A STUDY ON THE UTILITTY OF ONLINE PROGRAMMES, E-RESOURCES, AND EDUCATIONAL BLOGS BY TEACHERS

A STUDY ON THE UTILITTY OF ONLINE PROGRAMMES, E-RESOURCES, AND EDUCATIONAL BLOGS BY TEACHERS IN TEACHING LEARNING PROCESS AT HIGHER SECONDARY LEVEL

INTRODUCTION

Education is the complete development of individuality of the child, so that he can make his original contribution to human life according to his best capacity. – T P Nunn             

Education is the act or process of imparting or acquiring general knowledge and of developing the powers of reasoning and judgement. Our educational system is a fast changing one. So the growth and development of professionally talented teachers are the necessary one.

Making the shift from teacher as expert to facilitator is sometimes seen as diminishing a teacher’s power and authority. Facilitating learning is empowering for both the learner and the teacher and frees the teacher from many of the burdens that having to be an ‘expert’ might entail. It would traditionally have been seen as a weakness for a teacher to say ‘I don’t know or let’s find out’, but today teacher need to know more about many topics than their students in the rapidly changing technological world.

          Teachers should have freedom to devise appropriate methods of communication and activities. And these should be relevant to the needs and capabilities of the concerns of the community. If quality education is to be provided, teachers should be involved in effective teaching learning processes and at the same time, they should make students involve themselves in individualised learning and facilitate creative thinking. A competent teacher knows that while teaching they have to wear a wide range of hats to achieve the learning objectives of the lesson, allowing students to learn better.

Technology allows students to become more independent in the classroom. But is the change from teacher to facilitator a positive move for the profession. Making use of technology to allow students the freedom to discover solutions to problems both independently and collaboratively is a force for good. As educators, teachers should strive for students to engage with our subject beyond a superficial level. There are many ways in which technology can be used in the classroom to engage students and facilitate exciting, engaging and interesting lessons.

Technology is a science of techniques that is methods of doing / getting things done related to any art or science or a particular profession.  Technology is scientific way of developing new technique. Production and use of gadgets using such technology for education is quite common in modern education system. Utilisation of such technological innovations in educational field is known as Educational Technology.

 Evidence suggests that educational technologies can improve student achievement, so long as such tools are integrated thoughtfully into teaching and learning. When digital capabilities like, online environments are incorporated meaningfully into instruction, students have new opportunities to learn and achieve. There are plenty of resourceful, credible websites available on the Internet that both teachers and students can utilize. The Internet also provides a variety of knowledge and doesn’t limit students to one person’s opinion

Our education system is showing signs of “moving forward.”  The “egg, crate” design of school is gradually giving way to the influence of multipurpose of class room and new experiments in methodology are encouraging student changes are being made in the communication of information within the school. Innovational instructional media are being widely adopted and have become an integral part of teaching in many school systems. 

Teacher professional development is absolutely essential if technology provided to schools is to be used effectively. Most teachers want to learn to use educational technology effectively, but they lack the conceptual framework, time, computer access, and support necessary to do so. A well planned, ongoing professional development program, grounded in a theoretical model, linked to curricular objectives, incorporating formative evaluation activities, and sustained by sufficient financial and staff support is essential if teachers are to use technology effectively to improve student learning. When designing or implementing any teacher professional development program for the use of technology, it must involve the awareness related to modern technological developments in education such as e-resources, educational websites, etc.

Teacher’s involvement in e-resources and educational websites is quite different from other learning processes. Teacher’s awareness, utilization and the training got to them in the utilization of e-resources and educational websites will help them to give guidance and supervision in independent learning experiences. These programmes and resources are essential for providing effective inputs by the teachers to their students

NEED AND SIGNIFICANCE OF THE STUDY

E-Recourses and educational web sites are considered as the latest and most effective innovation in the field of education particularly in the programmes of teaching - learning process, the study is a needed one in the present contest. 

