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Effect of Digital-learning on Academic achievement of secondary school

students

Research · April 2019

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Sai Ram Pate

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 Effect of Digital-learning on Academic achievement of secondary school
students

Abstract:
Today, in 21st century the learning method changed from black boards to digital boards,
classroom settings changed from Teacher centred traditional method to Student centred digital
communication method. Role of computers, mobile devices and social media play a key role
in learning. As the traditional classroom method supposed to have limited way of
communication between Teacher-Student, Digital learning opens the door for student
depending only on limited resources to communicate and learn with number of resources.
Adaptation of basic digital skills and technology help student learn easy and explore
knowledge. Positive perception and motivation help Student improve academic grades and
participation in active learning. Family support and their role is crucial in this digital learning
method, in-fact their role is a key pillar in balancing Family, Teacher-Student communication
triad. The present study conducted on 102 students from different Government schools
studying 8th, 9th and 10th class, of which 53 are Female students and 49 are Male students,
focuses on the role of Digital learning in Students’ academic achievement, students’ prior
computer skills, the way Digitalization motivates the student towards learning, perception
towards digital methods and effect of Teacher-Student relationship. The data were analysed
using Statistical Package for Social Science (SPSS) version 20, a data capturing and analysis
software. The study shown there is no significant difference on academic achievement between
male and female students.

KEYWORDS: Digital learning, Motivation, Perception, Students, Computer Skills.

OBJECTIVES:

• To study the significant difference in Academic achievement between Male and Female
students.
• To study the role of Students’ perception on Digital learning.
• To study the effect of learning motivation on Students’ Digital learning

HYPOTHESIS:

• There is no significant difference in Academic achievement between Male and Female

students.
• There is a positive relation between Perception towards Digital learning and Students’
overall Digital learning
• Learning motivation scores show positive effects on Student Digital learning

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Introduction:
Internet technologies at an early stage such as e-mail, web pages and newsgroups have to add
value to the delivery of knowledge in a traditional classroom. Internet technology has been
growing with the emergence of Web 2.0 technologies. Web 2.0 technologies such as blogs,
wikis and social networking sites will link the information to people who are interconnected.
This means that the dimensions of the field of education will change as a result of this rapid
development of technology.

Digital learning is a state policy framework that supports full and part time access to online
learning. It also eliminates seat-time requirements and supports expanded broadband access.
Digital learning also contributes to student access to devices such as smartphone and tablet. It
makes the shift to digital instructional materials (Bailey et al, 2013). The activities in social
networks provide students with an active process that gives significant meaning to them.
Effective pedagogical practices and use of technology will naturally motivate the students.
Internet and social networking tools can provide opportunities for students to find information,
collect their own materials, communicate, create meaning, and evaluate the final outcome.
Students with self-directed learning practices will create an active learning environment, as
identified by Batchelder (2010).

Digital classroom types:

Digital classroom applications and processes include Web-based learning, computer-based
learning, virtual classroom opportunities and digital collaboration. Content is delivered via the
Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced
or instructor-led and includes media in the form of text, image, animation, streaming video and
audio. Acronyms like CBT (Computer-Based Training), IBT (Internet-Based Training) or
WBT (Web- Based Training) are different forms of digital classroom

We can distribute digital classroom on two parts. First, synchronous digital classroom equipped
with computer for each student and online students which can participate in the classroom via
internet and a teacher using computer to learning with advance technology and managing
learning process. Second, asynchronous digital classroom that each student participates in the
class via internet at any time and from any place. This kind of learning is a student- centred
teaching method that uses online learning resources to facilitate information sharing outside
the constraints of time and place among a network of people. This learning is a combination of
self-study with asynchronous interactions to promote learning, and it can be used to facilitate
learning in traditional on-campus education, distance education. The online learning resources
used to support asynchronous learning include email, electronic mailing lists, threaded
conferencing systems, online discussion boards, and blogs.

How it works:
The most workable and feasible mode that was achieved during this study was a type of
integrated system. This integrated system was a combination of all the technologies, which
were present in the institution. After conducting a number of field trials and implementation of

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digital content matter, the ultimate design of the electronic classroom that was finalized
consisted of mainly two outputs in form of coaxial and digital signals were generated and
transmitted from the control room known as the knowledge centre. This control room was
facilitated with a server, two computers and four channels for video lectures and programmes.
The signals generated from the control room were transmitted through a local area network,
which had been created in all the classrooms of the school. In every classroom, the display
systems were made available to receive both types of signals. This display system consisted of
mainly the large screen television, a computer, projector, backup power supply and other
network devices etc.

The importance of educational software (tools and applications) and digital content (learning
materials) needs to be recognised if the huge educational investments in hardware and
infrastructure are to realise the expected improvements in learning and schooling. Member
countries for primary, secondary and tertiary education. Mostly, however, the expenditure was
on hardware and networking, with little on software and content. Whilst this low expenditure
may be expected to increase, a frequent criticism by teachers is of a lack of relevant materials.
The adoption of digital education has followed the development of a more general world
market trend, in which hardware advances have been closely followed by the emergence of
commercial software to exploit the new opportunities. There is a wide range of software and
digital content used in education, much of which was not specifically developed for educational
environments. The range covers general tools, teacher tools, communications, resources,
computer-assisted instruction, integrated learning systems, computer-based assessment tools,
and management tools. Once a school is networked, the Internet model of digital content
delivery has attractions. Materials are often free (though this will not necessarily remain so),
and are readily available apart from any problems over downloading. Even when they are not
free, a school may be able to preview a product before purchase – thus overcoming a long-
standing difficulty with digital content selection – and in some cases obtain updated versions
subsequently at no extra cost. The Web sites can be accessed from every machine, and the
sites cannot be damaged or lost through user action.

Sustained dialogue is needed between digital material suppliers and the education service, to
improve the range of software and digital content available to schools. Governments may need
to promote such dialogue and share some of the risk of new development. There are wide
differences between countries and levels of education in the way choices are made in
purchasing digital materials for schools. Some central purchasing of software and digital
content may be needed for economies of scale, but much discretion will need to lie at the local
level.

Learning by technology:
Many education systems are still at an early stage in recognising the role of digital learning and
incorporating it in schools. Faced with many other priorities competing for available resources,
they have made no more than a modest commitment to adopting digital learning materials and
techniques. Only now is progress being made towards organising the development of
professional digital competence for teachers. A consequence of the slow adoption of digital

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learning in education is that commercial understanding of specific curriculum needs is
frequently inadequate, and the market is under-developed. Large companies find the extensive
and less- demanding home market easier to target, while smaller, educationally-expert
companies may lack the financial resources to develop specialised products on a speculative
basis. There is no clearly-defined target for product design within fast-changing delivery
systems, and pedagogic research and practical experience are only beginning to yield lessons
on how best to proceed.

