Editorial - International Journal of Teacher Educational Research

Transcription

International Journal of Teacher Educational Research (IJTER) Vol. 4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
Editorial
My dear Colleagues
Greetings
It gives me great pleasure in uploading the April,2015 issue of the INTERNATIONAL
JOURNAL OF TEACHER EDUCATIONAL RESEARCH (IJTER), a monthly online open access journal,
indexed as international journal in the Directory of Research Journal Indexing (www.drji.com). You can
find IJTER available in all online repositories and data bases and also available almost in all the
university libraries. The review committee has finalized three papers for publication in this issue. Hope
these papers will be very useful for many researches, teachers in the field of Education. Kindly extend
your fullest co-operation and support for the development of this Journal. Please do not hesitate to
share your comments and suggestions, if any, to fine tune this journal further. Again I request all the
contributors to follow strictly the guidelines prescribed by IJTER while preparing research papers for
submission, if not they will not be considered for publication. I take this opportunity to thank all the
contributors for having provided support through their contributions.
With warm regards and best wishes,
Date: 01-04-2015
Emails: [email protected]
[email protected]
Website: www.ijter.com
Dr.S.RAJASEKAR
Editor-in-Chief
IJTER
International Journal of Teacher Educational Research (IJTER) Vol.4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
ATTITUDE OF UNDERGRADUATE ENGINEERING STUDENTS TOWARDS E-LEARNING
Mr. P.GERSHOM JEBARAJ
Research Scholar
M.S. University
Tirunelveli
Email: [email protected]
Dr. K.MOHANASUNDARAM
Principal
Government Arts College (Autonomous)
Kumbakonam
ABSTRACT
Now a days, with the tremendous developments in technology, possibilities are emerging to
provide Technical and Engineering education in an innovative way to meet global demands. We shall
provide multidimensional and multi-disciplinary educational experiences to the learners with the help of
e-Learning. It is the utilization of technology to enrich learning process. It allows the learners to interact
with the learning material for maximum retention of the obtained knowledge. A study was undertaken to
assess the attitude of Undergraduate Engineering Students towards e-learning. For this purpose, 300
Undergraduate Engineering Students were randomly selected in Karur district of Tamilnadu. Tool to
assess Engineering Students’ Perception Towards e-Learning (TESPTe-L) was administered on them.
t-Test was applied to find out the significance of difference between different groups of various branch
Engineering Students. The overall results indicate that maximum number of Undergraduate
Engineering Students have a positive attitude towards e-Learning. Significant difference was seen in
the attitude of Male, Female, Urban and Rural Undergraduate Engineering Students towards eLearning. There is no significant difference in the attitude of Hosteller, Day Scholar, Government Quota
and Management Quota Undergraduate Engineering Students towards e-Learning.
Keywords: E-learning, Attitude, Undergraduate Engineering Students
INTRODUCTION
In this era of technological revolution, teaching through traditional methods cannot completely
meet the demands of students. Changes in the methods of teaching and learning are inevitable. There
is a need for technology aided education. The focus of all educational policies and reforms in recent
years has been on integration of technology in teaching and its impact in transforming the system of
education in our country. The inception of e-learning is a great leap towards teaching and learning
process. It has the potential to enhance and support the traditional learning system. It has been widely
used because of its flexibility. It provides the accessibility for individuals who wish to learn at their own
pace, place and time.
Attitude of undergraduate Engineering students towards e-Learning
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OBJECTIVES OF THE STUDY
Following objectives were framed for the present study:
1. To assess the attitude of Undergraduate Engineering Students towards e-Learning.
2. To find out the difference in the attitude of Male and Female undergraduate Engineering
students towards e-learning.
3. To find out the difference in the attitude of Hosteller and Day Scholar undergraduate
Engineering students towards e-learning.
4. To find out the difference in the attitude of Government Quota and Management Quota
undergraduate Engineering students towards e-learning.
5. To find out the difference in the attitude of Urban and Rural undergraduate Engineering
students towards e-learning.
HYPOTHESES
Following hypotheses were formulated for this research study.
1.
There is no significant difference in the attitude of Male and Female undergraduate
2. There is no significant difference in the attitude of Hosteller and Day Scholar
3. There is no significant difference in the attitude of Government Quota and Management
Quota undergraduate Engineering students towards e-learning.
4. There is no significant difference in the attitude of Urban and Rural undergraduate
METHODOLOGY
In this present study, descriptive method was used to assess the attitude of Undergraduate
Engineering Students towards e-learning. It is the process of gathering evidences in the existing
situations.
SAMPLE
Stratified random sampling technique was used in this present study. The population of the
study consisted of Undergraduate Engineering Students of different branches in Karur District of
Tamilnadu. The population was divided into three strata of Engineering Branches viz. Circuit Branch,
Non-Circuit Branch and Computer Branch. Finally, 300 Undergraduate Engineering Students were
taken as sample for this study. The distribution of the sample is shown in the Table 1.