E-Resources and educational web sites are accessible anywhere in any place and at any time by using internet.  There for there is no need on the part of the learner to sit ideally inside the class room and learn curricular materials.  In this way, learning autonomy is provided to the learner.  Since learner – centred programmes are essential, the present study is needed in the prevailing social condition.

Our educational sector is growing every moment and every day. But those who were teaching is not much aware about the sources that are useful to enrich their knowledge as well as their class rooms. Since e-resources and educational websites are considered as the latest and most effective innovation in the field of education particularly programmes for teaching – learning process. Here the researcher would like to analyse how much our teachers are aware about using the e-resources and educational websites at higher secondary level. So the investigator decided to take the present study UTILIZATION OF E-RESOURCES AND EDUCATIONAL WEBSITES BY TEACHERS IN TEACHING LEARNING PROCESS AT HIGHER SECONDARY LEVEL

STATEMENT OF THE PROBLEM

The present study is entitled as “UTILIZATION OF E-RESOURCES AND EDUCATIONAL WEBSITES BY TEACHERS IN TEACHING LEARNING PROCESS AT HIGHER SECONDARY LEVEL”

                          DEFINITION OF KEY TERMS

E-resources:

          Electronic resources is any information source that the library provides access to in all electronic format. 

Educational websites:

          Educational website is a website that was made for education and to research some facts in education especially for students.

Higher secondary level:

         The pupil studying in the last stage of school education that is the 11^th and 12^th year of schooling in the 10+2+3 pattern in kerala, which is currently controlled by a separate directorate and treated as equivalent to pre-degree. It is an entry qualification to the first year degree course and other professional course of different universities in the country.

VARIABLES OF THE STUDY

Independent variable:

           In the present study, the e-resources and educational websites are independent variable.

Dependent variable:

 The dependent variable used in the study is the teaching learning process done by the higher secondary level teachers.

OBJECTIVES OF THE STUDY

The major objectives of the study are-

1.     To find out the extend of utilisation of e-resources and educational websites by teachers in teaching learning process at higher secondary level.

2.     To find out the difference in the utilization of e-resources and educational websites by teachers in teaching learning process with regard to  demographic variables such as gender, management and locale.

HYPOTHESIS OF THE STUDY

1.     The extend of utilisation of e-resources and educational web sites by teachers in teaching learning process at higher secondary level is not up to the expected level.

2.     The utilisation of e-resources and educational websites by teachers in teaching learning process at higher secondary level is differ significantly in the sub samples based on gender, management and locale.

METHODOLOGY OF THE STUDY

     The investigator used Normative Survey Method for identifying the utilization of e-resources and educational websites by teachers in teaching learning process at higher secondary level.

Population:

In the present study higher secondary school teachers in Palakkad district are the population.

Sample:

For the timely completion of the investigation, the investigator select 300 higher secondary school teachers in Palakkad district under the state syllabus as the sample.

Tool:

Questionnaire- The investigator used a Questionnaire as the tool to measure the utilization of e-resources and educational websites by teachers in teaching learning process at higher secondary level.

      Statistical Techniques Used for Analysis:

The following techniques will be used for the present study

1.     Descriptive statistics

2.     Standard deviation

3.      ‘t’-test

SCOPE AND LIMITAITONS OF THE STUDY

            Technological inputs can be given in the teaching-learning process, instead of conducting the classes in the traditional way. Learners freedom will be ensured by using e-resources and educational web sites, because it gives importance to individualised learning under the guidance of teachers based on learners capacity.

           The present study tries to familiarise teachers with the varied sources of information available and the teachers would get more inspiration for using e-resources and educational web sites in teaching learning process.  The study will help the student for getting a general awareness of education web-sites and also create curiosity among the student to use the new technology in education.  That will help them to acquire more knowledge by themselves. 

         The present study may have the following limitations:-

·        The study was not conducted in all the districts of Kerala.