Digital learning is an effective teaching method to enhance students’ learning experience. It

emphasizes a high-quality teaching experience and provides access to challenging contents,
feedback through formative assessment, and self-learning opportunity at student’s own pace.

Digital classrooms are considered as the vital element in promoting and improving the
traditional methods of teaching and learning. Digital classroom requires a shift from a teacher-
centred to student-centred environment where the instructor must take on multiple new roles.
The integrating technology into the classroom is an approach to develop better understanding
of basic concepts provided for learning, if it is applied appropriately. Digital classroom
comprises all forms of electronically supported learning and teaching.

Innovative way of teaching with technology enabled education making them flexible and
technologically gymnastic. A Picture is worth a thousand words; Animation adds spice to
teaching and create a fun atmosphere in learning, “Save” and reuse of Lecture when needed.
Most Important of all is that technology saves the time for more learning activities.

Asynchronous learning's greatest benefit to students is the freedom it gives them to access the
course and its instructional materials at any time they choose and from any location with an
Internet connection. This allows for accessibility for diverse student populations, ranging from
traditional, on-campus students, to working professionals, to international students in foreign
countries. All materials, correspondence, and interactions can be electronically archived.
Participants can go back and review course materials, lectures, and presentations, as well as
correspondence between participants. This information is generally available at any time to
course participants.

The multimedia configuration in the electronic classroom is a collection of computers and

audio-visual equipment, often coordinated by one or two control panels. This setup allows the
instructor an opportunity to use various devices to present information to the students. It also
provides the students with many different ways to learn. By using different modalities
(audio/visual) to process information, students are likely to better retain and recall that
information.

one way of taking many of the advantages of the "traditional" classroom and adding the benefit
of the computer technology, is to create a classroom environment that allows instructors to use
computers to enhance their delivery of content, therefore, in the present study a feasible and
cost effective system was created and established by upgrading the traditional system of
teaching inside a classroom. Electronic classrooms, which provide students and instructors
with this great opportunity, are currently operating

4
The most effective learning environment is one based on a dynamic partnership between home
and school, formal and informal, teacher and taught. This underscores the seriousness of the
situation for students who have inadequate home facilities, who are on the wrong side of the
“digital divide”.

The school has a local network, an Internet server and a mail server, to which all classrooms,
group-rooms, the teachers’ room and even certain activity rooms are connected. Teachers and
students are very positive about the scheme. Parental enthusiasm is so strong that private
schools are beginning to adopt the same approach.

Many educators see the new information technology as a catalyst for a revolution in the
classroom, since it requires new approaches to learning and teaching if its full potential as a
learning resource is to be realised. Further, information technology promotes a restructuring
of the curriculum for elementary and secondary schools, with a renewed focus on the skills of
accessing, managing, and processing information, collaborative working skills, problem-
solving, and learning to learn.

In more open curricula with less prescription, there is greater room to focus on the skills needed
to build and communicate knowledge. As digital learning gains acceptance in schools, it may
become both the driver and the facilitator of such radical change. Greater use of digital learning
and the development of students’ writing may powerfully reinforce each other rather than be
in conflict.

Added value: Some digital content has done no more than replicate existing learning methods
in technological form, for instance putting on screen what can be found on the page of a book.
Little is thereby added, except the ability to manipulate or download the material digitally,
while the digital versions may lack the editorial quality of the printed page. Improvements in
the speed and memory of computers, however, have opened up a wide range of options,
including rich databases of factual and visual material and inter-activity between learner and
programme. With continuing technological development, the range and extent of inter-activity
will further increase, enabling more sophisticated exchanges and programme interrogation.
Simulations can present real-life contexts in hitherto unimagined ways. There is now scope for
students to assemble and create their own products, combining differing media and state-of-
the-art content. This point to the “value-added” dimension of quality in digital materials and
use – the extent to which they provide desirable educational resources and tasks that would not
otherwise be possible.

Importance of Teacher-student in digital learning

When the teachers themselves have no experience of productive learning, how we can expect
them to create contexts of productive learning in their classrooms, both teacher and student
should have logical control over what happens in the classroom, and that a mutual
understanding of each other and the context is an important part of the learning process.
Classroom begins with the teacher preparing lessons that use technology in authentic and
meaningful situations. Teachers should use the technology in a way to support curriculum

5
rather than prevail it. Both teacher and student can take the advantage of using technology if
teachers know how to integrate it successfully into the curriculum.

It also shows that digital learning management is able to simplify the process of delivering the
teaching and learning. The management shall review the need for infrastructure to support
digital learning practices in community colleges, respectively.

Teachers face a more demanding professional role as managers of the digital learning
environment. They must have a range of technical and pedagogical skills, with continuous up-
dating to match advances in the technology and modes of use. Much will be achieved through
electronic networking with colleagues in other schools, universities and elsewhere, it becoming
both the object of professional growth and the medium through which it is achieved. Without
adequate investment in teacher professional development and enhanced professional activities,
effective technology integration into schools cannot succeed.

The particular facility of some forms of digital learning is to provide a more open environment
that promotes autonomous learning; it affords an opportunity to be grasped, with teacher
guidance and support. Teachers will work collaboratively with their colleagues to share
expertise, focussing on the activities and needs of individual students and small groups. The
teacher no longer teaches the students directly, but creates an environment for successful
learning, and acts as a source of inspiration and support.

Digital learning can sustain differentiated activities for different learners within one classroom.
A teacher may use software to provide challenging activities for groups of learners, thereby
freeing time to work on a more individual basis with other students. It brings media richness,
both in learning materials and in the creative work produced by the students themselves. The
value of this goes beyond multi- media learning, and may help to accommodate differences in
learning styles.

Student engagement is often enhanced in a digital environment, with appropriate teacher

guidance and support. Teachers recognise that one of the great advantages of this technology
is that it gives students immediate feedback on their progress.

For example: for a teacher each subject was divided into modules with instructions from a
national authority on what should be taught in each module, how long it should take, and
sometimes also the teaching methods to be used. It was also stated when during the term each
module should be finished. So, it takes long time to complete the subject so by the digital
learning it can be completed within time.