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Table 1
Branch -Wise Distribution of the Sample
Sl.No
Engineering Branch
Circuit Branches
1
(ECE, EEE)
Non-Circuit Branches
2
(Mechanical, Civil)
Computer Branches
3
(CSE, IT)
Total
Male
Female
Total
48
52
100
59
41
100
46
54
100
153
147
300
ADMINISTRATION OF THE TOOL TESPTE-L
To assess the attitude of the Undergraduate Engineering Students towards e-learning, an
attitude tool in the name of Tool to assess Engineering Students’ Perception Towards e-Learning
(TESPTe-L) developed by the investigators was used and administered to the Undergraduate
Engineering students belonging to different branches (Circuit, Non-Circuit and Computer) in Karur
District of Tamilnadu. The Students were explained the purpose and significance of collecting required
information from them. It was also ensured that no item was left un-attempted by any student. It was
further explained that there was no right or wrong answer to any of the items of the attitude tool.
SCORING
Likert's method of scoring was adopted for this research study. In the attitude tool, there are 25
statements. Out of the 25, 17 are positive and 8 are negative. Statements 6,8,11,13,17,20, 21 and 23
are negative and the remaining statements are positive. The procedures followed for scoring of the
positive and the negative statements are given in Tables 2 and 3.
Options
Score
Options
Score
Table 2
Scoring Procedure for Positive Statements
Strongly
Agree
Undecided
Disagree
Agree
5
4
3
2
Strongly
Disagree
1
Table 3
Scoring Procedure for Negative Statements
Strongly
Agree
Undecided
Disagree
Agree
1
2
3
4
Strongly
Disagree
5
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The total score of students on the attitude tool was calculated by adding the individual points
got by the Undergraduate Engineering Students for each statement of the tool.
DATA ANALYSIS AND INTERPRETATION
Frequency distribution table was prepared and percentage of the total Undergraduate
Engineering Students was calculated for each class interval of the attitude scores to assess the attitude
of Undergraduate Engineering Students towards e-learning.
STATISTICAL TECHNIQUES USED
The Statistical techniques are being used for the Descriptive and Inferential Analyses. Following
Statistical techniques were used in this present study.
1. Mean and Standard Deviation
2. “t” Test for determining the significance of difference between means of two groups.
Table 4
Frequency Distribution and Percentage of Attitude Score of Total Undergraduate Engineering
Students
Percentage of
Class Interval of Attitude Score
Frequency
Sample
111-115
05
01.60
106-110
13
04.33
101-105
33
11.00
96-100
37
12.33
91-95
52
17.33
86-90
42
14.00
81-85
40
13.33
76-80
17
05.66
71-75
24
08.00
66-70
30
10.00
61-65
07
02.33
Total
300
100
From Table 4, it is observed that 1.60 % Undergraduate Engineering Students scored highest
on attitude tool. 4.33% of the Undergraduate Engineering Students scored between 106-110 and 11%
students scored between 101–105. Table 4 also shows that 12.33% students scored between 96-100
and 17.33% students responded between 91-95 on the attitude tool. 14% students scored between 86Attitude of undergraduate Engineering students towards e-Learning
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90, 13.33% of students scored between 81-85, 5.66% students scored between 76-80 and 8% students
scored between 71-75. It can also be seen that 10% students scored between 66-70. Only 2.33%
students scored lowest i.e. between 61-65 on the attitude tool. Results in Table 4 indicate that about
90% students scored more than 60 points on the attitude tool. Therefore, it can be concluded that,
maximum Undergraduate Engineering Students are having positive attitude towards e-learning.
Hypothesis 1: There is no significant difference in the attitude of Male and Female
This hypothesis deals with the difference in attitude of the male and female Undergraduate
Engineering Students towards e-learning. Mean Scores, S.D. and t-value of Male and Female
undergraduate Engineering Students towards e-Learning were calculated for testing this hypothesis.
The results are given in Table 5.
Table 5
Mean Scores, SD and t-value of Male and Female Undergraduate Engineering Students
Level of
Gender
N
Mean
SD
‘t’
Significance
Male
153
98.87
6.52
Female
147
96.03
8.40
3.77
Significant at
0.01 Level
Table 5 shows that the mean score and standard deviation of male students is 98.87 and 6.52
respectively, whereas the mean score and SD of female students is 96.03 and 8.40 respectively. The tvalue between these two groups is 3.77, which is significant at both levels of significance. It indicates
that there is significant difference in the attitude of male and female undergraduate Engineering
students towards e-learning. Hence, the fourth hypothesis “There is no significant difference in the
attitude of Male and Female undergraduate Engineering students towards e-learning” is rejected.
Hypothesis 2: There is no significant difference in the attitude of Hosteller and Day Scholar
This hypothesis is to compare the difference of attitude between the Hosteller and Day Scholar
undergraduate Engineering students towards e-Learning. Mean Scores, S.D. and t-value of Hosteller
and Day Scholar undergraduate Engineering Students towards e-Learning were calculated for testing
this hypothesis. The results are given in Table 6.
