as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology." (Wikipedia, September 2009)
1.4. Importance of modern technologies in classroom
The students do not get only sense of power with the use of technology, but it also gives them opportunity to have broader knowledge about their fields. But we cannot forget one important aspect in connection with its use that such tools always need updates, infrastructure, permanent repair, and maintenance.
In this way, they can also have up to date learning and their knowledge is fresh as well as broad about a particular topic. Accountability has been a very important key word due to a close relation of information technology and communication technology. That’s why; these are often monitored together. Not only accountability but also outcome and standardisation of assessment gain importance due to close relations of these two fields.
1.5. Performance and productivity in classroom
The strategies of teaching are regarded as ethical when they have their base in educational technology. Because of this base, such strategies help the learners to increase their performance and productivity.
1.5.1. Easy understanding
We can use any type of presentation by using modern technologies for lessons. In this way, we can improve understanding level of students.
1.5.2. Enjoyment through learning
The use of touch screen technology and online presentation makes learning more enjoyable. We can also rely on technology when we want our students to take part in discussions.
1.5.3. Creativity and activity through engagements
By using computer, tablet, and other technological devices, we can encourage self-directed learning and create an active participant in learning process. Interactive lesson plans can help turn “boring” conceptual subjects like mathematics and science into fun, engaging and educational activities for students.
1.5.4. Encouragement of individual learning
No one learns in the same way or at the same speed, but technology can set the level in the classroom. For example, technology can provide accommodations for struggling or disabled students, and virtual lesson plans provide individualized instructions for all students and students can learn according to their own ability.
1.6. Importance of secondary education
Students, who have completed the secondary education, will be able to adjust themselves in society. These students act as middle level work force and contributes to the progress of the country. They are the backbone in a democratic country.
Secondary education provides second level manpower as well as feeding for higher education. This level is a level of education, which shapes the behavior, character, and attitude of a students which make them useful citizens.
1.7. Statement and study
1.7.1. Statement of the problem
The study in the hand aimed to know the effect of the use of modern technologies in education system of Punjab, Pakistan. It concentrated on education process in public high schools in Gujrat, Pakistan. This experimental research investigated the difference regarding student’s understanding, performance, and their interest by using traditional teaching lecture method and technological methods.
1.7.2. Objectives of the study
The study had following objectives:
1. To find out the effect of technology for better understanding of students.
2. To determine the performance of students with the use of technology.
3. To find out the role of technology to enhance interest of students.
1.7.3. Hypothesis
This study contained following Hypothesis:
1. There is a significant relationship between the use of technology in the classroom and better understanding of students.
2. There is a significant relationship between use of technology and performance of students.
3. There is a significant relationship between the use of technology and interest of the students.
As the study on this topic has not been conducted before in district Gujrat, so the researcher was intended to conduct research on the effect of the use of technology in teaching/learning process at secondary level.
1.8. Significance of the study
Modern technologies are playing a vital role in education system worldwide. This study will be helpful for policy makers, professionals, and authorities to introduce technology for the requirement of secondary age group in Pakistan.
Being a student of education, I wanted to find out the effects of the use of modern technologies to achieve the targets and goals in education system at secondary level, which should then improve the quality of education for future generations.
This study will also help to make better policies and planning for education system in the light of modern technologies in Gujrat, Pakistan. Certainly, this can also be applied then at national level because the application of policies where modern technologies will then be helpful for an education system to compete with the education system of advance countries.
Globally, this study could be evidence for policy makers, governments, and teachers not only in the developing countries but also in advanced countries to bring maximum output in their educational institutions. Especially, when the students are used to work with new technologies, online learning and remote learning can be held to save time in traffic due to travelling. This is time of technological advancement, which would make remote learning and online learning more interesting, especially in situations where students have either hurdle to be present in the classroom or a teacher is only available online. This might be a political hurdle like unrest in the country, or a natural hurdle like spread of some epidemic disease that restricts the free movement of students and teachers for a certain period.
1.9. Motivation
As a teacher and students of education, I am the member of a society, which is witnessing the role of I-Pad, I-Phone, computer, internet, the use of excel charts for statistics. Whether we accept, or we do close the eyes, but it is an open secret that the technology is changing the minds and the ways of working of our generation. So, I decided not to stay passive and illuminated the role of technology in education especially for the teaching of Biology at secondary level so that we can get advantages of modern technology.
In the coming chapter, the contemporary literature is gone through, important relevant paragraphs and views of various scholars are summarized in own words and the role of modern technologies is found out in the field of education by making a conclusion.
Chapter 2
2. Literature Review
2.1. Problem solving attitude
In America, an experiment was done with students regarding technology, where in 9 states the students in classrooms got chance to solve four various problems distributed during the year.
They got an average time of 3 to 4 weeks in solving these problems. A comparison of these students was then done with them, who did not have opportunity to solve the problems with technological help. The fields of tests and comparison for scores were in mathematics. The aim was to solve difficult problems and improve the attitude regarding these challenges.
All students using technology classrooms proved better complex problem solving. They did not lose scores and had more positive understanding toward mathematics as wells as complex challenges. The result showed better scores for students using technology bases on queries, which asked them:
a. Identification of main data and stages to solve difficult problems
b. Evaluation of possible ways to these problems
c. Indication of their self-confidence toward mathematics
d. Their belief regarding use of mathematic as well as their interest and feelings to solve complex challenges.
The result was clear that video materials played a positive role in problem solving.
(How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2000) Chapter: 9 Technology to Support Learning)
2.2. Human interaction
Age difference counts in interaction of human in learning. People of different ages learn differently when they use technology. The generation of today is very alike in thinking and working as their grandparents.