Becoming more-and-more important; require innovative and creative thinking from the
teacher; quality is in the application, not the tool itself, since such tools are not dependent on
particular content. On-line lesson outlines; computer- projector systems; whiteboards. Lesson
preparation; whole class teaching with shared view of screen; interaction managed by teacher.
It appears to sit outside teacher-led instruction and learning, but is only truly effective as an
integrated part of the learning process, which may have to be re-thought. Components give

6
advantage to the computer literate; teachers will need to incorporate some elements of similar
tasks in their teaching, in order to prepare students adequately.

For digital learning in education argued that it could be designed for use regardless of teachers,
allowing students to progress independently and to monitor their own progress. It was
supposed, for instance, that high quality and exemplary classroom practice could be recorded
for subsequent use elsewhere, with little need for teacher mediation. These simplistic models
saw teachers as no more than gatekeepers, whose decisions were merely about where, when
and for how long students should use the digital based learning materials. Learners were
assumed to be self-motivating, regardless of their age, educational attainment and individual
needs, and able to grasp unaided how to relate the learning they acquired to novel contexts.
Experience has shown these assumptions to be ill-founded.

A teacher must: Available educational digital materials now range widely in the intended extent
of teacher involvement and mediation. It is therefore important for teachers to have in advance
adequate information on their content and methodology. As teachers gain confidence and
experience with digital learning, they will incorporate it imaginatively into their classroom
practice, drawing especially on the more open materials that offer scope for adaptation to
perceived student needs. Commonly, and contrary to early expectations, digital based learning
materials will usually be adopted for part of each course and of each school day – albeit a
significant part – but not be the whole. Where technology is adopted in education, whether
general tools such as spreadsheets and databases or digital content, the role of the teacher is
crucial in selecting and building materials, and in alternately leading and supporting digital
based learning. What suits one set of classroom circumstances will not necessarily work
elsewhere. The expertise of the teacher must embrace a range of teaching styles, including
knowing when and how to use technology, which identifies priorities for in-service and
continuing professional development. Beyond the characteristics of the digital materials
themselves, it is the teacher who is the main determinant of the quality of the learning
environment.

Benefit for a student if digitally learned:

This method leads to more and deep learning. Effective relation developed between students
and teacher and also between students with themselves. They can share their ideas, experiences
and investigations. This method is effective for all students especially for student with low
learning speed and even for those with high learning speed. Traditional classrooms were place
and time bound but asynchronous digital class has no limitation in time and place. In other
hand, in traditional class source of knowledge and learning was only teacher but now it is
beyond the teacher, beyond the school and even beyond the country. The other benefit of digital
classroom is that in this method education is open and flexible which cause opportunity for
deep learning. The process of learning in traditional class was: listen, remember, synthesize
and interpret knowledge which was drudgery but with digital tools it will be effective because
there is a chance to repeat, practice and fail. In digital classroom, efficiency increases since
student’s attention is 100% on learning rather than on his notes and spellings. Students at

7
various universities can swap their notes in a fraction of time, and share their knowledge and
experience with each other.

Digital learning also contributes to student access to devices such as smartphone and tablet. It
makes the shift to digital instructional materials (Bailey et al, 2013). The activities in social
networks provide students with an active process that gives significant meaning to them.
Effective pedagogical practices and use of technology will naturally motivate the students.
Internet and social networking tools can provide opportunities for students to find information,
collect their own materials, communicate, create meaning, and evaluate the final outcome.
Students with self-directed learning practices will create an active learning environment,

The digital learning practices can affect self-motivation to improve the quality of the learning.
Therefore, students must be prepared and always explore the new technology to enhance their
learning experience. They allowed the student to explore without the need for constant
intervention by the teacher.

For example: In science and mathematics, students saw advantage in illustrating basic physical
concepts by animation, and doing virtual experiments to explore the laws of motion. It does
not displace the need for actual laboratory work, but adds a fascination, and makes for a
pleasant classroom environment in which students help each other. Because software can solve
algebraic functions fast and accurately, students were freer to focus on understanding of
concepts rather than on repetitive calculations. Pictorial presentations make such functions
more easily grasped. Mathematical modelling can be used in biology to show how populations
change over time according to different starting parameters, while simulations and videos can
show how the human body works, how a cell functions, and how oxygen is transported.

For example: In mathematics, for instance, this could be mastery of the techniques of long
division, where the approach might offer a more effective alternative to traditional written
exercises. As students work through problems, benefit arises from the instant feedback,
intended to prevent errors or misconceptions being reinforced. Even further from traditional
approaches would be a student holding a videoconference with a fellow student in a foreign
country to discuss global warming, through which they each develop their language skills and
mutual understanding. This goes well beyond the traditional boundaries in promoting
autonomous learning. These varied approaches serve quite different purposes, involve different
methodologies, and are likely to suit different curricula.

The digital based learning materials vary considerably in subject coverage, suitability of
learning sequences and user-friendliness, but at their best are well-liked and valued by students.
It simply offers an alternative delivery medium; the gain to the learner is in convenience, speed,
capacity, motivation and attractiveness. It can serve quite different educational purposes and
methodologies, some of which extend well beyond the traditional curriculum. Used wisely it
enhances knowledge, language and communication skills, collaborative learning,
understanding and respect for others. It implies that working with concrete problems develops
the capacity for deciding how and when to use existing skills. Personal knowledge building in
this way forms a useful model across the curriculum, implying that an appropriate learning

8
programme is likely to include projects, group work, problem solving, reflective writing and
other tasks that stimulate meaningful thinking.

Students will themselves accept more responsibility for their own learning and its assessment,
developing expertise in the process. It allows students to test themselves, checking to see if
they have mastered a new skill, or have the knowledge required to move on to other work.
Such techniques teach students that they have the capacity to improve. Immediate feedback
can motivate students who might otherwise have very little interest in school. Students who
get into the habit of checking their own learning are self-assessing, an important skill at a time
when more and more people are required to consider how well prepared, they are for jobs. As
students take greater responsibility for assessing themselves, the pace of learning changes and
becomes more individualised.

Motivation
There are many factors that contribute to successful practice in Digital-learning, and motivation
is one of those factors. Motivation lies at the heart of successful learning, since motivated
students are keen to learn. Motivation can be defined as a person’s internal needs, desires, and
wants and can determine his or her attitude (Bekele, 2010).