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Table 6
Mean Scores, SD and t-value of Hosteller and Day Scholar Undergraduate Engineering Students
Level of
Type of Stay
N
Mean
SD
‘t’
Significance
Hosteller
152
97.9
7.83
Day Scholar
148
96.4
7.57
1.67
Not Significant
at 0.01 Level
Table 6 shows that the mean scores and standard deviation of Hosteller is 97.9 and 7.83
respectively whereas the mean and SD of Day Scholar students is 96.4 and 7.57 respectively. The tvalue between these two groups is 1.67, which is not significant at 0.01 level. It indicates that there is
no significant difference in the attitude of Hosteller and Day Scholar students towards e-learning.
Hence, the second hypothesis “There is no significant difference in the attitude of Hosteller and Day
Scholar undergraduate Engineering students towards e-learning” is accepted.
Hypothesis 3: There is no significant difference in the attitude of Government Quota and
Management Quota undergraduate Engineering students towards e-learning.
This hypothesis is to compare the difference of attitude between the Government Quota and
Management Quota undergraduate Engineering students towards e-Learning. Mean Scores, S.D. and
t-value of Government Quota and Management Quota undergraduate Engineering Students towards eLearning were calculated for testing this hypothesis. The results are given in Table 7.
Table 7
Mean Scores, SD and t-value of Government Quota and Management Quota Undergraduate
Engineering Students
Mode of
Level of
N
Mean
SD
‘t’
Admission
Significance
Government
Quota
Management
Quota
141
96.4
7.35
1.61
159
97.1
7.62
Not Significant
at 0.01 Level
Table 7 shows that the mean scores and standard deviation of Government Quota students is
96.4 and 7.35 respectively whereas the mean and SD of management Quota students is 97.1 and 7.62
respectively. The t-value between these two groups is 1.61 which is not significant at any level. It
indicates that there is no significant difference in the attitude of Government Quota and management
Quota students towards e-learning. Hence, the third hypothesis “There is no significant difference in the
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attitude of Government Quota and management Quota undergraduate Engineering students towards elearning” is accepted.
Hypothesis 4: There is no significant difference in the attitude of Urban and Rural
This hypothesis deals with the comparison between the attitude of urban and rural
Undergraduate Engineering Students towards e-learning. Mean Scores, S.D. and t-value of Urban and
Rural undergraduate Engineering Students towards e-Learning were calculated for testing this
hypothesis. The results are given in Table 8.
Table 8
Mean Scores, SD and t-value of Urban and Rural Undergraduate Engineering Students
Level of
Locality
N
Mean
SD
‘t’
Significance
Urban
140
93.36
9.61
Rural
160
89
11.33
2.67
Significant at
0.01 Level
It can be observed from Table 8 that, the mean scores of the urban and rural Undergraduate
Engineering Students are 93.36 and 89 respectively. The standard deviations of urban and rural
Undergraduate Engineering Students are 9.61 and 11.33 respectively. The t-value between these two
groups is 2.67, which is significant at 0.01 level of significance. It indicates that urban and rural
Undergraduate Engineering students have different attitudes towards e-Learning. Hence, the fourth
hypothesis, “There is no significant difference in the attitude of urban and rural Undergraduate
Engineering Students towards e-learning” is rejected.
FINDINGS
1. Table 4 indicates that about 90% Undergraduate Engineering Students scored more than 65
points on the attitude tool. Hence, it can be concluded that maximum Undergraduate Engineering
Students have positive attitude towards e-learning. It may be because they understood the utility of
technology for self learning.
2. There is significant difference in the attitude of Male and Female Undergraduate Engineering
Students towards e-learning. The above results show that interest of Male and Female Undergraduate
Engineering Students varies with regard to new technological tools and advancements. Generally male
students get more time to explore the Internet. They take more interest in electronic devices. Due to
this, Male Undergraduate Engineering students have better attitude than the female Undergraduate
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3. There is no significant difference in the attitude of Hosteller and Day Scholar Undergraduate
Engineering Students towards e-learning. The reason may be that the Hosteller and Day Scholar
students are having more or less equal opportunity for exploring the e-Learning Tools.
4. There is no significant difference in the attitude of Management Quota and Government
Quota Undergraduate Engineering Students towards e-learning. The reason is the seat allotment does
not play a significant role in the attitude of Undergraduate Engineering students towards e-Learning.
Management Quota and Government Quota students are having equal opportunity to go through the eLearning platform.
5. There is significant difference in the attitude of Urban and Rural Undergraduate Engineering
Students towards e-learning. The reason may be that the urban Undergraduate Engineering students
have more exposure to technology when compared with the rural Undergraduate Engineering students.
CONCLUSION
e-Learning breaks all barriers such as geographical, cultural, gender and time. This study was
an effort to find out the attitude of Undergraduate Engineering Students belonging to different gender,
type of stay, mode of admission and locality towards e-Learning. This study has its implications for
teachers, students, planners and administrators in the field of Engineering education. The results of the
present study show that Undergraduate Engineering students have positive attitude towards e-learning.
Hence, the e-Learning can effectively be implemented in the Engineering Institutions of our country.
REFERENCES
Adewole Odeshi & Egbe. (2014) Attitude of Students Towards E-learning in South-West Nigerian
Universities: An Application of Technology Acceptance Model. Library Philosophy and Practice (ejournal). Paper 1035.
