Professional Documents
Culture Documents
3.0 INTRODUCTION
3.1 STUDIES RELATED TO e-CONTENT
3.2 STUDIES RELATED TO WEB BASED e-CONTENT
3.3 STUDIES RELATED TO e-CONTENT IN LEARNING
MATHEMATICS
3.4 CONCLUSION
CHAPTER III
3.0 INTRODUCTION
The review of the related literature acquaints a researcher with the current
knowledge in the field in which he/she is interested to conduct research. It provides
him/her the theoretical and empirical framework from which the problem has arisen.
The review eliminates the risk of duplication of what has been done. It is of no use
to replicate a study when the stability and validity of its results have been clearly
established. It convinces the researcher that the problem selected by him/her has
roots in the existing literature and it needs further exploration.
Through the survey of the related literature and its review, the researcher can
identify the significant problems in the research area by avoiding unfruitful and
useless problems. The findings of the significant problems are likely to add to the
knowledge in a meaningful way. The careful and thorough review of related
literature gives the researcher an understanding of the research methodology which
is helpful in the selection of sample groups, selection and development of tools and
techniques and application of date analysis techniques. The most important purpose
for reviewing the related literature is to know about the recommendations of
previous researchers highlighted in their studies for further research.
Meera (2000) has proved that the different modes of computer based instruction
namely; drill& practice and simulation were more effective than conventional lecture
method in realizing the instructional objectives in biology at class XI.
Joy and Manickam (2002) have proved that there was no significant
difference on the teacher competency in the pre and post scores or between the
experimental and control group. But teacher competency was positively related to
post knowledge in Computer Assisted Instruction (CAI) of the experimental group.
There was a significant difference between the groups in their attitude towards
computer education. As a result of training in CAI, the attitude of the experimental
group became more favorable towards computer education. There was correlation
between age and attitude towards use of computer. There was a significant
difference in the pre and post scores of the experimental group on knowledge in CAI
and attitude towards use of computer.
Krishna Kumar and Ambedkar (2005) has proved that the CAELL
(computer Assisted English Language Learning) method to teach English Grammar
is more effective and particularly when it is used with the assistance of a teacher.
The presence of the human element has better impact in the teaching learning
situation.
Juothi (2007) has proved that the computer based self-instructional module
could show immense impact on learning of chemistry. Further, the students are
better motivated and interestingly participated in computer-based learning. They did
not hesitate to clarify their doubts through computer - based learning where the
learning is in branched programmed style.
38
secondary school students. Randomized control group pre-test and post-test
experimental design was followed for the study. Results of the study showed that
use of multimedia learning package in social science is helpful in improving the
achievement of the students. The study also proved that sex, locality and educational
qualification of parents have no influence on the achievement of the students when
taught through MMLP.
39
Rishad Kolothumthodi (2008) developed an e-Content module on
communication: Elements, Process and Types for the B.Ed. Trainees. The result of
the study proved that (i) e-Content can be used for teaching of communication at the
B.Ed. level, (ii) 5% of the students have scored 86.67 % of marks in the achievement
test conducted for validating the developed e-Content, and (iii) 25% of the students
have scored 93.3% of marks in the achievement test conducted for validating the
developed e-Content. Further, 70% of the students scored 100% of marks in the
achievement test conducted for validating the developed e-Content
40
students and (v) Urban group students achieved higher gain scores than their
counterparts in the experimental group.
41
Malleeswaran (2009) attempted to study the efficacy of e-Content on
branches of commerce at higher secondary level. The major findings revealed that
(i) There was no significant mean difference between the achievement of control and
experimental groups in the pre-test, (ii) There was a significant mean difference
between the achievement of control and experimental groups in the post-test, (iii)
There was no significant mean difference between the achievement of pre and post-
test of control group and (iv) There was a significant mean difference between the
achievement of pre and post-test of experimental group.
42
the present study that these two issues may be more effectively understood by a
consideration of an individuals cognitive style. Fifty participants were assigned to
one of two web-based instructional systems featuring information on the subjects of
psychological ethics. The Information in one of the web systems was segmented to a
greater degree than the information in the other. Half the participants using each web
system were given an overview of the system and half were not. After a given time
using the system, participants were tested on the information from the web. The
findings suggest that cognitive style and segmentation had an effect on performance,
although the provision of the overview had little effect.