According to Chantornet al.’s (2011) study, we can expect an increase in the satisfaction and
motivation of students in online learning environments that are supported by mobile
technologies. In the learning environment, and especially mobile learning, MacCallum (2009)
has proven that motivation has a great impact on how learners use technology for mobile
learning. He also found that learners are more likely to use mobile technology if they feel it
can improve and enhance their performance. Hence, motivation is influenced by their
satisfaction; at the same time, it can affect the relationship between usefulness and m-learners’
performance (Chaiprasurt et al., 2011). Thus, content and perceived usefulness positively
influence learner satisfaction with the application. Ease of use, content, and layout design also
positively affect m-learners’ behavior, as shown by the previous researcher (Miao, 2012).

Digitalization initiatives by Government of Andhra Pradesh

The School Education Department, Government of Andhra Pradesh for providing better access,
promoting enrolment and retention is providing equity, quality and school infrastructure.
Andhra Pradesh has a total of 62,182 Schools covering 13 districts that include Primary
Schools, Upper Primary Schools and High Schools. In the period between 2018-2019
Government of Andhra Pradesh with the financial support from the NRIs aimed to digitize
5000 government schools. The project is being executed by the Commissioner of School
Education, Govt. of Andhra Pradesh. To make school going an ennobling experience for
students belonging to every nook and corner of the State and to ensure that each school has
access to basic amenities, the Government has made Schools an integral part of Smart Village
concept covering, 1) 100% Aadhar Linkage of students in Government, Aided and Private
Schools. 2) ICT enabled 'Smart Classrooms' in all Government Schools. 3) Audio visual
teaching methods in Schools like 'Vindam Nerchukundam' (Radio Lessons), 'Meena

9
Prapancham' (Radio programme), Video Lessons. 4) Bio metric attendance of Teachers &
Students. 5) Furnished classrooms with computers & LCD Projectors & Screens.

Government introduced Continuous and Comprehensive Evaluation (CCE), a process of

assessment, mandated by the Right to Education Act, of India in 2009. CCE helps in improving
student’s performance by identifying his/her learning difficulties at regular time intervals right
from the beginning of the academic session and employing suitable remedial measures for
enhancing their learning performance. The scheme of continuous and comprehensive
evaluation has inbuilt flexibility for schools to plan their own academic schedules as per
specified guidelines on CCE. With an objective to facilitate for a makeshift in the teaching
learning process and to improve transactions of new technologies, and to transform the ways
of learning to be comprehensive, holistic and dynamic, have brought in the Examination
Reforms from 2014 and new syllabus were framed to all grades. CCE pattern has 4 Formative
and 3 Summative assessments in an academic year. Since 2014 Govt. of Andhra Pradesh started
working meticulously on projects related to ICT (Information and communications
technology), Virtual classrooms and Digital Classrooms. These initiatives have great advantage
in CCE method, for the student to understand the concept clearly and express in examinations.
In academic years 2017-2018 and 2018-2019, Government of Andhra Pradesh issued
amendments regarding examination and grading procedures. The exam pattern changed to
objective method and revoked in subsequent assessment. The Government also reduced
Summative assessments to only twice per academic year from 2017-2018 academic year. From
the data obtained from DSE (Department of School Education), there are 62182 schools in
Andhra Pradesh, of which 4000 schools covered under Virtual classrooms and 3568 schools
covered under Digital Class Room (DCR), this is very narrow percentage of development and
a slow progress since 2012 with changing times in Andhra Pradesh and around the world.

10
Review of Literature:
The status of research in India with respect to instructional uses of computers and technology
at the school stage, in general, can, at best be described as in a “stage of development”. This is
primarily so because the instructional use of computers and allied technology at the school
stage started late (in the year 1984 to be precise), when the government of India started the
Computer Literacy and Studies in School (CLASS) project for senior secondary students.
Before 1984, computers were mainly used in India for storage and processing of scientific and
research data. In the view of these developments, even though the use of computers in school
is gradually increasing yet its use in classroom learning situations is very limited as computers
are mostly used for learning computer languages and other applications rather that as tools for
learning other subjects.

Reasons for the paucity of research on usage of technology in the classroom learning process
have been identified by several writers. According to Adinarayana and Anadan (1992, 93),
among other factors, paucity of research on (Computer Assisted Instruction) CAI in India is
due to lack of computer knowledge among teachers to prepare CAI programmes on different
subjects or content areas, lack of supporting infrastructural facilities such a sufficient quantity
of hardware, software, trained manpower, suitable laboratories, regulated power supply, and
competent teachers who are necessary for advancement in CAI.

As succinctly observed by Gupta (1992) that we still need to successfully interface computers
with classroom learning due to the following reasons: a) paucity of trained teachers b) lack of
student friendly software c) inadequate hardware d) lack of initiative on part of the teachers e)
lack of willingness on part of the parents and learners to deviate from the conventional methods
of learning f) lack of graphical and multimedia support for effective CAI and g) inadequate
maintenance and upgrading of computers.

Notwithstanding the above, some experiments or studies have been conducted in India in the
last two decades to explore the effectiveness of computers and other technologies as tools of
classroom learning. Some representative studies are now summarized to give a perspective of
studies in India.

Lalitha and Shailaja (1986) conducted a study on Computer Assisted Instruction (CAI) in
relation to traditional teaching and came up with the conclusion that CAI was more effective
than traditional teaching with respect to imparting knowledge but not so in regard to developing
understanding.

Gupta (1985) conducted a study on the effectiveness of Computer Aided Instruction in

Chemistry. The investigator reported computer aided instruction to be a more effective
technique in terms of students’ gains at the ninth-grade level.

Padma and Chakraborti (1991) studied the attitudes of high school students towards computer
education and concluded that significant differences existed between the attitudes of boys and
girls towards computer education. They further concluded that there was no difference between
tribal and non-tribal students as regards their attitudes towards computer education.

11
Raghvan and Dharmarajan (1991) conducted field trials for the development of educational
computer software packages on two hundred students of grade ten in Coimbatore District of
Tamil Nadu. A unit on matrix in mathematics was presented through the computer and
compared to conventional method. The results of the study showed the relative superiority of
the Computer Aided Instructional Technique with the mean scores of students having being
coached through software-based learning modules significantly higher than their counterparts
coached by conventional methods.

Shade and Mani (1991) presented a theoretical model for use of computers for effective
instruction of exceptional children. Giving details of the mildly handicapped (speech or
language disorder), physically handicapped, gifted and talented and sensory impaired (visually
impaired and blind), they showed how computer attributes were ideally suited to enhance and
improve classroom management, training opportunities and teaching techniques for these
groups of students to best promote individualized instruction and facilitate optimal learning
experiences for the learners.