My grandfather has mechanical background, and he worked many years with machines. Astonishingly, as soon as he works with computers, he works the things one by one. He has daily a new problem with his computer because he forgets one step during his work. But when I write down all steps on a paper and, he follows all these steps, he is successful. He is used to think in steps as he used to do in his mechanical field. In this way, he can find out the problems even in computers.
I also know a young person, who also work in the same way. He has the basic knowledge of computer, and he works almost in the same manner as our grandfather. In this way, he can solve difficult problems very quickly.
It is important to note that this young man has 20 years’ experience in this field. My grandfather has only ¼ experience compared to this experienced young person. Now-a-days, the children are taught computer in the very beginning. Due to this reason, the youth of today can understand the technological problems very quickly. But they need interaction to understand each other’s point of view.
With the use of technology, the experience is increased. But still the main thing, that plays the vital role is the interaction of human-beings, when they work together. This is the main message: Human knowledge and interaction is really very important. (Ben McNeely, North Carolina State University - January 2015)
2.3. Technologies aided learning
The concept about the definition of education has changed in present time. In the past, it was only knowledge from books. Today, technologies like google search, Power Point presentations, and YouTube clips are also a sort of education. By using these technologies in a correct way, students can have benefits.
Most of the time, educators consider mobile devices as a disturbance. However, there are number of features in smartphones, which can help the students in learning. Even with some standard features, students have a chance to be up to date and have all valuable information about their assignments. (Veronica Mason, January 4, 2013)
2.4. Importance of technologies in the classroom
Remarkable results were found in PBS teacher survey ; such as that teachers, in the classroom, support and like technology. The students can learn with their own capacity and pace, if they use websites, various apps, games, electronic books, and virtual teaching. Learning topics can be supported by digital materials because such materials introduce various methods of teaching based on student’s learning needs. (Carolyn Medrano, - Instructors Can Personalize the Education Experience, March 25, 2015)
2.4.1. The readiness of student at workplace
Student’s workplace readiness is the key benefit of technology in the classroom. To be mobile, now-a-days, is becoming very important on the job. Students, who use technology in the classroom today, will be more flexible in the future. The importance of technology in the classroom goes even beyond simple digital literacy. It also promotes workplace soft skills like critical thinking, independent research, and cross-technology proficiency. (Carolyn Medrano, - Instructors Can Personalize the Education Experience, March 25, 2015)
2.4.2. Is support of teacher of still necessary!!
A 2013 PBS Learning Media study found that 74% of teachers agree that technology enables them to reinforce their lessons. Curriculums, learning trends, and student’s engagement can rise, or fall based on teacher support. Technology in the classroom will always need the support of teachers. Most of the teachers in modern countries are eager to use even more technological instruments in the classrooms. (Carolyn Medrano, - Instructors Can Personalize the Education Experience, March 25, 2015)
2.4.3. Student engagement
An article by the National Math and Science Initiative shows that blended learning styles keep students focused longer and makes them more excited to learn more, especially for science, technology, engineering, and math. (Carolyn Medrano, - Instructors Can Personalize the Education Experience, March 25, 2015)
2.4.4. A speedy improvement in tools
Interactive whiteboards, tablets, learning apps and websites are important learning instruments of today. They are improving day by day. Even the ways students access and interact with information is improving rapidly day by day. Developers of such programs and tools are aware of the benefits of technology in the classroom and a lot of investment is being done on developing mobile apps and e-Learning courses with proven results. (Carolyn Medrano, - Instructors Can Personalize the Education Experience, March 25, 2015)
2.5. Improvement of education through eight technological ways
Teachers are getting help from technology. In this way, they can engage the students for better learning. The importance of technology importance and role has been noted in various projects. The progress of the students is being assessed in this way further. There are eight ways that are used in technology to convey knowledge to the students, and they are:
2.5.1. Learning through models and simulations
Sometimes, the projects are either too big or too small or the process happens either too quickly or too slowly that such learning lessons cannot be demonstrated in the classroom. In such cases, teacher can use the models and simulations digitally. Through digital simulation complicated things can be explained in a straightforward way because the students can have the opportunity to see and observe the phenomena. Visualization and observation help the students in getting better understanding. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.5.2. Learning through native speakers
Today technology is providing ways of learning like “Glovico.org”. Students can make an account and learn from native speakers who are not sitting in the same country. Videoconferencing helps the students in learning from native speakers because with this mean they have better social interaction with each other. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.5.3. Virtual learning
Teachers can use this method in subjects like mathematics. Students have fun in clicking the numbers and seeing how the graph is changing every time. Following is the example how the teacher can teach relationship of various variables like percent, fractions, and decimals. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
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Diagram 1: Virtual learning example (Quelle: www.google.ch)
In this example is shown, how students can change the whole or part and see the result not only mathematically but also in two charts.
2.5.4. Sensors and probes
This method is very helpful in teaching topics of physics to the students. In this method, real time data is collected through probes and sensors because it has a good range of educational applications. Students use the temperature sensor to compute dew point. They can then test pH with a pH probe. By using the standard value and comparing the result with it, they know the results. This method helps the students in learning physics and chemistry in a depth beyond our normal understanding. Chad Dorsey CEO of Concord used this method and commented it as: He taught physics. He used to spend lots of time for such ideas to define various things like velocity with graphs. He further explains that you make a graph to explain what work you did. Such points tell or teach you how quick you are working. Today’s technology is helping now to illuminate and explain such problems in a better way. It brings better understanding, what you are learning. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.5.5. Learning through assessment more efficient
This method clarifies the definitions and processes in the field of Biology. A program was developed from Concord that helps the students in understanding genetics. Students get a problem to solve. Teacher can check the result of each student and compare it with the correct answer. With this method, it can be seen whether the actual knowledge of students is showing the correct answer. This method is based on instructional options and formative feedback between teacher and students. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
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Diagram 2: Feedback loops (Quelle: www.google.ch)
2.5.6. Teaching through storytelling
Knezek produced a video to communicate the required knowledge. This video should show the “Bernoulli’s principle”. After doing this experiment Knezek says about the students following:
- By using simple assignment and technology, it is easy to communicate.