Donovan and Nakhleh (2007) documented the findings of their student use
of Web- based tutorial materials for general chemistry and student understanding of
chemistry concepts. They found that students who use the Web site valued the
aspects of visualization of chemistry concepts and availability of materials online. In
the analysis of student understanding of chemistry concepts via concepts maps, they
also found that students who used the Web site showed a similar level of
understanding of chemistry to the students who did not use the Web site, but that the
Web site users attempted to make more concept map links about the relevant
chemistry concepts.
43
addition, students with learning styles assimilator and converger received better
results with traditional instructor-based learning.
Tarng and Liou (2007) studied the virtual reality technologies for
developing a virtual astronomical museum, which can be applied in astronomy
education. The museum contains four exhibition areas of the following
topics: Astronomy Technologies, the Moon and Earth, the Solar System, and
Observing constellations. They developed the virtual scenes of astronomical
museum, including the domed building, exhibition areas, displayed objects, and
several models to stimulate the motion of celestial bodies. Users can operate the
models by setting time, position and speed to observe the changes of astronomical
phenomena. In virtual astronomical museum, they can see a lot of exhibits as if
visiting a real astronomical museum. It is accessible through network and highly
interactive with 3D visual effects. In addition, learning on the virtual website is not
limited by time or space. Therefore, it is a very useful tool to enhance astronomical
knowledge.
44
learners pursuing undergraduate degrees through e-learning coursework. Among
other things, data suggest that meaningful social interaction and emotions may be
important components in powerful learning experiences. In addition, the data
suggest that powerful learning can indeed occur in e-Learning environments. Results
of this study combine with those from three previous studies to point towards
practice of instructional designers and educators that may contribute to powerful
learning in e-learning environments. Further examination of powerful learning in
such environment holds promise.
45
evaluation of student learning outcomes. Usability tools are often employed in
Human-Computer Interaction (HCL) to measure the quality of a users experience
when interacting with a web site and could potentially impact learning in web-based
online learning environments. This study investigates the relationships between
usability factors and learning outcomes in an online learning environment as well as
difference in learning outcomes and system usability between several selected
student groups, including student computer competency scores, gender and age. The
results of this survey-based study highlight the importance of integrating usability
factors into the evaluation of learning outcomes in online learning environments.
A study conducted by the Halil Ibrahim Cebecia et al. (2009) to explore the
relationship between the student performance and instructional design. The research
was conducted at the E-learning school at a university in Turkey. A list of design
factors that had potential influence in student success was created through a review
of the literature and interviews with the relevant experts. From this, the five most
import design factors were chosen. The experts scored 25 university courses on the
extent to which they demonstrated the chosen design factors. Multiple-regression
and supervised artificial neural network (ANN) models were used to examine the
relationship between student grade point averages and the scores on the five design
factors. The results indicated that there is no statistical difference between the two
models. Both models identified the use of examples and applications as the most
influential factor. The ANN model provided more information and was used to
predict the course-specific factor values required for a desired level of success.
46
to-face environment compared to an asynchronous, online classroom. Results indicate
that the mode of instructional delivery (face-to-face or online) is not as influential as
the instructors level of interactivity in promoting active engagement with course
material. Findings suggest that the asynchronous component of online learning does
not inherently prompt students toward enhanced critical thinking, but may serve as a
vehicle for online instructors to encourage increased engagement and critical thinking.
47
driven multimedia, web-based professional development program. Overall, the results
indicated at the video-driven multimedia, web-based instruction was not only
pedagogically equivalent in terms of knowledge gains to the live instruction but that the
knowledge gains were slightly higher among the web-based participants. Further,
certain components in the web-based environment contributed more than components in
the live environment to pedagogical effectiveness.