·        The sample of the study consisted of 300 higher secondary teachers only.

ANALYSIS AND INTERPRETATION

          Analysis and interpretation are two major steps in the process of research. Analysis of data is the heart of Research report.  Analysis of data means studying the organized material in order it discover inherent facts.  The data are studied from as many analysis as possible it explore new facts.  Analysis requires an alert, flexible and open mind. It is worthwhile to prepare a plan of analysis before the actual collection of data Lokeshkoul (2009).

          The analysis is the ordering of data into constituent part in order to obtain answers to research questions. Analysis is a process through which we .. the tabulated data in order to find out the inherent facts or meaning pertaining to the study.  According to Best and Khan (2000) “analysis of data is the heart of a research report.  The mass of the data collected may be in raw form.  It needs to be systemized and organized that is, edited, classified and tabulated before it can serve any worthwhile purpose”.

          Data collected are to be processed and analysed for a scientific conclusion and for ensuring that all relevant data are used for making contemplated comparisons and analysis.  The term analysis refers to the computation of certain measures along with search for pattern relationship among the data groups. Without proper analysis, the collected data have no utility ant importance.

          Interpretation is the critical examination of obtained data in the light of the formulated hypothesis.  Interpretation is the critical examination of results of one’s analysis in the light of all the limitations of data gathering.  It is a careful, logical and critical examination of results obtained after analysis, keeping in views the limitations of sample chosen the tools selected and procedure used in the study.

          Interpretation takes the result of analysis, makes inferences and draw conclusion about the relationship.    Interpretation helps to clear the meaning and interpretation.  Analysis is not complete without interpretation and interpretation cannot proceed without analysis.  It is a task of the interpretation is to find out a link or a position of the study in the whole analytical framework.  It connects the findings with the established theories or the available stock of knowledge in a particular area of research.

          The usefulness of collected data lies in its proper interpretation.  The task of analysis is incomplete without interpretation.  In fact analysis and interpretation are complementary to each other.  The end product of analysis is the setting up of general conclusion, while the interpretation deals with what the conclusion really mean.

          Analysis of data serves the following main functions:-

1.     To make the raw data meaningful

2.     To test null hypothesis

3.     To obtain the significant results

4.     To draw  some inference or make generalization, and  

5.     To estimate parameters

This chapter deals with the statistical analysis of the data with reference to the hypothesis.   Interpretation is also made to account for the result.  The choice of the statistical techniques of data analysis was largely determined by the research hypothesis to be tested.

Objectives of the study

The researcher set the following objectives of the study

1.     The find out the extend of utilization of e-resources and websites in teaching learning process among teachers at higher secondary level.

2.     To find out the difference in the utilization of e-resources and websites in teaching process among  teachers with regard to demographic variables  such as gender, management and subject.

Hypotheses of the study

          The researcher set the following hypotheses of the study

1.     The extend of utilization of e-resources and websites in teaching learning process among teachers at higher secondary level is not up to the expected level.

2.     The utilization of e-resources  and websites in teaching learning process  among teachers at higher secondary level is differ significantly in the sub samples based on gender, management and subject.

Statistical analysis of data

          The study was to estimate the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level.  The data collected through the administration of tool was subjected to statistical analysis, the details of which are presented in this chapter.  The analysis of data is organized in to two sections.

1.     Preliminary analysis

2.     Major analysis

Preliminary analysis

          For getting a general data about the variables, preliminary analysis was conducted with the support of the important statistical constants such as Mean, Median, Mode and Standard Deviation for the total sample. Details of preliminary analysis are shown in the table

          Analysis of extend of utilization of e-resources and websites in teaching learning process among teachers at higher secondary level. The first objective is to find out the extend of utilization of e-resources and websites in teaching learning process among teachers at higher secondary level. The whole sample consist of 300 teachers from different higher secondary schools.  The investigator calculated that Mean, Median, Mode, Standard Deviation for the total sample. The details are given in the table

Table

Statistical constants of extend of utilization of e-resources and websites

Sample        Mean          Median       Mode           S.D             Percentage

300             28.06          27               28               6.20            62.36

          As shown table   , the mean value of extend of utilization of e-resources and website is 28.06. The Median value is 27 and the Mode of scores was found to be 28.  The Standard Deviation is found to be 6.20.  The Percentage value of utilization of e-resources and websites is 62.36%,  that means 62.36% teachers are using e-resources and websites for the teaching learning process  at higher secondary level.