Brett Williams et.al. (2011) Undergraduate Paramedic Students’ Attitudes to e-learning: Findings from
five University programs. Research in Learning Technology Vol. 19, No. 2, July 2011, 89–100.
Devajit Mahanta & Majidul Ahmed. (2012) E-Learning Objectives, Methodologies, Tools and its
Limitation. International Journal of Innovative Technology and Exploring Engineering, ISSN: 2278-3075,
Volume-2, Issue-1, December 2012
Ding Aixia & Dan Wang. (2011) Factors Influencing Learner Attitudes Toward E-learning and
Development of E-learning Environment Based on the Integrated E-learning Platform. International
Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 1, No. 3, August 2011
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Gershom Jebaraj, P & Mohanasundaram, K (2015). Effectiveness of e-Content on “Crystal Systems” in
Teaching Physics to First Year Engineering Students. International Journal of Current Research,
Volume (7), Issue (02), February 2015, pp 12800-pp12802, ISSN: 0975-833X.
Gershom Jebaraj, P & Mohanasundaram, K (2015). Development and Validation of e-Content on
“Crystal Structures” to Teach Physics to Engineering Students. Indian Journal of Applied Research,
Volume (5), Issue(2), February 2015, pp44-46, ISSN:2249-555X.
Neelam Dhamija. (2014) Attitude of Undergraduate Students Towards the use of e-Learning. MIER
Journal of Educational Studies, Trends & Practices, Vol. 4, No. 1 pp. 123-135
Patricia Bertea. (2009) Measuring students’ attitude towards e-learning-A case Study. Paper presented
in Fifth International Scientific Conference on e-Learning and Software education, Bucharest on April
09, 2009.
Pio Albina, A & Edward William Benjamin, A. (2013) Effectiveness of e-Content in teaching
Mathematics for XI Students. Indian Journal of Applied Research, Volume (3), Issue (9), Sept 2013,
pp183-184, ISSN: 2249-555X.
Rekha, N & Muthuchamy, I. (2013) Development and Validation of e-Content on DNA Replication in
Botany at Higher Secondary Level. International Journal of Scientific and Research Publications,
Volume (3), Issue (6), June 2013, pp1-3, ISSN: 2250-3153.
Vandana Mehra & Faranak Omidian. (2011) Examining Students’ Attitudes Towards E-learning: A Case
from India. Malaysian Journal of Educational Technology, Volume 11, Number 2, June 2011.
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ATTITUDE OF THE B.Ed., STUDENTS TOWARDS SMART CLASS ROOM IN ARNI TALUK
Mr.H.PRABHU,
Ph.D., Research Scholar (EXT),
Bharathiar University, COVAI.
Sri Balaji College of education
Arcot Road, ACS Nagar,
Irumbedu, Arni Taluk. 632 317.
Tiruvannamalai district, Tamilnadu.
[email protected]
Mrs.G.REENADEVI
Assistant professor
[email protected]
Dr.P.VAIYAPURI RAJA, Ph.D
Assistant professor for M.Ed.
Irumbedu, Arni Taluk. 632 317
Tiruvannamalai district, Tamilnadu
[email protected]
ABSTRACT
Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and
learning by integrating learning technology, such as computers, specialized software, audience response
technology, assistive listening devices, networking, and audio/visual capabilities. Smart classroom is
flexible and can be customized to meet the individual needs of the learners. Smart classroom encourages
students to take personal responsibility for their own learning. When learners succeed, it builds selfknowledge and self-confidence in them. So, the present study has high need and importance. The present
study has been done so as to study the Attitude towards Smart Classroom of the B.Ed., students as they
were the persons to teach the budding students of the digital world. Random sampling technique has been
used in the selection of the sample of as many as 200 B.Ed., students and the Attitude towards smart
classroom scale constructed and validated by Prabhu, H., et.al., (2014) has been distributed to them and
the responses were collected and computed according to the objectives framed. The findings of the study
revealed that the B.Ed., students show favourable attitude towards smart classroom and the same trend
has been seen in respect of the sub-samples, too.
ATTITUDE TOWARDS SMART CLASSROOM
The technologies have educational utility and can be integrated into a smart classroom. There is no
standardized list of digital equipment for smart classrooms. The present study has been done so as to
study the Attitude towards Smart Classroom of B.Ed., students as they were the persons to teach the
budding students of the digital world. Smart Classrooms are technology enhanced classrooms that foster
opportunities for teaching and learning by integrating learning technology, such as computers, specialized
software, audience response technology, assistive listening devices, networking, and audio/visual
capabilities. Smart classroom is flexible and can be customized to meet the individual needs of the
learners. Smart classroom encourages students to take personal responsibility for their own learning. When
learners succeed, it builds self-knowledge and self-confidence in them. So, the present study has high
Attitude of B.Ed. students towards Smart Classroom in Arni Taluk
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need and importance. The present study has been done so as to study the Attitude towards Smart
Classroom of the B.Ed., students as they were the persons to teach the budding students of the digital
world.