- Students can learn better and have better understanding.
This method is excellent, if knowledge has to be communicated because it is not only good for teamwork but also helpful in motivating the students. Students are excited in this way. They can create something new, and their classmates can see their results. Knezek say further that spoken words do not affect the decisions of people for vacation, voting or buying things. This is the media that affects our senses, and we decide about our daily matters. Interaction plays again a vital role here. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.5.7. Learning through electronic books
This is an efficient art of carrying number of books, if you are not at home or in library. They are digital textbooks in the form of PDF. According to Dorsay, this is a fantastic opportunity to have all the books you need on your I-Pad and admires this quality of I-Pad as: Our I-Pad have everything. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.5.8. Learning through games
Epistemic games are used in training. In such games, students are put in various roles like journalist, engineer, or planner and in these roles, they solve the real problems. Such games are used in business economy course like MBA in modern world. Students are pretty good involved in the game, and they behave like actors and are active in finding the solution of real problems. This method produces creativity and innovation in the students and is popular due to active part of students in these games. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.6. Use of technology for teaching in the United States of America
Use of technology in the United States has increased the course offers of school and colleges on one side and on the other side, it increases the engagement, motivation of students. By using computer, internet and electronic devices like smart phones, I-Pads, now students can learn 7 days a week for 24 hours. It brings flexibility in teaching and learning. Not only the teacher can learn and improve their teaching skills but also students can personalize their way of learning. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.6.1. Virtual learning
Virtual learning has already been introduced in 48 states out of 52 states of America. With the help of virtual learning students are much more flexible than in the past. In the past, there was a problem of dual enrollment due to presence of the student in the class because students could not be present in all classes at the same time. This was a big hurdle for many ambitious students to do the dual studies simultaneously. Now the students are flexible, and they can enroll themselves on a full-time basis. These students are not attending the classes in the school in comparison with the students who chose a present teaching method or system. They must pass the exams, get their required points and at the end, they have the degrees. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.6.2. Blended learning
Blended learning is also one the modern form of learning now. It is a mix of traditional learning with presence and online learning. With the help of this opportunity, students can learn in several styles; they can work and learn at the same time. This form of learning is getting popular day by day in modern countries especially for those people who do not want to stop working. This method can also be useful in the areas where presence of teachers and students cannot be granted all the time. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.6.3. Learning with open educational methods
This method is mostly in the hands of public domain and education is available to all. Everybody can learn over the internet or web. This method is appreciated because of its quality, accuracy, and integrity. Even this system is also available for disabled students. (Sarah Kessler, - 8 Ways Technology Is Improving Education, Nov. 22, 2010)
2.6.4. Learning with digital means
The right use of digital resources can be very helpful not only for teachers but also for students. Using real time feedback on teacher, students can improve their performance. (US Dep. of Educ. – Use of Technology in Teaching and Learning, Jan. 2013).
2.7. Technology & improvement in learning
It is not only important that modern technology is used in learning and teaching process but also the technology, which is being used, must be improved continuously to meet the demands of students. Monologue teaching is no more interested in students as they want to be a part of learning. Following are a few learning methods for the students (US Dep. of Educ. – Use of Technology in Teaching and Learning, Jan. 2013):
2.7.1. Reading websites and interaction
There are many websites now, which are offering some games, stories, and visuals. Students can play and learn. In this way, they speed up their reading skill. Students can watch the video and at the same time read the text shown on screen. This improves their reading skill as the pictures moves sometimes very fast on screen. Such examples are used also in film industry translating the text in other language down on the screen. (Ronnie Custer – Improving Educational Technology Helps Students Learn Faster and Better - March 14, 2014)
2.7.2. Educational games
There are some games at hand-held devices for children of 3 months to 10 years old. Children can enjoy this type of learning and have fun. Such examples are found with toys for children. They can see the game, move the objects, and read the text with the game. In this way, for examples, other languages can be learnt very easily. (Ronnie Custer – Improving Educational Technology Helps Students Learn Faster and Better - March 14, 2014)
2.7.3. Learning through listening audios
In this method, students can listen a book. They can also read with the audio. This method develops the speaking skills of the students. The focus in this method is on speaking and pronunciation of spoken words. One of the major advantages of this sort of reading a book is that students can listen a book even beyond their mental level. This helps to improve their standards and reading abilities. (Ronnie Custer – Improving Educational Technology Helps Students Learn Faster and Better - March 14, 2014)
2.8. Technology and the role of a teacher
Technology has brought many challenges for the teachers, and it has reshaped the role of a traditional teacher. In traditional teaching, the teacher used to place the book in front of students, and they had to copy a few lines. This sort of just copying the text was not interesting for many students like Mike Britland who is himself now a teacher. According to Mike Britland, technology has changed the role of a teacher from Mr. Chips to Mr. Jobs. I-Pad have taken the role of wooden desks. In the opinion of Mike Britland, technology has changed the role of a teacher, no doubt, positively. Modern technologies have provided students a freedom not only to discover solutions to problems independently but also, they learn teamwork. Teachers and students are both now active learner. Mike Britland suggests further to all teachers to use the right medium for conveying their knowledge to the students. Furthermore, he suggests that students must be given more space for finding their solutions because based on many solutions all students can learn from one another. According to him, this type of freedom is necessary for the students to make them creative.