Chun-Yi Shen and Hsiu-Chuan LIU (2011) although there were studies
that presented the applications of metacognitive skill training, the research on web-
based metacognitive skills training are few. The purpose of this study is to design a
web-based learning environment and further examine the effect of the web-based
training. A pretest-posttest quasi-experimental design was used in this study. Fifty-
48
three college students were assigned into experimental and control groups. After
four-week training period, the results of paired-samples t-test showed that
experimental groups posttest scores were significantly higher than the pretest scores
in self-plan, self-monitor, and total score, while there was no significant difference
in the control group. In addition, students in experimental group made significantly
greater gains when compared to control group in self-plan.
49
was designed with three key elements, namely proficiency level grouping,
individualized instructional strategies and materials, and individualized feedback.
Participants were 83 students enrolled in a semester-long general education course at a
university in Taiwan. The four department measures were CT skills (CTS), CT
dispositions (CTS), English listening, and speaking proficiency. Results from the one-
group pretest-posttest design were evaluated by paired t-tests and a mixed design
ANCOVA (analysis of covariance) in order to identify any statistically significant
improvements following the intervention. The results of the study showed that
learners participating in the treatment significantly improved in terms of English
listening and speaking, as well as on all CTS subscales, with little change in CTS,
apart from significant improvement on the subscale of open-mindedness.
50
According to the questions, which the experimental group answered after the course,
the web-based exercises were found motivated and useful. The pupils think that web-
based exercises help them to learn mathematics, and they hope to have more web-
based exercises to further courses. According to this study web-based exercises
improve the learning results. Interactive web-based exercises and programs should be
invested when making plans for improving education in the future.
51
with a self-explanation prompt produced improvement in performance,
mathematical self-efficacy and problem solving skills.
53
interviews that all students agreed that the workshops helped them become more
confident in using computers to teach mathematics. The findings of this study
provide further compelling evidence to support the recommendations of many
national reports, such as the NCTM Professional Standards for School Mathematics
(2000), to substantially increase the role of instructional technology in the
contemporary mathematics classroom. Based on the results, we found that the
workshops were successful in changing students attitudes toward using computers
or Internet resources in teaching mathematics.
54
teachers and parents are highly supportive of using the technology and believe
that it would make substantial positive contribution to the Mathematics
teaching process. The research has exposed the current lack of awareness on
behalf of the school, teachers and parents on the availability of such software.
55
performed most poorly. The findings of this study contradict the current research
findings of no significant difference in success based on learning environment.
56
Alaattin Pusmaz and Ahmet Sukru Ozdemir (2012) analyzed the
problem-solving strategies adopted by mathematics teachers in middle school and
explore the role of web-based professional development studies in improving this
process. The case group is constituted by twelve math teachers teaching in middle
school. These twelve teachers have been arranged a seven-week web-based
professional development study in problem-solving strategies. For collecting the
data, pre- and post-testing, interview and observation methods have been exercised.
On the basis of content analysis, the data obtained have been examined through an
inductive strategy. As a result of this research, it is seen that teachers give more
importance to problem solving in their classrooms. After web-based professional
development study, they tended use various problem-solving strategies. A high ratio
of teachers stated that after a professional development study, the usage of different
problem-solving strategies has increased.
Cem Oktay Gzeller and Aya Akn Aya Akn (2012) investigated the
effects of web-based mathematics instruction (WBMI) on the mathematics
achievement, attitudes, anxiety, and mathematical self - efficacy of 6th grade
students. This is a study based on the pre test-post test control group design. The
experimental groups were chosen from among students who had access to computers
and the internet at home. Overall, 12 students of study group had access to
computers and the internet at home, and therefore there were 12 and 50 students in
the experimental and control groups respectively. This study employed two different
treatments. The treatment for the students in the experimental group were taught by
the WBMI while the students in the control group were received the 6th grade
mathematics content through traditional mathematics instruction (TMI), as
suggested in the curriculum. The differences between the two groups were tested by
the Mann-Whitney U test. The results of the study revealed that there is a
statistically significant difference between the groups on the post-mathematics
achievement test, post-mathematics attitudes, anxiety, and self-efficacy scores in
favor of experimental group. It could be concluded from the results that the use of
WBMI was superior to the TMI.