Singh, Ahluwalia, and Verma (1991) conducted an experiment in the domain of teaching of
mathematics to test the effectiveness of Computer Aided Instruction when compared with a
conventional method. Taking students in groups of 20 to 30, the investigators compared the
effectiveness of the two methods in three units of mathematics at ninth grade level. The result
of the study showed significant differences between the mathematics achievement of the
students who had used computers as compared to the students learning by the conventional
method in favour of the former group. Differences in achievement scores of male and female
students were not found to be significant.

Stella (1992) conducted a study to test the effectiveness of computer assisted learning with
reference to under-achievers. In her experimental study, she developed a computer assisted
learning package on the topic “language of sets” in mathematics with provisions for branching
and remediation and tried it with 147 students studying in seventh grade (including 26 over-
achiever, 73 normal achievers and 48 under-achievers). The investigator found computer
assisted learning to be an effective individualized instructional technique especially for under-
achievers when compared to average or over-achievers.

Goel and Dube (1993) in their studies employed a CAI technique on children in the age group
of 4 to14 years and studying in primary classes in the University Innovative School Devi Ahilya
University, Indore. The investigators took up the project of developing interesting programs
for children in the subjects of biology, geometry and languages and reported that these
programs were running well for children and the latter were found to be cooperative,
constructive and appreciative in their approach.

Gupta (1996) also investigated the efficacy of the computer assisted instructional technique
when compared with the conventional method of teaching chemistry at the ninth-grade level
and found that there were significant differences in the achievement level of the students and
the students preferred to study using the computer-based learning modules. Gender differences
were also observed in the use of technology in teaching science in this study.

12
Umed Singh (1995) developed study material relating to video instructional package for
teaching environmental awareness. It was field tested and used in three schools in Gujarat,
Uttar Pradesh and Rajasthan and was found to be a very effective and interesting. The study
also reported that students enjoyed working through video package.

Enigo (1997) undertook doctoral work on a study relating to effectiveness of instructor

controlled interactive video (ICIV) and conventional non-interactive video. He found that
instructor controlled interactive video was more effective than the lecture method and
conventional non interactive video. Irrespective of the difficulty level of the content area
contained in the ICIV, it was found to be more effective.

Purushothaman and Stella (1994) studied the effectiveness of teacher controlled interactive
video for group instruction and found that it yielded better academic achievement when
compared to the traditional method. The teachers presented with video lessons made the most
desired impact. The research study concluded that the teacher component should not be
eliminated.

Chandra and Pandya (1996) studied the effect of video films for imparting legal education and
found that students from a science stream achieved higher than students from an arts stream.
Similarly, those students who had studied in the English medium school did better than those
who had studied in vernacular schools.

Surwase and Chincholkar (1997) studied the use of educational technology in teaching of
geography to class five students. They found that geography teachers were not trained in using
various technologies. During the study, researchers found that teachers agreed that difficult
concepts can be taught easily by using educational technology.

Neera (1996) compared the effectiveness of video teaching learning material (VTLM), video
aided instruction (VAI) and conventional teaching (CT). He found students most favourably
disposed towards VTLM. Students retained more of what they learned when exposed to VTLM
compared with students who were exposed to VAI. It was clear that students exposed to VTLM
and VAI were significantly different in their achievements.

Rangaraj (1997) for his doctoral study investigated the effectiveness of computer assisted
instruction in teaching physics. He found that CAI as Support System (CAISS) was much better
than CAI as individualized instruction. Retention also was higher when taught through CAISS.

There are many studies that have been done to see how far the effectiveness of digital
technology in teaching and learning, such as web pages, social networks, mobile applications
and eLearning. Sendall et al. (2008) stated that Web 2.0 is a term that describes new
collaborative Internet applications. Web 1.0 is its early stage, which is static, centralized, based
on content, ready for reading and individualized. Now, Web 2.0 is more dynamic, service-
based, readily-written, and socially united. The main difference between Web 1.0 and Web 2.0
is in terms of greater consumer involvement in creating and managing content, which is
changing the nature and value of such information.

13
Studies show that many social networking users do keep in touch with people who they had
already known to maintain the friendship than to find a new friend (Boyd & Ellison, 2007).
Demographically, the majority of users of Web 2.0 are young. Pempek, et al. (2010) found that
in the US, even students who are busy with their studies will use the social networks like
Facebook for at least 30 minutes per day. This shows that the use of social networks has been
integrated into the daily lives of young people in there.

According to Paulsen (1995), four different models have emerged in the current practice: one
method only (one-alone), World Wide Web (WWW) paradigm is perhaps the most significant.
One-to-one method (paradigm email) can be used for tutoring and counseling students'
autonomy and also to communicate with other students. Oneto-many method (bulletin-board
paradigm) can be used for the mass teaching activities, such as lectures and symposium, while
students can choose the models that they prefer to send and receive feedback(s). The fourth
method is many-to-many, such as computer conferencing, where it can be interpreted as a
largely autonomous student interaction in the form of discussions, simulations, role playing,
brainstorming and group projects. This method will lead to the practices of the digital learning.
O’Connell (2014) found that the digital learning requires practitioners who understand the
imperative of education in the local and global environment, and who are eager to explore and
use the new technology as a catalyst for learning. Both technical and pedagogical innovations
have the advantage of the best learning environment we can make, and which combines various
pedagogical approaches, learning tools, methods and practices to support a wide range of
students’ learning mode.

Each subject was considered as an intensive professional development program and it can be
facilitated by social interactions such as through the forum, Twitter, Adobe Connect, and
Google Hangouts. It also helps to facilitate a deeper understanding of the issues are generic
through a variety of interactive learning experiences (Rienties and Kinchin, 2014).

Siemens and Tittenberger (2009) in the Handbook of Emerging Technologies mentioned that
to measure the effectiveness of technology use in teaching and learning process one has to
answer questions like; “How do we measure effectiveness? Is it time spent in a classroom? Is
it a function of test scores? Is it about learning or understanding?” A lot of research has been
conducted on how modalities, distance, and models of education influence the quality of
learning.

Bialo and Sivin (1995) reported about the effectiveness of science education; Bayrakter (2002)
reported the effectiveness of Computer Assisted Instruction (CAI); Butler and Wiebe (2003)
reported about technology-based science lessons.

Enigo (1997) undertook a study relating to the effectiveness of instructor controlled interactive
video (ICIV) and conventional non-interactive video. The researcher found that instructor
controlled interactive video was more effective than the lecture method and conventional non-
interactive video. Livingston (2008) differentiated between three types of Wired Classrooms
with reference to technology-enhanced classrooms; a) the hands-on electronic classroom (with
a computer at every seat); b) the electronic lecture hall (with one instructor's machine plus

14
projection); c) the networked classroom (with a network drop for the instructor's laptop or
personal computer).