According to Mike Britland, not only technology is needed for better learning but also you must be sure that your devices are up to date and have the actual standards. In this way, you would be able to keep the speed of today’s students as today’s students have very powerful devices in pockets. (Mike Britland - How has technology transformed the role of a teacher? - June 18, 2013)
2.9. Technology and better learning
Technology is helping the students in studying better than in the past. By using technology, several improvements have been noted by school administrators and teachers. These are described below:
2.9.1. Independent information collecting
Through independent use of internet, students know how to do research. There are lots of information available in web for students that they can search. This, not only, gives students more confidence and independence but also it increases their skills. (The Philippine Star – How technology helps students study better - July 12, 2014)
2.9.2. Reflection through critical thinking
Naturally, web is helping the students with the wealth of information, but all information is not needed what the students are searching for some topic. They must be very critical and think and decide which information is needed and which is not accurate. In this way, they also learn to distinguish between the correct information and incorrect information. (The Philippine Star – How technology helps students study better - July 12, 2014)
2.9.3. Collaboration through communication
Students can share their experiences, their knowledge, their ideas using e-mail or some social media. Through this collaboration and communication, they can exchange with each other and learn from one another. (The Philippine Star – How technology helps students study better - July 12, 2014)
2.9.4. Learning experience through more engagement
By using text, images, videos, audios, today’s students are more engaged and having more learning experience than in the past. This makes them ready for their professional life in the future. (The Philippine Star – How technology helps students study better - July 12, 2014)
2.10. Technology trends in education around the world
Presently, the education world in almost all developed and developing countries of the world has either realized or are realizing the importance of technology in education. This can be seen from the following quotations how the people are thinking about technology around the globe.
“While smaller schools and class sizes are always desired, technology cannot do that physically. However, technology can be a “force multiplier” for the teacher.” (David Andrade – 21.10.2011)
Sohail Ahmad, Education Youth Ambassador in Lahore, Pakistan writes on January 30, 2017, about role of technology in Pakistan in the following in the words, “The impact that technology has on today’s schools is quite significant and can be witnessed in many schools of Idara-e- Taleem-o- Aagahi (ITA). The interactive smart board technology is being used in several schools and it is observed that students specifically primary grade students prefer technology because they believe that it makes learning more interesting and bring fun.”
“The classroom of today looks and operates significantly differently to the classrooms of five, ten and even 20 years ago” (Rebecca Paddick – July 01, 2016)
Professor Kevin Costley describes the positive impact of technology on teaching and student learning as, “Students live today in a very technological world. Most students use some form of technology daily including texting, social networking, and web surfing. Students see these types of technologies as useful and extremely enjoyable.”
“Technology can transform the classroom into an interactive learning environment.” (Christen, 2009)
According to DePasquale, technology makes the people independent for future and he suggests the teachers as, “Teachers should model the use of technology in support of the curriculum so that children can see the appropriate use of technology and benefit from exposure to more advanced applications that they will use independently when they are older.” (McNamara & Murphy, 2003)
“Technology can be used to restructure and redesign the classroom to produce an environment that promotes the development of higher-order thinking skills.” (Kurt, 2010)
“Technology also increases student collaboration. Collaboration is a highly effective tool for learning. Students cooperatively work together to either create projects or they can learn from each other by reading the work of their peers.” (Keser, Huseyin, & Ozdamli, 2011).
“The internet is the greatest source of information and the best way to quickly share and exchange information with others, The internet sharpens one’s ability to search and analyze information.” (Tutkun, 2011)
“The internet is becoming a common learning tool in many classrooms.” (Açıkalın, 2009).
“Students are being allowed to develop their abilities and strengths by doing activities in which they are passionate. The learning is immediate, motivational, and relevant. They are using technology to interact and exchange ideas, research independently, to adapt new situations, and take ownership over their own learning” (Miller, 2011). “When elementary school teachers use and model different forms of technologies, they actively engage their students and create a stimulating work environment.” (Kenney, 2011)
“Information and communication technology has a positive effect on student learning and should be included in classroom instruction.” (Bulut & Delen, 2011).
“Children today love to learn by doing, interacting, and discovering.” (Baytak, Tarman,
& Ayas, 2011)
“Students around the world are resisting the old telling paradigm with all their might. When their teachers lecture, they just put their heads down, text their friends, and, in general, stop listening.” (Aysha Saeed – Role of Technology in Education System – February 3, 2015)
“The world is today sharply divided by a technology boundary that separates the technologically advanced countries from the technologically backward ones.” (Prof. Atta-ur-Rahman – Back to the Feature Index – Sep. 13, 2002)
2.11. Learning pyramid and traditional learning method
In 2012, in Ireland at international conference on engaging pedagogy, a guidance in form of learning pyramid was given to the teachers and educators so that they can modify their methods, if necessary. According to this learning pyramid, there are seven learning methods that have all different average learning rates. These methods are as with their average learning rates (Quelle:www.google.ch):
1. Lecture 5%
2. Reading 10%
3. Audio-visual 20%
4. Demonstrating 30%
5. Group discussion 50%
6. Practice by doing 75%
7. Teaching others 90%
2.12. Conclusion from the literature review
The prevalent literature and contemporary research are both showing the same trends; modern technologies are the key word in the formation of educational lessons in all modern countries. These countries are not only working and getting help from modern technologies in the field of education but also, they are learning from the experiences of one another.
Students at all levels in all fields of education are getting knowledge and improving their understanding about the relevant knowledge world over. Technologies like internet, face book, net learning centres, chat rooms of various subjects like Biology, Physics and other natural sciences have turned our world into a global village. Students from one country of the world even sitting in southern part of glob can discuss their educational matters with their age fellows or distant teachers over internet.