Diagram showing Statistical constants of extend of utilization of e-resources and websites

Major Analysis

          For finding the significant difference between two groups Arithmetic Mean and Standard Deviation of different samples were calculated and found out the t-value also.

Difference in the utilization of e-resources and websites in teaching learning process among teaches at higher secondary level based on gender. 

For finding the difference in the utilization of e-resources  and websites, the Mean score,  Standard Deviation and t-value were calculated by differentiating the samples based on gender.

Table gives the details of the calculated statistics.

Table

 Results of the Test of Significance of mean difference in the utilization of e-resources and websites based on gender

Variable	Subsample	N	M	S.D	t-value	Level of significance
Utilization of e-resources and websites	Male Female	100 200	28 28.13	6.20	0.87	P<.05

          As shown in the table  , Mean score of utilization of e-resources and websites of male teachers is found to be 28 and that of female teachers is 28.13. The Standard Deviation of male and female teachers is found to be 6.20. The obtained t-value is 0.87 which is less than the table value 1.97 at 0.05 level of significance. The result shows that these is no significant difference in the utilization of e-resources and websites among male and female teachers.

          According to hypothesis 2 (a) there is significant difference in the utilization of e-resources and websites based on gender. The analysis resulted in finding that there is no significant difference in the utilization of e-resources and websites based on gender at 0.05 level. Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY MALE AND FEMALE TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level based on management.

Inorder to find out the differences in the utilization of e-resources and websites based on management, Mean score, Standard Deviation score and t-value were calculated. The details are shown in the table

Table

Results of the Test of Significance of Mean difference in the utilization of e-resources and websites based on management

Variable	Subsample	N	M	S.D	t-Value	Level of significance
Utilization of e-resources and websites	Govt. Aided	150 150	28.89 27.81	6.20	0.11	P<.05

As shown table  , the Mean score of utilization of e-resources and websites by the Government teachers was found to be 28.89 and that of aided teachers was 27.81. The Standard Deviation of Government and aided teachers are found to be 6.20. The obtained t-value 0.11 which is less than the table value1.97 at 0.05 level of significance.

The result shows that there is no significant difference in the utilization of e-resources and websites based on government and aided schools.

According to 2 (b) there is significant difference in the utilization of e-resources and websites based on type of management. The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on types of management at 0.05 level. Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY GOVT.  AND AIDED TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level based on subjects Language and Science. In order to find out the difference in the utilization of e-resources and websites by the teachers of different subjects, the Mean, Percentages, Standard Deviation and t-value scores were calculated. The details are presented in the following tables

Difference in the utilization of e-resources and websites based on subjects Language and Science.

Table no

Results of the Test of Significance of mean difference in the utilization of e-resources and websites based on subject Language and Science

Variable	Subsample	N	M	Percentage	S.D	t-value	Level of significance
Utilization of e-resources and websites	Language Science	45 90	28.49 28.59	63.31 63.53	5.71	0.93	P<.05

As shown table  , the Mean score of utilization of  e-resources and websites by the Language and Science teachers was found to be 28.49 and 28.59 respectively.  The percentage of utilization of e-resources and websites by Language teachers is 63.31 and that of Science teachers is 67.53.  The Standard Deviation of Language and science teachers are found to be 5.71.  The obtained t-value 0.93 which is less than the table value 1.97 at 0.05 level of significance. The result shows that there is no significant difference in the utilization of e-resources and websites based on Language and Science teachers.