The following were the objectives framed for the present investigation.
1.
To study the B.Ed., students‟ attitude towards smart classroom.
2.
To study if there is any significant difference in attitude towards smart classroom
between the male and female B.Ed., students.
3.
between the B.Ed., students studying in the colleges located in the urban area and in
the rural area.
4.
between the B.Ed., students residing in the urban area and in the rural area.
HYPOTHESES
The following were the hypotheses for the present investigation formulated from the framed
objectives.
1.
The B.Ed., students‟ shows a favourable attitude towards smart classroom.
2.
There is no significant difference in attitude towards smart classroom between the male
and female B.Ed., students.
3.
There is no significant difference in attitude towards smart classroom between the
B.Ed., students studying in the colleges located in the urban area and in the rural area.
4.
B.Ed., students residing in the urban area and in the rural area.
METHOD
Normative survey method has been employed in the present study.
TOOL USED
The tool used for the present study was, attitude towards smart classroom scale constructed and
validated by Prabhu, H., et.al., (2014) was used in the present investigation. The scale consists of 20 items.
Each item has been set against five responses i.e. “Strongly Agree”, “Agree”, “Undecided”, “Disagree” and
“Strongly Disagree”. The statements were scored as 5, 4, 3, 2 and 1 for the positive statements and the
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scoring has been reversed for the negative statements. In this way all the items in the scale should be
scored. The maximum score for this scale is 100 and the minimum score is 20. Those who obtain the score
upto 31 were said to have an unfavourable attitude towards smart classroom, those who score above 31
upto 74 were said to have a neutral attitude towards smart classroom and those who score above 74 were
said to have a favourable attitude towards smart classroom. The attitude towards smart classroom scale
has construct validity as the items selected were having the„t‟ value of more than 1.75 (Edwards, 1957). Its
intrinsic validity was found to be 0.90. The reliability of this scale by split-half technique is found to be 0.81.
Thus the attitude towards smart classroom scale has validity and reliability.
SAMPLE
Random sampling technique has been used in the selection of the sample of as many as 200
B.Ed., students studying in education colleges situated in the Arni taluk of Tamilnadu, India.
STATISTICAL TECHNIQUES USED
The mean and standard deviation for the entire sample and its sub-samples were computed for
attitude towards smart classroom scores. The test of significance („t‟ test) was used in order to find out the
significance of the difference between the means of the attitude towards smart classroom score. The
collected data were computed with the SPSS 11.5 and the results were furnished accordingly in the Table 1
and Table 2.
TABLE 1
THE MEAN AND THE STANDARD DEVIATION OF THE ATTITUDE TOWARDS SMART CLASSROOM
SCORES OF THE ENTIRE SAMPLE AND ITS SUB-SAMPLES
STANDARD
‘t’
SIGNIFICANCE
S.NO SAMPLES
SUB-SAMPLES
N
MEAN
DEVIATION
VALUE AT 0.05 LEVEL
1
2
3
4
Entire sample
Male students
Sex
Female students
Rural area
College
locality
Urban area
Rural area
Residence
Urban area
200
101
99
119
81
96
58.15
61.50
54.72
58.17
58.11
59.56
28.67
27.94
29.14
28.84
28.59
28.11
104
56.84
29.24
1.68
Not significant
0.02
Not significant
0.67
Not significant
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TABLE 2
THE LEVELS OF ATTITUDE TOWARDS SMART CLASSROOM SCORES OF THE ENTIRE SAMPLE
AND ITS SUB-SAMPLES
ATTITUDE LEVELS
S.NO SAMPLES
SUB-SAMPLES
UNFAVOURABLE
NEUTRAL
FAVOURABLE
1
Entire sample
2
Sex
3
College
locality
4
Residence
74 (37.0%)
43 (21.5%)
83 (41.5%)
Male students
Female students
Rural area
Urban area
Rural area
30 (29.7%)
44 (44.4%)
46 (38.7%)
28 (34.6%)
32 (33.3%)
24 (23.8%)
19 (19.2%)
22 (18.5%)
21 (25.9%)
23 (24.0%)
47 (46.5%)
36 (36.4%)
51 (42.9%)
32 (39.5%)
41 (42.7%)
Urban area
42 (40.4%)
20 (19.2%)
42 (40.4%)
FINDINGS OF THE STUDY
The following are the important findings of the present investigation which were inferred from the
Table1.
1.
Majority of the B.Ed., students‟ shows a favourable attitude towards smart classroom.
The same trend has been seen in respect of the sub-samples, too, except the female
students as they show unfavourable attitude towards smart classroom in majority.
2.
There is no significant difference in attitude towards smart classroom between the male
and female B.Ed., students.
3.
B.Ed., students studying in the colleges located in the urban area and in the rural area.
4.
B.Ed., students residing in the urban area and in the rural area.
CONCLUSION:
The present investigation revealed that majority of the B.Ed., students studying in the Arni Taluk,
Tamilnadu, India, shows a favorable attitude towards smart classroom which in turn gives a very high level
of achievement for the B.Ed., students in their career.