Especially, die simulations of several topics of natural sciences like Biology with computer programs have made the understanding of the topic very easy for students. These simulations have an advantage of 3-dimensional presentation compared to normal books with just photos. It is an open secret now that the human eye works, 3-dimensional and that’s why; it is easy for children to see a simulation through video of a complicated topic of Biology and memorize and understand it in a better way.
Theory also proves that traditional learning covers only 5% of average learning whereas audio visual learning makes an average learning of 20%. This clearly shows that the audio-visual learning has four times effect of learning than the traditional method. The most important thing to note here is that this type of learning and teaching creates a sort of problem-solving attitude in students.
At first, in the next chapter the method and variables are determined, which are then be used in chapter four. The details are provided in coming chapter and reasons are outlined for the selection of experiment method.
In Chapter four, these results will be tested and proved through experimental method of result. To conform the reliability of results, a questionnaire will be done to find out the subjective feelings of the students.
Chapter 3
3. Methodology
3.1. Design of the study
This study was experimental in its nature and quantitative by approach.
3.2. Population
The science students of 10 th class of public secondary schools of Gujrat were the population of this experimental study.
3.3. Study duration and timetable
This study consisted of time span of 8 weeks. Twenty lessons of Biology were taught to test group through audio-visual method by using technology like video and Projectors. After every audio-visual lesson 15 minutes were given to the students of test group to discuss the topic in group. Traditional group was taught through lecture method with the books. Every day, there were two lessons for both groups consisting of 90 minutes each from Monday to Friday. On Saturday, the tests were taken from both groups, control group and test group.
3.4. Delimitation
One public school was randomly selected from all schools and then one section was selected randomly as well. The study was delimited to
1. Subject of Biology of 10 th class, which contained 32
2. 20 topics from Punjab Textbook Board, Biology book for 10 th class
3. Two methods only; traditional lecture method and demonstration method using technologies like videos and projectors
4. Tests of only two cognition processes; knowledge and understanding
3.5. Sample
Following procedure for sample selection was adopted:
1. All students with their names were listed in Excel according to their marks and percentage based on December test.
2. The half of students were put in one group and this group was named as control group.
3. The other half of students were put in the second group and this group was named as test group (experimental group).
4. 16 students of each group were divided into 5 classes.
5. 5 classes were made based on their percentage
Five classes(0% – 20%, 21% - 40%, 41% - 60%, 61% - 80%, 81% - 100%)
6. Both the groups were compared based on their mean, median, standard deviation, and frequency distribution to check, if the grouping was done correctly.
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Diagram 3: Sampling (own diagram)
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Table: Control group and Test group
3.6. Fair grouping
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Diagram 4: Control group versus Test group 1
The grouping was totally fair because mean was almost the same in both groups with a slight difference of 0.1. Mode of 20 was the same in both groups. Median was almost the same with a slight difference of 0.5 in test group. Similarly, the standard deviation was not showing a significant difference, which is only 0.4.
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Diagram 5: Control group versus Test group 2
5 classed of frequency distribution (see above diagram) were built up from 0% to 20%, 21% to 40%, 41% to 60%, 61% to 80%, 81% to 100%. Both the groups had exact same number of students in all classed, which proved that the group was totally fair.
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Diagram 6: Histogram - Test group versus control group
A histogram based on frequency distribution and groups in % was drawn to compare both the groups. 6.25% of both groups belonged to first class between 0% and 20%. 37.5% of both groups were in the two classes of 21% to 40% and 41% to 60% respectively. 12.5% students of both groups were in the fourth class between 61% and 80%. Again 6.25% of both groups were finding their place in the highest class of 81% to 100%. These results and their classification verified the correctness and fairness of grouping into control group and test group.
3.7. Instrument
20 lessons were divided into 4 tests comprising 5 lessons each. From every 5 lessons, two tests were prepared; one to check the knowledge of the students and the second to check the understanding of the students. As the understanding is the second step or process according to Bloom’s taxonomy, it was weighted twice than knowledge test.
The questionnaire on 5-point Likert scale was developed by researcher herself for data collection from students, which should, on one side, verify the result obtained through their tests, on the other hand, it should also show their interest in the technology method and their active role.
3.8. Pilot Study
To check the validity of tests, control group was taught 5 totally new lessons through audio-visual technology and the same time of discussions were given in group. The same questionnaire on 5-point Likert scale with same questions was done from control group. Their result was compared with their own result with traditional method. It should show the reliability of the questionnaire.
3.9. Data collection
Results of 8 tests from 20 lessons made the base of data for analysis. 8 tests comprised 4 tests from knowledge and 4 tests from understanding.
3.10. Analysis of data
The collected data was analyzed in MS-Excel and selection of appropriate diagrams were made. These results were checked with SPSS to avoid any kind of errors.
Chapter 4
4. Findings, analysis, and interpretation of data
In this thesis, a few statistical variables were used during the tests of two groups of students; control group and test group, which show a tendency of the performance of a group.
In this work, for calculation of these statistical variables, MS-Excel was used, which is extremely exact than a manually calculation.
Below are the results of both groups showing their performance regarding knowledge and understanding of the topics:
4.1. Knowledge test
Students were tested for knowledge and their understanding about the taught topics in the subject of Biology. Knowledge tests show how the students know, remember, and recall their knowledge in the test. For the transfer of knowledge, the medium should not play a vital role, as the students had to recall from their memories and reply to the questions.
A comparison of both groups; control group and test group, is done based on the results of four variables. Theses variables are mean, mode, median and standard deviation.
4.1.1. First knowledge test
Following are the results of first knowledge tests.
