LSC 2533 Research Method
Journal Article (CLO 5)
Article 1
Section 1
Source: HCT Libraries page >
Discover > Computer Literacy among student
Search term: Computer literacy; Computer aided teaching
Section 2
Title: Computer literacy competencies among
Indian students: the digital divide
Abstract: The paper highlights the competency difference among Indian students
with reference to their location (urban and rural). In particular, the key
focus of the paper is based on the identification of criteria with which the urban
and rural location students uses a computer. Likewise, the purpose of computer
usage and the corresponding difficulty
faced by the students in usage are also discussed. Based on the semi-structured interview, the authors have
collected data from 600 participants, which further helped them in
statistically rationalize their
hypothesis. The study identified that compared to rural location, the students
from the urban location are having higher computer literacy rate. The factors that
that rural location students are facing
include lack of infrastructure, lack of support from teachers, electricity
failure, and lack of knowledge to make use of computers in learning settings.
Overall, based on the study, the authors have dictated a significant knowledge
gap for the computer literacy for the urban and rural location students.
Furthermore, the authors have also suggested a set of recommendation that can
be adopted in the educational settings of rural location
that in turn can fulfill the computer
literacy gap among the students.
Reference:
Sampath Kumar, B. T., Basavaraja, M. T., &
Gagendra, R. (2014). Computer literacy competencies among Indian students: the
digital divide. Asian
Education and Development Studies, 3(3),
267-281.
Section 3
Population: The target population mainly belong to tenth-grade students that are within the age
group of 16-17 years. Prior to the survey (interview) framework that authors
have conducted a pilot-scale study that includes a random
population of 73 students. The information collected from the pilot scale study
and literature survey was further used for preparing the final questionnaire
for the study.
Research approach: The questionnaire
developed for the study was exposed to
randomly selected students from various school belonging to both rural and
urban location. The statistical analysis of the information and sampling
population were mainly based on a mathematical
formula that helps in elucidating chi-squared values as well as the margin of error. Importantly, based on the
linguistic proficiency of students, the sample questionnaire was prepared in both English and local Kannada
language for the ease of understanding. Finally, the analysis of the obtained
answers was statistically sampled using SPSS software.
Participant
selection: The authors
presented a rationale that Karnataka is considered as one of the most educated
location in India and hence they have selected the participants from this state
(selected districts) only. The study comprises of a collection of information from 600 students belonging to tenth
grade that was chosen randomly from 30
different schools. From each of the rural or urban location school, a random
selection of 20 students has been
performed for the analysis.
Main results: The authors have finally concluded that
knowledge and infrastructure gap among the rural and urban location students
and school are the key determinants for a gap
in computer literacy. Furthermore, they have also elucidated that factors like
electricity shut down, lack of computers at school, lack of motivation from
teachers, and lack of knowledge of the
usage of computers among the rural location student for their corresponding
lower literacy in computer usage.
Section 4
The study highlights
the fact that reduced frequency of computer usage is directly linked with the
sociological background of the student. Furthermore, the purpose of computer
usage varies based on the demographic location of the student. In particular, the student from the urban location is
more facilitated towards the use of
computers by teachers and availability. In contrast, rural location students are mainly facing problems
related to lack of infrastructure and motivation from the teachers.
Furthermore, this difference also leads to lack of computer literacy among the
rural and urban location students. The authors finally have provided a set of
recommendation that advocates the
prospect of awareness for teachers as well as student, which can work towards
reducing the gap of computer usage by rural location students. Likewise, the
authors have also pointed that government support for funding and provision of supporting the students with relevant infrastructure facility is requisite.
LSC 2533 Research Method
Journal Article Reviews (CLO 5)
Article 2
Section 1
Source: HCT Libraries page >
Discover > Computer Literacy among student
Search term: Computer literacy; Computer aided teaching
Section 2
Title:
Beyond computer literacy: technology integration and curriculum
transformation
Abstract: The present research work emphasized the importance of traditional
teaching approach (face-to-face) interaction among teacher and student, in
addition to the online teaching and learning paradigm. The central ideology of the work is that use of
information and communication technology (ICT) has changed the present life,
routines, and time management. No doubt the approach of pedagogic has been
improved with the use of internet, laptops, smartphones, and i-phone. On the
other hand, the authors have suggested that direction interaction along with
the usage of these terms is effective in
the education curriculum, which in turn is responsible for effective and improved outcome among students
for learning. The authors have designed two groups, among which one was
facilitated with the blended approach of students as mentioned above. To the
control group, only online tools were
provided. Finally, it was observed that students getting blended approach of
studies are more interested in online courses, shows better results in
projects, and took ICDL tests, which were found to be comparatively less among
control groups. Overall, the study reveals the crucial and constructivism
approach of teaching and learning experiences in addition to the availability
of ICT tools for education.
Reference:
Safar, A., & AlKhezzi, F. (2013).
Beyond computer literacy: Technology integration and curriculum transformation. College Student Journal, 47(4), 614-626.
Section 3
Population: The sampled population were collected from the
Fall and Spring semester 2010-2011 for the participation in this study. The
sample population was selected from the College of Education at Kuwait University
(KU) enrolled in the section courses entitled “computing in Education” course
code 0840-235.
Research approach: The population sample was framed into two groups, viz. quasi-experimental
group and control group. Both the groups were supplemented with the technological
framework such as the internet,
computers, smartphone, and other information and communication tool for the
education. In addition to this, the quasi-experimental group was also provided a traditional approach to
teaching and learning, which include face-to-face interaction among the teacher
and students. Finally, the outcome of the study was observed based on student
performance in test and their interest in
the online test.
Participant
selection: In particular, the
participant selection was from KU, considering 128 female undergraduates.
Finally, a random selection of 64 students was
framed into two groups that include consideration of both ethnical and academic background. In addition
to this, the quasi-experimental group was
also provided traditional learning approach along with the usage of ICT tools.
Main results: The result shows that use of the traditional approach to teaching and learning that include face-to-face interaction between teacher and student is crucial for
bringing effectiveness in the constructive
outcome. The testing of the hypothesis
was based on enhancement of involvement of students in building own learning
along with motivation from teachers, arguments of students from the course being taught, accelerate the persistence
teaching from the teacher and promotion
of lifelong learning. Furthermore, it was argued that use of traditional
approach along with ICT tools in learning
is efficient in terms of interviews,
observations, traditional test, and computer-based assessment from students.
Section 4
The research work tested the outcome of students in both quasi-experimental and
control group that reflects the importance
of traditional teaching and learning methodology. In the present work, the
analysis of this hypothesis was based on the statistical inference derived
based on the experimentation as well as observation. Furthermore, the authors
have correlated the outcomes of the research work based on the literature
survey (grounded theory and meta-analysis) that provide a robust understanding of the whole concept. It was identified that use
of traditional approach of teaching and learning facilitate constructive
philosophy in all discipline and grade level of studies. The identification of
the performance is based on project outcome, the involvement of students in the learning curriculum, and better
quality outcome in the learning. Based on the outcome, the authors have concluded that offering encouragement,
providing a training session,
facilitating the teaching sessions, and development of additional assessment
strategies and measurement of teaching
proves to be effective for students. In addition, empirical research studies
that must offer an advantage to a wide range of discipline, grade level, socioeconomic condition and geographical
location, in terms of learning effectiveness.