Riordan (2008) has given the concept of 'Moodle: An electronic classroom'. 'Moodle' is the
name of a program that allows the classroom to extend onto the web. This program allows a
common place for students to go for many classroom resources. Using 'Moodle', one can post
news items, assign and collect assignments, post electronic journals and resources, and more.

Adit Gupta (2007) for his doctoral study investigated “Learning Environments of Technology
Supported Secondary Science Classrooms”, he found that technology can and should prove to
be an effective multimedia aid to strengthen the teaching methodology by helping teachers to
provide individual attention, quick feedback and motivation for learners.

Mool Raj and Arun K. Gupta (2012), in their research study shows that Electronic classroom
as a teaching technology can improve teaching of General Science and bring about an increase
in achievements levels of students on the basis of their grade and age levels.

It is quite clear from these research studies that electronic classroom can be conceived as a
classroom equipped with latest technologies used both inside and outside a classroom though
network. It can be an Italian Electronic Classroom (1981): a project aimed at providing free
online useful information technology or an Integrated Classroom, or an Electronic Classroom
of Tomorrow (ECOT, 2000) which is an online public community school sponsored by Lucas
County (Ohio) Educational Service Centre or Blackstock School (2009), a classroom with an
interactive learning environment, or an electronic library, or Technology Supported Classroom,
ICT Enabled Classroom, Technology Enriched Classroom, Wired Classroom. All these are
actually the advancements of the classroom equipped with audio visual aids in earlier times. It
can also be seen that current and emerging educational technologies have the potential to
provide a platform for experimentation in teaching learning. Studies have shown that there are
mostly favourable results for our teachers/learners while they teach/learn in the classroom. For
increasing the technology utilization in India, several initiatives have been taken by authorities
for the introduction of technologies to make the teaching learning process more effective at
different levels. These include CLASS Project (1984-85), Digitising the Black Board project
(2000), Virtual Classroom Technology on EDUSAT for Rural Schools (ViCTERS, 2001),
starting “EKLAVYA” channel (2003), “Vidya Vahini - “Intra-net and internet for schools”
Pilot Project (2003), an exclusive educational channel for Kerala, provision of Technology
intrusion through National Curriculum Framework (NCF, 2005), Launch of Sakshat: National
Mission on Education through Information and Communication Technology (NMEICT, 2009)
and so on.

The study utilized the Students Questionnaire on Effectiveness of Electronic Classroom

(SQEEC) could be used as a reliable tool (De Vellis, 1991) in the classroom situation to study
the effectiveness of electronic classroom as a technology in teaching General Science.
Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study
the perceptions of students’ actual and preferred classroom learning environment in a
technology-supported science classroom at the secondary level in an Indian school situation.

15
An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying
the attitude of students towards science was also employed and lastly the Questionnaire on
Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-
supported science classroom environment.

The TROFLEI instrument was primarily designed to study the psychosocial learning
environments of technology-rich-outcomes-focused-environments. Although this instrument
has not been used often, being of recent origin, it has been shown to be a highly reliable and
valid instrument that can be used in assessing the students’ actual and preferred perceptions of
their technology-rich learning environments. The review of literature also suggests that this
instrument has not been used in India. Since technology is now being used in the Indian
classrooms, the use of TROFLEI in Indian classroom conditions is timely.

QTI reveals that it is an instrument of historical importance and from its inception it has been
used successfully in assessing the students’ perception of the teacher’s interpersonal behaviour
and may also be used to examine associations between perceptions of teacher’s interpersonal
behaviour and students’ attitude towards science and cognitive outcomes. This questionnaire
has been used in a number of countries and has proven to be highly reliable and valid for use
in future research. Since the present study is being conducted in India and the QTI has been
used only once to study the students’ perceptions of their teachers’ interpersonal behaviour in
science classrooms, this will further validate the use of the QTI in India in studying students’
perception of student-teacher interactions in a technology-supported science classroom.

16
Methodology:
Based on the sample size proposed, 102 students from different Government schools studying
8th, 9th and 10th class, of which 53 are Female students and 49 are Male students responded for
the questionnaire.

This study was conducted through survey (questionnaire) methodology, the scale is designed
by 45 items grouped from multiple scales such as Teacher-Student Relationship Questionnaire
(TSRQ), (Technology-Rich, Outcomes Focused Learning Environment Inventory) TROFLEI,
Test of Science Related Attitudes (TOSRA), Questionnaire on Teacher Interaction (QTI),
Students’ Questionnaire on Effectiveness of Electronic Classroom (SQEEC). This study
questionnaire consists of Demographic and Personal Information, 10 items in Prior Computer
skills and support at home, 15 items in Teacher-Student Relationship Questionnaire (TSRQ),
10 items in Motivation towards learning Science and Mathematics in a technology- supported
classroom, 10 items in Perception Towards Digital Learning. Apart from Demographic
information, the other 4 scales use Likert scale method. The subjects were asked to respond
using a two-point scale (where 1 represent Yes and 2 represents No) and five-point scale
(Strongly Disagree, Disagree, Neither Agree nor Disagree, Agree, Strongly Agree). A score of
1 represented the option “Strongly Disagree” while a score of 5 on the scale represented the
category “Strongly Agree”.

Statistical Analysis:
The data were analysed using Statistical Package for Social Science (SPSS) version 20, a data
capturing and analysis software.
• t-test used to assess significant difference in Academic achievement between Male and
Female students.
• Pearson Correlation used to assess the relation between Perception towards Digital
learning and Students’ overall Digital learning
• Pearson Correlation used to assess the relation between Learning motivation and
Students’ overall digital learning.

17
 Table-1

Perception Towards Digital Learning and Teacher-Student Relationship

PD_Score TS_Score

Pearson Correlation 1 .480**

PD_Score Sig. (2-tailed) .000

N 102 102
Pearson Correlation .480** 1

TS_Score Sig. (2-tailed) .000

N 102 102
**. Correlation is significant at the 0.01 level (2-tailed).

The above table describes Correlation between the scores of Perception Towards
Digital Learning (PD Score) and Teacher-Student Relationship (TS_Score), the
scores reveal that there is a moderate positive significant relationship between PD
Score and TS_Score, significant at <0.01 level (equal at 0.00 level), this shows,
when Teacher-Student Relationship improves, there will be chances of change in
Perception Towards Digital Learning. This Correlation is significant by the way
of Teacher presenting the information, attention given to student, guiding
students in a positive direction and having clear expectation on student
performance. Hence improving the results of student and their Perception
Towards Digital Learning. Thus, the hypothesis_1 is accepted.