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Diagram 7: First Knowledge Test: Control group versus Test group
As described in the beginning, the method of teaching should not influence the result how the students were taught. However, it is seen that test group is showing in all variables better results. Even the test group is getting a better mean with lower standard deviation of 1.8 than the control group. These results show that even the method of teaching play a role in teaching just the theory.
It is to note that most of the students in test group getting a 5 out of 10 in comparison to control group, where the most of students are getting 3. This shows the trend that teaching with audio video method is also helping the students of test group even learning the theory.
4.1.2. Second knowledge test
Following are the results of second knowledge tests of both the group with a comparison of all the four variables:
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Diagram 8: Second Knowledge Test: Control group versus Test group
The results of all variables are showing almost the same picture as in test 1. Test group is getting better results with a small difference of standard deviation. Test group is delivering better rest for mean, mode and median. The performance of the students of test group are better in all the three variables. The performance of test group is at least 10% better than the control group.
4.1.3. Third knowledge test
Following are the results of third knowledge tests of both the group with a comparison of all the four variables:
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Diagram 9: Third Knowledge Test: Control group versus Test group
The results of third knowledge test are reflecting the same trend seen in first two tests. Test group has got better results for all the first three variables; mean, mode and median with a slight of 0.1 for standard deviation of these results. Test group with its results have got again at least 10% better result than the control group, which shows that teaching method even influences on transfer of theory.
4.1.4. Fourth knowledge test
Following are the results of third knowledge tests of both the group with a comparison of all the four variables:
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Diagram 10: Fourth Knowledge Test: Control group versus Test group
The results of fourth test are showing the same trend. Test group showed 30% better performance and even with smaller standard deviation for mean, which shows the reliability of their results.
4.2. Understanding test
Four tests were taken in subject of Biology to check the understanding of the students. Test group was taught with audio visual method accompanied with group discussions about the topic. Control group was taught with traditional lecture method with the help of book. The purpose of following four tests was to check the hypothesis, if the students of test group get better performance. Total marks of each test are 20.
4.2.1. First understanding test
Following are the results of first understanding test of both groups.
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Diagram 11: First Understanding Test: Control group versus Test group
First understanding test has shown that the test group has got even three times better result than control group. They have got, without any doubt, much better performance in regard of understanding of a topic taught with audio video method accompanied with group discussions. The above results show that the students of test group have better understanding of the topic with the use of technology, which verifies the first hypothesis of this research work. The significant better understanding and better performance of the students of test group not only proves that there is a significant relationship between the use of technology with these results, but it also shows that our traditional teaching method is outdated and not interesting. The students of test group were active and showing their interest in learning with technology that made learning interesting for them.
4.2.2. Second understanding test
It is worthy to mention here that students of test group were very active in learning and found this audio video method interesting as they played also active role with their own devices. Following are the results of second understanding test of both groups.
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Diagram 12: Second Understanding Test: Control group versus Test group
The results of second understanding test show the same trend as in the first test. Mean of the test group with 14.4 compared to mean of 10.1 of control group is showing at least 42.5% better performance. Most of the students of test group are getting 11 out of 20 compared to control group with result of 8 out of 20. Regarding mode, we also note a better performance of 37.5%. Median of 14.5 of test group compared to median of 10 of control group is showing almost the same performance difference like in case of mean. However, there is slight difference of 0.2 in case of standard deviation that does matter in case of such a better performance.
According to comments of the students of test group, they found this learning method interesting, as they were actively involved. The results also show the same trend that theyhave better understanding of the taught topic and are showing better performance with audio video method, which again verifies the hypotheses in chapter 1.7.3 of this work. The results and performance of the students of test group are clearly proving a significant relationship between the use of technology in classroom and better understanding of taught topic, performance of students and also the importance of group discussion after teaching a topic with audio video method.
4.2.3. Third understanding test
Following are the results of third understanding test of both groups.
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Diagram 13: Third Understanding Test: Control group versus Test group
Test group is getting again better results and better performance in case of mean, mode and median. There is no significant improvement regarding the performance of control group from second test to the third test.
The results of third understanding test also illuminate on a very important aspect, which is the development of performance of test group. Test group got a continual development in case of all the three variables. For example, the means in test 1, 2, 3 are respectively 13.3, 14.4 and 15.6. This reflects on one side, their better performance in case of understanding in every consecutive test and on the other side, it reflects their growing friendship and growing interest with the new learning method.
The same gradual development in case of modes of three tests of test group can also be observed, when we see the modes of 7, 11 and 18 of test 1, 2 and test 3. These facts again verify the hypotheses of this work (see 1.7.3).
4.2.4. Fourth understanding test
Following are the results of fourth understanding test of both groups.
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Diagram 14: Fourth Understanding Test: Control group versus Test group
The results of test groups are amazing with a significant better performance than the control group. Test group got at least 50% better results than the control group with a lesser standard deviation even. This shows that the results of test group are also more reliable than that of control group’s results.
It can also be observed that the mean of test group is not only 75% better than the mean of control group but also it is better than their own means of test 1, test 2, test 3 as 13.3, 14.4, 15.6. This shows a clear impact of the use of technology in the classroom and verifies the hypotheses (see 1.7.3). These results deliver the proof of these hypotheses and confirm the significant relationship between the use of technology in the classroom and better understanding and better performance in the subject of Biology of 10 th class. From these results and student’s comments, it can also be concluded that the use of technology makes learning interesting for the students.
4.2.5. Control group versus test group - Overall mean
All results of four knowledge and understanding test were again put together to check the overall mean so that the difference of overall performance can be illuminated. This difference can be seen in the following diagram:
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Diagram 15: Overall Mean: Control group versus Test group
The results of test group with the new teaching method are better in both the cases, which verifies again our hypotheses (see 1.7.3).