          According to 2 (c) 1 there is significant difference in the utilization of e-resources and websites based on subjects Language teachers and science teachers.  The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on Language teachers and Science teachers at 0.05 level. Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY LANGUAGE  AND SCIENCE TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level based on subjects Language and Commerce.  

For finding the difference in the utilization of e –resources and websites by the teachers of different subjects, the Mean, Percentage, Standard Deviation and t-value scores were calculated.

          The details are shown in the table

Table

          Results of the Test of Significance of mean difference in the utilization of e-resources and websites based on subjects Language and Commerce

Variable	Subsample	N	M	Percentage	S.D	t-value	Level of significance
Utilization of e-resources and websites	Language Commerce	45 70	28.49 28.81	63.31 64.03	6.13	0.78	P<.05

          As shown table  , the Mean score of utilization of e-resources and websites by the Language and Commerce teachers was found to be 28.49 and 28.81 respectively.  The percentage of utilization of e-resources and websites by Language teachers is 63.31 and that of commerce teachers is 64.03.  The standard Deviation of Language and Commerce teachers are found to be 6.13.  The obtained t-value 0.78 which is less than the table value 1.97 at 0.05 level of significance. The result shows that there is no significant difference in the utilization of e-resources and websites based on Language and commerce teachers.

          According to 2 (c) 2 there is significant difference in the utilization of e-resources and websites based on subjects Language and Commerce teachers.  The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on Language and Commerce teachers at 0.05 levels.  Therefore the hypothesis is rejected.  

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY LANGUAGE  AND COMMERCE TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level based on subjects Language and Humanities.  In order to find out difference in the utilization of e-resources and websites  by the teachers of different subjects , the Mean, Percentage, Standard Deviation and t-value scores were calculated. 

The details are shown in the table

Table

Results of the Test of Significance of mean difference in the utilization of e-resources and websites based on subjects Language and Humanities

Variable	Subsample	N	M	Percentage	S.D	t-value	Level of significance
Utilization of e-resources and websites	Language Humanities	45 95	28.49 27.73	63.31 61.61	5.91	0.48	P<.05

          As shown table  , the Mean score of utilization of e-resources and websites by the Language teachers was found to be 28.49 and that of Humanities teachers was 27.73. The percentage of utilization of e-resources and websites by Language teachers is 63.31 and that of Humanities teachers is 61.61. The Standard Deviation of Language and Humanities teachers are found to be 5.91.  The obtained t-value 0.48 which is less than the table value 1.97 at level 0.05 level of significance.  The result shows that there is no significant difference in the utilization of e-resources and websites based on Language and Humanities teachers.

According to 2 (c) 3 there is significant difference in the utilization of e-resources and websites based on subjects Language and Humanities teachers.  The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on Language and Humanities teachers at 0.05 level. Therefore the hypothesis is rejected.  

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY LANGUAGE  AND HUMANITIES TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level based on subjects Science and Commerce. For finding the difference in the utilization of e-resources and websites by the teachers of different subjects, the Mean, Percentage, Standard Deviation and t-value scores were calculated.

          The details are shown in the table

Table

          Results of the Test of Significance of mean difference in the utilization of e-resource, and websites based on subjects Science and Commerce

Variable	Subsample	N	M	Percentage	S.D	t-value	Level of significance
Utilization of e-resources and websites	Science Commerce	90 70	28.59 28.81	63.53 64.03	5.86	0.81	P<.05

          As shown table  , the Mean score of utilization of e-resources and websites by the Science and Commerce teachers was found to be 28.59 and 28.81 respectively.  The percentage of utilization of e-resources and websites by Science teachers is 63.53 and that of Commerce teachers is 64.03.  The Standard Deviation of Science and Commerce teachers is found to be 5.86.  The obtained t-value 0.81 which is less than the table value 1.97 at 0.05 level of significance. The result shows that there is no significant difference in the utilization of e-resources and websites based on Science and Commerce teachers.