18
 Table-2

Student’s Motivation towards learning and Students’ Digital learning score

SM_Score Total_score

Pearson Correlation 1 .876**

SM_Score Sig. (2-tailed) .000

N 102 102
Pearson Correlation .876** 1

Total_score Sig. (2-tailed) .000

N 102 102
**. Correlation is significant at the 0.01 level (2-tailed).

The above table describes Correlation between the scores of Student’s Motivation
towards learning (SM_Score) and Students’ Digital learning score (Total_score),
the scores reveal that there is a significant relationship between SM_Score and
Total_score, significant at <0.01 level, this shows when Student’s Motivation
towards learning improves, there will be chances of change in Students’ Digital
learning. This Correlation is significant by the way of Students are more attentive
while learning, found remembering facts easier and able to learn faster. Hence
improving the results of Student’s Motivation towards learning. Thus, the
hypothesis_2 is accepted.

19
 Table-3
Present Year Students’ Average Academic achievement

Gend N Mean Std. Std. Error t-test for Equality of

er Deviation Mean Means
t

342.35
M 49 54.73566 7.81938 -1.816
Pres_Year_Student 03
_Avg 367.00
F 53 79.08902 10.86371 -1.842
31

The above table describes “t-test” of Present Year Students’ Average Academic
achievement (Pres_Year_Student_Avg) between Male and Female students.
Mean values of Male and Female students are 342.3503 and 367.0031. t-values
for Present year Student average are -1.816 and -1.842. The scores reveal that
there is no significant relationship between Male and Female Students. The Mean
of Female student scores are moderately higher than Male student scores. Thus,
the hypothesis_3 is accepted.

20
 Figure -1

Prev & Pres Achievement Total

43500

43000

42500

42000

41500

41000
1

Prev Achievement total Pres Achievement total

From the above figure, it is observed that, there is a significant difference

identified in Student achievement of Previous Academic year and Present
Academic year, the present year score is low compared to previous year.

21
 Figure -2

Hours_spent
50
45
40
35
30
25
20
15
10
5
0
Lessthan 1Hour 1-2 Hours 2-3 Hours

From the above figure, the amount of time spent on digital classes is high at “Less
than 1 Hour” and “1-2 Hours”, that is very less time and attention is given to
Digital classes.

22
 Figure -3

Student Digitalization
70

60

50

40

30

20

10

0
Yes No Strongly Disagree Neither Agree Strongly
Disagree agree nor Agree
disagree

From the above figure, majority of students do not have computer/laptop facility at home,
family support is good, watching programs from Discovery, National Geographic and Animal
Planet channels, related to science. Student are very much interested for studying through more
electronic classes in future. Teacher-Student Relationship scores observed as, encouragement,
acknowledging student effort through recognition and praise, understand student background,
assist individual students and uses various strategies to promote unity, order, satisfaction, and
less conflict in the classroom. Student’s Motivation towards learning Science and Mathematics
scores observed as interesting, motivating and feel as a group learning than a regular classroom.
Perception Towards Digital Learning scores observed as more productive, problems can be
solved in the learning process and student feel like using Digital Learning because it is lighter
than a reference book/notes.

23
Summary

The data analysis results of Students’ Digital learning are discussed as follows,

For analysis of Present year Student scores, t-test reveals that there is no significant relationship
between Male and Female Students, however the Mean of Female student scores are
moderately higher than Male student scores. Observed data reflecting that Female students
performed better in Mathematics and Science compared to Male student, which also supports
that Motivation and perception of Female students is higher than those of Male stud

For analysis of Positive perception towards Digital learning improves Students’ Digital
learning, the result is, Teacher-Student Relationship improves Perception Towards Digital
Learning. There is a significance by the way of Teacher presenting the information, attention
given to student, guiding students in a positive direction and having clear expectation on
student performance. Hence improving the results of student and their Perception Towards
Digital Learning.

For analysis of Student’s learning motivation shows positive effects on Students’ Digital
learning, the result is, Student’s Motivation towards learning improves Students’ Digital
learning. This is significant by the way of Students are more attentive while learning, found
remembering facts easier and able to learn faster. Hence improving the results of Student’s
Motivation towards learning.

From the analysis of figures, it is observed that, there is a significant difference identified in
Student achievement of Previous Academic year and Present Academic year, the present year
score is low compared to previous year. The amount of time spent on digital classes is high at
“Less than 1 Hour” and “1-2 Hours”, that is very less time and attention is given to Digital
classes. There are high differences observed in overall students’ scores in Hindi, Science and
Social than other subjects, very less difference observed in overall students’ Maths score.
Majority of students do not have computer/laptop facility at home, family support is good,
watching programs from Discovery, National Geographic and Animal Planet channels, related
to science. Student are very much interested for studying through more electronic classes in
future. Teacher-Student Relationship scores observed as, encouragement, acknowledging
student effort through recognition and praise, understand student background, assist individual
students and uses various strategies to promote unity, order, satisfaction, and less conflict in
the classroom. Student’s Motivation towards learning Science and Mathematics scores
observed as interesting, motivating and feel as a group learning than a regular classroom.
Perception Towards Digital Learning scores observed as more productive, problems can be
solved in the learning process and student feel like using Digital Learning because it is lighter
than a reference book/notes.

24
In academic years 2017-2018 and 2018-2019, Government of Andhra Pradesh issued
amendments regarding examination and grading procedures. The exam pattern changed to
objective method and revoked in subsequent assessment. The Government also reduced
Summative assessments to only twice per academic year from 2017-2018 academic year. The
data obtained from DSE (Department of School Education), there are 62182 schools in Andhra
Pradesh, of which 4000 schools covered under Virtual classrooms and 3568 schools covered
under Digital Class Room (DCR), this is very narrow percentage of development and a slow
progress since 2012 with changing times in Andhra Pradesh and around the world. Thus, the
analysis of data and the reality reflects that the implementation of digital learning is still in the
initial phase and take some more time for students to adapt and to show the level of
improvement in academic achievement.

25
Conclusion
Use of digital methods for teaching and learning motivates students and feel like a group,
attention given for individual. It eases communication and improves the relationships that
sustain learning. It is apparent from the results of the present study that most of them are
interested in using internet and digital tools for learning purposes. The results also show that
factors for Students’ Digital learning are Prior computer skills and support at home, Perception
Towards Digital Learning, Teacher-Student Relationship, hours spent on Digital learning and
student’s Motivation towards learning have significant effect on academic achievement and
student performance in digital learning. Particularly, the increasing learning time for students
with digital learning relatively enhances the learning performance. Student satisfaction on
Digital learning becomes key for Academic achievement.