4.2.6. Development of mean in four understanding tests
Following diagram also shows the performance and development of both the groups.
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Diagram 16: Development of Understanding Tests
4.3. Performance Difference – Pre-test and Post-test and understanding
The results of pre-test were calculated from 50 to 20 (result /50 x 20) to compare the results of new four tests (overall) and result of pre-test.
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Diagram 17: Performance Difference – Pre-test and Post-test
In pre-test, both the group had the same mean as 9.3. Control group got even poorer mean than in pre-test. A poorer mean of 8.1 of control group is due to bad result of first understanding test. If we take only the average of second, third and fourth understanding test, the mean of control group would again be 9.3.
On the other side, test group taught with new teaching method by using technology improved their mean from 9.3 to 14.8, which is a 54% better performance than with the traditional method.
The above chart shows not only the difference of performance of test group and control group, but it also shows even the difference of their own performance in pre-test and new tests.
4.4. Proof of results through cross checks
The author was advised by the mentor to check, if the results are correct or incorrect and the critical questions were raised here:
- Is there really a significant relationship between the use of technology and performance of the students of test group?
- Is there really a significant relationship between the use of technology and performance of the students of test group?
- Does the use of technology make learning interesting?
For this purpose, to check the reliability of the proof of the hypotheses (see 1.7.3) and the above questions, the researcher planned to totally teach 10 new lessons to the control group with the new method because this group was showing very poorer performance compared to test group. However, test group was tested again. The best result of test group from fourth understanding test were taken as benchmark (as comparison) for control group. That means the results of fifth and sixth understanding tests of control group were compared with the best results of test group.
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Diagram 18: Fifth Understanding Test - Control group versus Test group
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Diagram 19: Sixth Understanding Test - Control group versus Test group
Both the results of control group compared with the best result of test group were much better than their own performance in previous four tests and in pre-test. Control group also got almost the same results with slight differences. Control group got even better mean of 16.3 in sixth test than the mean of 15.9 of test group in fourth test.
The above results of fifth and sixth tests not only eliminate the doubts about the results but also deliver a solid proof that:
1. There is a significant relationship between the use of technology in the classroom and better understanding of taught topic in Biology of students of 10 th class.
2. There is a significant relationship between use of technology and performance of students in the subject of Biology of 10 th class.
3. The use of technology makes learning interesting for students.
4.5. Proof of results through questionnaire
Although the results of experiments of test group were cross checked on control group with the same teaching methods (audio video) as done by test group, yet to remove all remaining doubts about the results of experiments, a questionnaire was developed through researcher herself (see appendix questionnaire). There were 10 statements in this questionnaire, in which a student had a choice between strongly agree (5), agree (4), undecided (3), disagree (2), strongly disagree (1). All the 32 students were requested to fill this questionnaire. The students were gathered in a classroom and all statements were explained in Urdu one by one. When all students raised the hand that they had understood, they are asked to make a cross under the above 5 options.
According to my Swiss mentor, the purpose of this questionnaire together with results of experiments was to involve the students in this process fully and attain their subjective feelings about the topic. Following is a diagram that is showing the result of each statement with a standard deviation in %.
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Diagram 20: Questionnaire
4.5.1. Statement 1 (S1)
I was more active when modern technological instruments were used in classroom.
The result of S1 shows that 99% students are of the view that they were more active than usual with technological instruments. S1 is showing a very small standard deviation of 5%, which means the result can be maximum either 99% or 94%, as more than 100% is not possible.
4.5.2. Statement 2 (S2)
Audio-Visual method helped me in understanding the topic better.
The result of S2 is tremendously good with 100% and 0% standard deviation. This shows that the audio-video method helped the students, which is also reflected in their performance.
4.5.3. Statement 3 (S3)
I was more active in group discussion than in lecture.
98% of students had the opinion to be more active in group discussion than in traditional teaching like lecture. Although a very small deviation of 6% is seen here, yet it is as minimum as it can be ignored.
4.5.4. Statement 4 (S4)
Group discussion helped me in understanding the unclear points of the topic.
The result of S4 is extremely good with 99% and 5% standard deviation. This shows that group discussion helped the students in understanding the ambiguous or unclear points of the taught topic and their performance was much better than in traditional teaching method.
4.5.5. Statement 5 (S5)
I prefer learning with modern technological instruments instead of with lecture method.
The result of S5 shows that if students are given a choice either to learn with modern technological instruments or with traditional lecture method, 99% of students would prefer the modern technological method. The standard deviation of 5% is negligible for this high result.
4.5.6. Statement 6 (S6)
I found it quite interesting when modern technology was used in teaching process.
99% of students are agree with statement with a slight standard deviation of 5%. This statement not only shows the importance of technology for the interest of students, but it also verifies the fourth hypothesis (see 1.7.3.).
4.5.7. Statement 7 (S7)
For me, it was easy to understand a topic with audio-visual and group discussion methods than with a lecture.
Without any doubt and without any standard deviation, all involved students believed audio-visual and group discussion methods were easy for them to understand. This belief of the students can also be seen in their performance of the tests.
4.5.8. Statement 8 (S8)
I felt me more interested when technology was used during teaching.
The 100% result of S8 with 0% standard deviation removes all the doubts that the use of technology makes learning interesting for students. It can be interpreted as if the students find the learning interesting, they show also better performance in test.
4.5.9. Statement 9 (S9)
I wish the use of audio-visual method in our teaching for science subjects like Biology, Physics and Chemistry.
99% of all students wish to have their lessons in the above science subjects with audio visual method. A small standard deviation of 4% can be ignored here. This trend shows that they found this method quite helpful in having their understanding and concepts clear about taught topics.