          According to 2 (c) 4 there is significant difference in the utilization e-resources and websites based on subjects Science and Commerce teachers.  The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on Science and Commerce teachers at 0.05 levels.  Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY SCIENCE   AND COMMERCE TEACHERS

Difference in the utilization of e-resource and  websites in  teaching learning process among teachers at  higher secondary level based on  subjects Science and Humanities.

In order to find out difference in the utilization of e-resources and websites by the teachers of different subjects, the Mean, Percentage, Standard Deviation and t-value scores were calculate. 

The details are shown in the table

Table   

Results of the Test of Significance of mean difference in the utilization of e-resources and websites based on Subjects science and Humanities

Variable	Subsample	N	M	Percentage	S.D	t-Value	Level of significance
Utilization of e-resources and websites	Science Humanities	90 95	28.59 27.73	63.53 61.61	5.73	1	P<.05

As shown table  , the Mean score of utilization of e- resources and websites by the Science and Humanities teachers was found to be 28.59 and 27.73 respectively.  The percentage of utilization of e-resources and websites by Science  teachers is  63.53 and that of Humanities teachers is 61.61.  The Standard Deviation of Science and Humanities teachers are found to be 5.73.  The obtained t-value 1 which is less than the table value 1.97 at 0.05 level of significance. The result shows that there is no significant difference in the utilization of e-resources and websites based on Science and Humanities teachers.

According to 2 ( c )5 there is significant difference in the utilization of e-resources and websites based on subjects Science and Humanities teachers.  The analysis resulted in the finding that there is no significant difference in the utilization of e-resources and websites based on Science and  Humanities at 0.05 level.  Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY SCIENCE   AND HUMANITIES TEACHERS

Difference in the utilization of e-resources and websites in teaching learning process  among teachers at higher  secondary  level based on subjects Commerce and Humanities.

 For finding the difference in the utilization of re-resources and websites by the teachers of different  subjects the Mean, Percentage, Standard Deviation and t-value scores were calculated. The details are shown in the table

Table

          Results of the Test of Significance of mean difference in the utilization of  e- resources and websites based on subjects Commerce and Humanities

Variable	Subsample	N	M	Percentage	S.D	t-value	Level of significance
Utilization of e-resources and websites	Commerce Humanities	70 95	28.81 27.73	64.03 61.61	6.03	0.26	P<.05

As shown table  , the Mean score of utilization of e-resources and websites by the Commerce teachers was found to be 28.81 and that of Humanities teachers was 27.73.  The percentage of utilization of e-resources and websites by Commerce teacher is 64.03 and that of Humanities teachers is 61.61. The Standard Deviation of commerce and humanities teachers are found to be 6.03.  The obtained t-value 0.26 which is less than the table value 1.97 at 0.05 level of significance. The result shows that there is no significant difference in the utilization of e-resources and websites based on  Commerce and Humanities teachers.

          According to 2 ( c ) 6 there is significant difference in the utilization of e-resources  and websites  based on  subjects Commerce and Humanities teachers.  The analysis resulted in the finding that there s is no significant difference in the utilization of e-resources and websites based on Commerce and Humanities teachers at 0.05 level. Therefore the hypothesis is rejected.

GRAPHICAL REPRESENTATION OF MEAN SCORES OF UTILISATION OF E-RESOURCES & WEBSITES BY COMMERCE   AND HUMANITIES TEACHERS

Conclusion

          The present study reveals that there is no significant difference in the utilization of e-resources and websites in teaching learning process among teachers at higher secondary level. The statistical constants shows that majority of the teachers were utilizing e-resources and websites in teaching learning process.  The percentage values of analysis shows that mostly the commerce teachers were using e-resources and websites than the Language, Science and Humanities teachers. 

          The summary, conclusions and suggestions are given in the next chapter.