Recommendations for Further study

Based on the findings of this study, the following recommendations are proposed:

As the analysis of data gathered on a small sample of student population, a detailed research
involving more schools in different areas or clustered area can be considered for more reliable
and effective results.

Gender, age, economic and social factor can be investigated with detail coverage of large
population.

A study of Digital learning effect on cognitive factors such as Decision making, Problem
solving, Creativity of student can be considered

A study of Digital learning effect on Languages and Communication of student can be

considered.

Effect of remote held devices in virtual classrooms for responding to question and quick
evaluation can be considered for study.

26
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Government of Andhra Pradesh (2014) G.O. Ms. No.17 School Education (Prog.II) Dept.,
dt.1 4.05.2014.
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dt.23.09.2014.
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29
 Demographic and Personal Information
School: ___________________ Date: ______________

School location: ☐ Rural ☐ Urban Class: ______________

Name: ____________________________________________

Date of birth: ____________ Age: _______

Place of birth: ☐ Rural (Village/Town) ☐ Urban (City/Metro)

Gender: ☐ Male ☐ Female ☐ Others

Order of the Child: ☐ Only Child ☐ 1st ☐ 2nd ☐ 3rd and above

Family type: ☐ Nuclear ☐ Joint family

Residence type: ☐ Independent ☐ Apartment/Group house

How many hours do you spend on Digital learning in a day?

☐ Less than 1 hour ☐ 1_ 2 hours ☐ 2_ 3 hours ☐ More than 3 hours

Parents’ Information:

Father’s education:

☐Illiterate ☐ Up to 10th ☐ Inter ☐ Graduation ☐ PG & Above

Father’s Profession:

☐ Farmer ☐ Wage laborer ☐ Trader (shop keeper) ☐ Self-employed ☐ Service – Government

☐ Service Private ☐ Others __________

Mother’s education:

☐Illiterate ☐ Up to 10th ☐ Inter ☐ Graduation ☐ PG & Above

Mother’s Profession:

☐ Farmer ☐ Wage laborer ☐ Trader (shop keeper) ☐ Self-employed ☐ Service – Government

☐ Service Private ☐ Others __________

Family Annual income:

☐ Below 1Lack PA ☐ 1-3 Lacks PA ☐ 3-5 Lacks PA ☐ 5Lacks & Above

30
 Academic Achievement:
Subjects Summative/Annual Summative Grade Grade
Assessment Assessment (Previous (Present
(Previous Year) (Present year) year) year)

Telugu/Sanskrit

Hindi

English

Mathematics

Science

Social studies

Others-I

Others-II

Prior Computer skills and support at home

Please write a number next to each statement to indicate the extent to which you a agree or
disagree with that statement.

Yes No
1 2
_____ 1. Does your family have computer/laptop at home?

_____ 2. Do you use your computer for school related work?

_____ 3. Do you have access to internet at home?

_____ 4. Do you watch programs from Discovery, National Geographic and Animal Planet channels?

_____ 5. Do you use your mobile for consulting your teacher?

_____ 6. Do you watch the recorded lectures of your teacher in computer or television?

_____ 7. Does your family support you in studying through computer, television etc.?

_____ 8. Do you take Tuitions / attend extra tutorials?

_____ 9. Do you have educational / multimedia CD’s for learning science at home?

_____ 10. Are you interested for studying through more electronic classes in future?

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Please write a number next to each statement to indicate the extent to which you a agree or
disagree with that statement.

Strongly Disagree Neither agree Agree Strongly

Disagree nor disagree Agree
1 2 3 4
5

Teacher-Student Relationship Questionnaire (TSRQ)

_____ 1. My teacher presents the information in a way that is easy to understand

_____ 2. My teacher views me as an important part of the classroom

_____ 3. My teacher guides students in a positive direction for their personal growth

_____ 4. My teacher encourages student feedback

_____ 5. My teacher acknowledges student effort through recognition and praise

_____ 6. My teacher calls upon students in the decision-making process

_____ 7. My teacher uses examples of student background experiences, beliefs, and knowledge

_____ 8. My teacher provides high and clear expectations for academic performance

_____ 9. My teacher takes the time to assist individual students that need help

_____ 10. My teacher consistently engages students in meaningful classroom activities that are
connected to real-world experiences

_____ 11. My teacher focuses on stopping unwanted behavior for the majority of the class period

_____ 12. I am able to ask for assistance without fear of rejection or embarrassment

_____ 13. My teacher’s expectations are high, clear, and fair for all students

_____ 14. My teacher uses various strategies to promote unity, order, satisfaction, and less conflict in
the classroom

_____ 15. My teacher is patient with students when directing them to learn appropriate behaviors

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 Please write a number next to each statement to indicate the extent to which you a agree or
disagree with that statement.

Strongly Disagree Neither agree Agree Strongly

Disagree nor disagree Agree
1 2 3 4 5
Survey of student’s Motivation towards learning Science and
Mathematics in a technology- supported classroom
_____ 1. I found learning Science through technology classroom interesting.

_____ 2. I was able to learn faster through technology-supported classroom.

_____ 3. I was more attentive while learning in technology classroom that what I am in the classroom.

_____ 4. I felt that I was getting better individual attention in the technology-supported classroom.

_____ 5. I found remembering facts in science easier after studying in the technology classroom.

_____ 6. I found teaching of science by the teacher to be livelier in technology classroom.

_____ 7. Responses to questions were scored quickly in the technology classroom.

_____ 8. The knowledge of results was very motivating for me to study science in the technology
classroom.

_____ 9. Learning through technology class was an enjoyable activity as compared to regular
classroom.

_____ 10. There was a feeling of group learning in the technology classroom than in the regular
classroom.

Perception Towards Digital Learning

_____ 1. Digital Learning accordance with my learning style

_____ 2. Digital Learning can improve the quality of my learning

_____ 3. Be more productive by using Digital Learning

_____ 4. Can solve the problem in the learning process by using the Digital Learning

_____ 5. Many use the higher mental capacity when using the Digital Learning

_____ 6. Feel more comfortable when learning using mobile devices

_____ 7. Believes using mobile devices, learning sessions will be easier

_____ 8. Digital Learning can form a wider range of learning and fast

_____ 9. Digital Learning can improve the quality of teaching and learning

_____ 10. Like using Digital Learning because it is lighter than a reference book /notes

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