4.5.10. Statement 10 (S10)
I wish the use of group discussion method in our teaching for science subjects like Biology, Physics and Chemistry.
98% of all students wish to use group discussion method in their lessons in the above science subjects. A standard deviation of 10% can be interpreted as hesitation towards this method because it is not very usual for our students that after teaching, they are divided in groups and have to discuss about the topic with fellow students.
4.6. Conclusion from results of experiments, cross checks and questionnaire
All results of tests with from test group and the result of two extra tests of control group have shown the same trend; performance is much better with audio visual method and group discussion method than with traditional teaching method. The results of questionnaire, graphically shown and interpreted above, have reflected the same trend and results, and lead this research study to conclude the following:
1. There is a significant relationship between the use of technology in the classroom and better understanding of taught topic in Biology of students of 10 th class.
2. There is a significant relationship between use of technology and performance of students in the subject of Biology of 10 th class.
3. The use of technology makes learning interesting for students.
After all these results got with experiments and questionnaire, a summary of this work is presented in the following chapter. Suggestions will be presented and the further recommendations for further research in the field of teaching methods will be illuminated.
Chapter 5
5. Summary, suggestions, and recommendation for further research
5.1. Summary
Education is not always equal to education. It is not only the education that counts but it is also the method of teaching that makes the difference. The main purpose of the education is to provide not only knowledge but also the better understanding. Only then the students of today can transform the society in the right direction.
The use of technology in various subjects of science; Biology, Physics and Chemistry gives the students the better understanding of the topic. Only with the correct understanding, students can use it correctly in practice. The purpose of learning and teaching should not be just to produce “Rattu Totas (memory parrots)”. The students should be able to explain and implement their knowledge in the practice.
Albert Einstein said once.
“If you can’t explain it simply, you don’t understand it well enough.”
The result of the experiments from all tests in chapter four showed that the use of technology is underestimated. It was even astonishing for the researcher herself to see the difference of improvement from pre-test through experiments. The performance was tremendously better by teaching with audio visual method and group discussion than by teaching with traditional method. Especially, the cross checks of results with another two additional tests from control group, after teaching using technology and group discussion, showed almost the difference of performance in double. The performance of the same students boomed just after two weeks. Although this method is very unusual, yet it gave the researcher an opportunity to see the results in black and white.
Remaining doubts about the results were removed with the help of a questionnaire. Students felt themselves pretty good involved in the entire process and in this way, they had, first time, the opportunity to give their assessments about the two new taught method. The results of questionnaire showed the same trend as the results of experiments.
All these validated the famous learning pyramid, that audio visual improves the average learning rates (see 2.11). The conclusion done in the literature review (see 2.12) was verified here again and the entire results proved that the use of technology not only improves the average learning but also it enhances the performance of the students and creates interest in learning process for students. They fell themselves more active, when they are watching a video about a topic, especially in three-dimensional presentation form. They learn better, they understand better, they write better tests and finally they bring better performance in exams.
After all these positives results and positive reactions of the students about the use of technology, it is worth to think why we are showing us hesitant in implementing technology at our secondary schools. The researcher, based on his own experience and based on individual comments of the students after the tests, has only positive and optimistic attitude about this way of teaching. If we are responsible for the future of our children and if we want to build up students with illuminated minds, then please let us take a step in the future and use the technology in teaching!!!
5.2. Suggestions
In the light of above summary, conclusion from the literature view (see 2.12), results of experiments and their interpretation (chapter 4), proof of the results through cross checks test (4.4) and proof of results through questionnaire (4.5) and the conclusion (4.6), the researcher presents the following suggestions:
1. Introduce audio-visual apparatus in all secondary schools for teaching of not only science subjects but all subjects.
2. Teachers, who cannot use modern technologies, they should be trained so that they can teach the students with audio-visual method.
3. Govt. should increase its funds in education systems by investing modern technologies and furnish all school with modern devices.
4. A part of lessons as repetition may be given to the students as homework on their devices to do, which will increase their confidence in the use of modern technologies.
5. Competitions may be held between the groups of students about the topics and the group that provides better arguments, can be awarded with certificates.
6. The students from poor families should be provided the technological devices so that they have the same opportunity to learn as the students from rich families.
7. Govt. should try to launch a project even for remote and online learning. This system should secure the education, learning and teaching, in emergency situations, like political unrest and epidemic situations. This would reduce the mobility, and automatically would result in better environmental situations because due to smoke and especially smog situations in air polluted areas, it would be a blessing for our natural environment.
5.3. Recommendations for further research
Considering education as the fundament of development and prosperity of a society, researcher has tried to analyze two necessary aspects of learning pyramid in details with this experimental study: audio-visual method by using technology as well as group discussions. However, several other teaching methods and their impact and their significance still needs to be tested, researched, and explored in our schools.
According to literature review, the method of “practice by doing” brings an average learning rate of 75% (see 2.11 of this research study) compared to lecture method with average learning rate of 5%. This is an increase of 1500% of learning rate. This is the dimension, what should be researched in depths. Other points for research according to 2.11 can also be interesting for further research.
Naturally, all those points do not have with technology, but they have certainly with the performance of students to do. We can increase the performance of students by using those methods mentioned in 2.11. To what extent, this is the hidden aspects to be explored.
Further the effect and practicality of remote learning & online learning can be researched, that could open a new horizon of learning and teaching not only in Pakistan, but also all over the world.
References
1. Ahmad S. (2017, June). Use of Educational Technology in Classrooms. Website: http://rtepakistan.org/blog/2017/01/31/use-of-educational-technology-in-classrooms/
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