57
Dedi Rohendi (2012) presented a research article on developing e-Learning
based on animation content for improving mathematical connection abilities in high
school students. The purpose of this article is to develop e-learning based on
animation content to improve mathematical connection abilities in senior high
school students. The e-learning was developed using framework proposed by
Moddle, while the animation content was developed using macromedia flash. To
get the student mathematical connection abilities, pretest and pos test were
administered before and after teaching and learning process. The data were analyzed
using t-test and found that e-learning which was based on animation content not
only had significant effect on mathematical connection abilities but also been able
to improve students mathematical connection abilities far better than that of
conventional approach.
58
in the pre-test, 13 students were chosen as control group and 13 students were chosen as
experimental group. Finally the investigator concluded that (a) there was significant
difference between control and experimental group students in their gain scores, that is
the experimental group students are better than the control group students in their gain
score and (b) there was significant difference between control and experimental group
students in their gain scores for attainment of the knowledge, understanding, and
application objectives.
Hossain and Quinn (2013). Due to the rapid growth of the Internet and
mobile web usage, costs of mathematics teaching-learning software, and the
challenges of traditional and Web-based online classes, free and available Web 2.0
applications may provide a means for improving the teaching and learning of
mathematics. This paper presents authors experience of the implementation of a
Web 2.0-based collaborative model implemented in a College Euclidean Geometry
Course conducted at a university in the western United States. The study found that
the implementation of a blogging activity in the Euclidean Geometry class to be
collaborative, convenient, effective, enjoyable, and applicable in other mathematics
classes. Despite some difficulties and limitations of the free blog service used, the
study suggests that blogs and other Web 2.0 technologies could provide an
important avenue for fostering improved mathematics in todays technologically
advanced society.
59
The study of Kurtulus Aytac (2013) is to investigate the effects of web-
based interactive virtual tours on the development of prospective mathematics
teachers spatial skills. The study is designed based on experimental method. The
one-group pre-test post-test design of this method was taken as the research
model. The study is conducted with 3rd year students of department of mathematics
teaching for primary schools in a state university, who had taken computer courses
for two terms but hadnt been involved in a web-based interactive virtual tour
before. A total of 60 teacher candidates were included in the study. The Purdue
spatial visualization Test (PSVT) was administered as the pre-test and the post-test.
This test is developed so as to consist of 36 multiple choice items and include the
skills of mental visualization of objects based on their surface developments, mental
rotation of objects and mental visualization of rotated views of objects. In
conclusion, according to the finding, the greatest increase occurred in developments
part of prospective primary school mathematics teachers spatial skills. Secondly,
there is an increase in the rotations part. Next, the lowest increase is found in the
views part.
Pilli and Aksu (2013) conducted a study to examine the effects of the
educational software Frizbi Mathematics 4 on 4th grade students mathematics
achievement, retention, attitudes toward computer assisted learning. Two groups
(experimental and control) of students from the state primary school in
Ganzimagusa, north Cyprus were used in this study. The control group was taught
using a lecture-based traditional instruction and experimental group was taught
using educational software, namely Frizbi Mathematics 4. The control group
consisted of 26 students while the experimental group consisted of 29 students. The
groups were compared on achievement of mathematics, retention, and attitude
towards mathematics and computer assisted learning. The study included three units,
multiplication of natural numbers, division of natural numbers, and fractions. Scores
on achievement tests were collected three times; at the beginning of the study,
immediately after the intervention, and four months later. The mathematics attitude
scale and computer assisted learning attitude scale were administrated only two
times; at the beginning of the study and immediately after the completion of the
study .A series of ANOVAs for repeated measures relevant significant difference
60
between the groups on the post achievement tests and attitude scales in favour of
experimental group. However, statistically significant differences in favor of the
treatment group, on the retention tests where attained on the multiplication and
division units but not on fractions. The evidence indicates that Frizbi mathematics 4
for learning and teaching mathematic at the primary school level in North Cyprus is
an effective tool.
3.4 CONCLUSION
This chapter is helpful to find out the research problem, establishing the
conceptual framework and formulating objectives, hypotheses and the method of
study. The method and procedure of this present study is given in the next chapter.
61