REFERENCES
Best, John. W., (1963), “Research in Education”, Prentice hall of India (p.t) Ltd, New Delhi.
Prabhu, H., Reenadevi, G., and Vaiyapuri Raja, P., (2014), “Construction and validation of the attitude
towards smart class room scale”, www.jiepissn.com.
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PREDICTORS OF TECHNO-PEDAGOGICAL COMPETENCY OF TEACHERS
Dr. K. SATHIYARAJ
Principal i/c
Lakshmi Ammal College of Education
Sirunathur, Tiruvannamalai.
Dr. S. RAJASEKAR
Professor
Department of Education
Annamalai University
ABSTRACT
In this paper, an attempt has been made to study the anxiety towards the use of instructional
aids and attitude towards using new technology in teaching as the predictors of techno-pedagogical
competency of teachers. Normative survey method has been used in the present investigation.
Random sampling technique has been used in the selection of the sample of as many as 627 teachers
working in higher secondary schools situated in Tiruvannamalai District, Tamilnadu, India. This reveals
that the anxiety towards the use of instructional aids and attitude towards using new technology in
teaching have made significant contribution towards the perceived techno-pedagogical competency.
Keywords: Anxiety towards the Use of Instructional Aids in Teaching, Attitude towards using new
technology, Techno-Pedagogical Competency of Teachers.
INTRODUCTION
Every teacher must know the appropriate use instructional aids with respect to the content. It
makes the teaching process free from friction. Even though we have several instructional aids available
in the schools, many of the teachers are hesitant to make use of them due to many reasons. One such
reason is their anxiety towards the use of instructional aids, which prevents them from using them in
teaching to a greater extent.
The modern information and communication technologies have great advantage in
disseminating knowledge to pupil in an accurate and interesting manner. Teachers cannot ignore the
development of these technologies and follow traditional instructions. First and foremost, teachers must
have a favourable attitude towards the use of modern information technologies. It accounts a lot of the
innovation and instructional flow in classrooms.
The techno-pedagogical competency is the ability of the teachers to make use of technology
effectively in teaching. Since the Higher secondary stage of schooling is considered to be the feeder
stage and only through which the students are going to enter into the higher education or colleges. So,
teachers who are teaching higher secondary classes should possess techno-pedagogical competency
in order to cater to the needs of a hi-tech classroom. Therefore, the investigators attempted to study the
Predictors of Techno-pedagogical Competency of Teachers
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anxiety towards the use of instructional aids and attitude towards using new technology in teaching as
the predictors of techno-pedagogical competency of teachers.
The following are the objectives formulated for the present study. To study:
1. The level of teachers‟ anxiety towards the use of instructional aids in teaching,
2. Teachers‟ attitude towards using new technology,
3. The level of perceived techno-pedagogical competency of teachers,
4. The significance of the difference if any, between the personal, schools related and research
variables with techno pedagogical competency.
5. The predictor variables of techno-pedagogical competency of teachers,
METHOD OF STUDY
As the study intends to collect data pertaining to the anxiety towards the use of instructional
aids and attitude towards using new technology in teaching as the predictors of techno-pedagogical
competency of teachers, Normative Survey Method was employed to describe and interpret what exists
at present.
VARIABLES UNDER STUDY
Personal Variables: Gender, Marital Status, type of family and Age of the teachers were considered
as their personal variables.
School Related Variables: locality of the school, Type of the school and teaching subject were taken
as school related variables.
Research variables: Anxiety towards the use of instructional aids in teaching and attitude towards
using new technology were taken as research variables.
SAMPLE
In the present study Random sampling technique has been used for the selection of sample of
as many as 627 teachers working in higher secondary schools. This sample was taken from 43 higher
secondary schools out of the 130 higher secondary schools situated in Tiruvannamalai District of
Tamilnadu, India.
TOOLS USED
i)
Techno-pedagogical competency scale (TPCS): constructed and validated by the
investigators.
ii)
Anxiety towards the use of instructional aids in teaching scale (ATUIATS): constructed
and validated by the investigators.
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iii)
Attitude towards using new technology scale (ATUNTS): constructed and validated by
Rajasekar, S. (2009).
VALIDATION OF THE TOOLS
In order to establish the reliability of the tools, Cronbach's Alpha was calculated and for
establishing the validity, intrinsic validity coefficient was calculated. The reliability and validity
coefficients of anxiety towards the use of instructional aids in teaching (0.76 & 0.87), attitude towards
using new technology (0.95 & 0.98) and techno pedagogical competency (0.82 & 0.91) were high and it
may be inferred that the tool is highly reliable and valid.
ADMINISTRATION AND SCORING PROCEDURE
The Investigator personally administered the tools to the teachers in the schools selected for
the purpose. Directions for providing responses to the items were given in the tools themselves. The
teachers were requested to read the items carefully before marking the response for all the items in the
space provided in the tools. No time limit was imposed.
Anxiety towards the use of instructional aids in teaching
This tool consists of 37 items with 12 positive and 25 negative statements. The respondents
were provided with five alternatives viz., Always, Sometimes, Uncertain, Rarely and Never. A score of 5
was given to “Always”, 4 for “Sometimes”, 3 for “Uncertain”, 2 for “Rarely”, and 1 for “Never” for positive
statements. For the negative statements, the scoring procedure was reversed.
Attitude towards using new technology
This tool consists of 30 items with 13 favourable and 17 unfavourable statements. The
respondents were provided with five alternatives viz., Strongly Agree, Agree, Undecided, Disagree and
Strongly Disagree. A score of 5 was given to “Strongly Agree”, 4 for “Agree”, 3 for “Undecided”, 2 for
“Disagree”, and 1 for “Strongly Disagree” for positive statements. For the negative statements, the
scoring procedure was reversed.
Techno-pedagogical competency
This tool consisted of 40 items given under 5 dimensions. The respondents were provided with
five alternatives viz., Always, Sometimes, Uncertain, Rarely and Never. A score of 5 was given to
“Always”, 4 for “Sometimes”, 3 for “Uncertain”, 2 for “Rarely”, and 1 for “Never”.
DESCRIPTIVE ANALYSIS
One of the important objectives of the present investigation is to study the level of anxiety
towards the use of instructional aids in teaching for the entire sample. In order to study the anxiety
towards the use of instructional aids in teaching, the mean and standard deviation are calculated for
627 higher secondary school teacher‟s scores. They are 120.27 and 21.22 respectively. It is shown in
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the Table-(4.1). The 50% of the scale value is 111. Hence, the calculated mean value 120.27 is higher
than the mid value, it is concluded that the higher secondary school teachers are have low level of
anxiety towards the use of instructional aids in teaching.
In order to study the attitude towards using new technology in teaching, the mean and standard
deviation are calculated for 627 higher secondary school teacher‟s scores. They are 92.14 and 10.93
respectively. The 50% of the scale value is 90. Hence, the calculated mean value 92.14 is higher than
the mid value, it is concluded that the higher secondary school teachers are favourable attitude towards
using new technology in teaching.
In order to study the techno pedagogical competency, the mean and standard deviation are
calculated for 627 higher secondary school teacher‟s scores. They are 131.16 and 26.50 respectively.
The 50% of the scale value is 120. Hence, the calculated mean value 131.16 is higher than the mid
value, it is concluded that the higher secondary school teachers are high level of perceived techno
pedagogical competency.
TABLE -1
The mean and standard deviation of
anxiety towards the use of instructional aids in teaching, attitude towards using new technology and
techno-pedagogical competency score of the entire sample
S.No
RESEARCH VARIABLES
N
MEAN STANDARD DEVIATION
1.
Anxiety towards the use of instructional aids in teaching.
627
120.27
21.22
2
Attitude towards using new technology in teaching
627
92.14
10.93
3
Techno pedagogical competency
627
131.16
26.50
DIFFERENTIAL ANALYSIS
The anxiety towards the use of instructional aids and attitude towards using new technology as
the predictors of techno pedagogical competency of teachers’ scores based on Gender and
Marital status.
The Mean, SD and other statistical results pertaining to the teachers belonging to different
groups based on Gender, Marital Status, type of family, age given Table 2 revealed the following:
Gender
The mean score of Female Teachers was high 123.50 and the mean score of Male Teachers
was low 116.79 with respect to Anxiety towards the use of instructional aids in teaching.
The t-values calculated for the scores on Anxiety towards the use of instructional aids in
teaching with respect to Gender of the teachers revealed that the Female and Male Teachers differed
significantly at 0.05 level, favouring Female Teachers.
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The mean score of Female Teachers was high 93.24 and the mean score of Male Teachers
was low 90.96 with respect to Attitude towards using new technology.
The t-values calculated for the scores on Attitude towards using new technology with respect to
Gender of the teachers revealed that the Female and Male Teachers differed significantly at 0.05 level,
favouring Female Teachers.
The mean score of Male Teachers was high 133.97 and the mean score of Female Teachers
was low 128.55 with respect to Techno pedagogical competency.
The t-values calculated for the scores on Techno pedagogical competency with respect to
Gender of the teachers revealed that the Male and Female Teachers differed significantly at 0.05 level,
favouring Male Teachers.
Marital Status
The mean score of Unmarried Teachers was high 121.41 and the mean score of Married
Teachers was low 119.54 with respect to Anxiety towards the use of instructional aids in teaching.
The t-value calculated for the scores on Anxiety towards the use of instructional aids in
teaching revealed that Unmarried and Married Teachers did not differ significantly even at 0.05 level.
The mean score of Unmarried Teachers was high 92.28 and the mean score of Married
Teachers was low 92.05 with respect to Attitude towards using new technology.
The t-value calculated for the scores on Attitude towards using new technology revealed that
Unmarried and Married Teachers did not differ significantly even at 0.05 level.
The mean score of Married Teachers was high 131.69 and the mean score of Unmarried
Teachers was low 130.34 with respect to Techno pedagogical competency.
The t-value calculated for the scores on Techno pedagogical competency revealed that Married
and Unmarried Teachers did not differ significantly even at 0.05 level.
TABLE-2
The anxiety towards the use of instructional aids and attitude towards using new technology in
teaching as the predictors of techno pedagogical competency of teachers’ scores based on
Gender and Marital Status
Gender
Marital Status
Male
Female
Married
Unmarried
VARIABLES
L.S
L.S
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Anxiety towards
the use of
instructional aids
in teaching
116.79 20.34 123.50
21.54
P<0.05 119.54
21.69
121.41 20.45
P>0.05
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Attitude towards
new technology
Techno
pedagogical
competency
90.96
10.41
93.24
11.29
P<0.05
92.05
11.72
92.28
9.57
P>0.05
133.97 26.70 128.55
26.08
P<0.05 131.69
26.62
130.34 26.34
P>0.05
df=625
df=625
Type of family and age.
Type of Family
The mean score of teachers from Nuclear Family was high 128.82 and the mean score of
teachers from Joint Family was low 115.90 with respect to Anxiety towards the use of instructional aids
in teaching.
teaching with respect to Type of family of the teachers revealed that the teachers from Nuclear Family
and Joint Family differed significantly at 0.05 level, favouring Nuclear Family.
The mean score of teachers from Nuclear Family was high 95.45 and the mean score of
teachers from Joint Family was low 90.45 with respect to Attitude towards using new technology.
Type of family of the teachers revealed that the teachers from Nuclear Family and Joint Family differed
significantly at 0.05 level, favouring Nuclear Family.
The mean score of teachers from Joint Family was high 133.62 and the mean score of teachers
from Nuclear Family was low 126.3 with respect to Techno pedagogical competency.
The t-values calculated for the scores on Techno pedagogical competency with respect to Type
of family of the teachers revealed that the teachers from Joint Family and Nuclear Family differed
significantly at 0.05 level, favouring Joint Family.
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TABLE-3
teaching as the predictors of techno pedagogical competency of teachers’ scores based on type
of family and age
Type of family
Age
Joint Family
VARIABLES
(1)
Mean
SD
Nuclear
Family
(2)
Mean
SD
L.S
Upto 30 Years
(1)
Mean
SD
Above 30
Years Upto 50
Years
(2)
Mean
SD
Above 50 Years
L.S
(3)
Mean
Anxiety
towards
the
use
of
instructional
115.90 19.11 128.82 22.55 P<0.05 125.61 21.45 117.58 20.78 117.49
aids
in
teaching
Attitude
towards new
90.45 10.06 95.45 11.80 P<0.05 93.44 10.14 91.22 11.12 92.09
technology
Techno
pedagogical
133.62 2.20 126.3 28.32 P<0.05 128.44 25.79 132.73 27.44 132.13
competency
df=(2, 624)
df=(3, 623)
SD
20.26
P<0.05
11.59
P<0.05
25.27
P<0.05
Age
Teachers belonging to the age group Upto 30 years had high mean score 125.61 and those
belonging to the age group Above 50 years had low mean score 117.49 with respect to Anxiety towards
the use of instructional aids in teaching.
The F-ratio calculated and the analysis of differences tested through Tukey-HSD for the scores
on Anxiety towards the use of instructional aids in teaching with respect to different Age group revealed
that the teachers in Upto 30 years differed significantly at 0.05 level from those in Above 50 years and
Above 30 years Upto 50 years, favouring the teachers in Upto 30 years.
Teachers belonging to the age group Upto 30 years had high mean score 93.44 and those
belonging to the age group Above 30 years Upto 50 years had low mean score 91.22 with respect to
Attitude towards using new technology.
on Attitude towards using new technology with respect to different Age group revealed that the teachers
in Above 30 years Upto 50 years differed significantly from those of age group Upto 30 years, where,
the teachers of age group Above 30 years upto 50 years lagged behind the other group.
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Teachers belonging to the age group Above 30 years Upto 50 years had high mean score
132.73 and those belonging to the age group Upto 30 years had low mean score 128.44 with respect to
techno pedagogical competency.
on techno pedagogical competency with respect to different Age group revealed that the teachers in
Upto 30 years differed significantly at 0.05 level from those in Above 50 years and Above 30 years Upto
50 years, favouring the teachers in Upto 30 years.
locality of the school and type of the school
Locality of the school
The mean score of teachers working in the Urban Schools was high 124.84 and the mean
score of teachers working in the Rural Schools was low 117.86 with respect to Anxiety towards the use
of instructional aids in teaching.
teaching with respect to Locality of the school of the teachers revealed that the teachers working in the
Urban and Rural schools differed significantly at 0.05 level, favouring Urban School Teachers.
The mean score of teachers working in the Urban Schools was high 94.15 and the mean score
of teachers working in the Rural Schools was low 91.09 with respect to Attitude towards using new
technology.
Locality of the school of the teachers revealed that the teachers working in the Urban and Rural schools
differed significantly at 0.05 level, favouring Urban School Teachers.
The mean score of teachers working in the Rural Schools was high 133.38 and the mean score
of teachers working in the Urban Schools was low 126.94 with respect to Techno pedagogical
competency.
The t-values calculated for the scores on Techno pedagogical competency with respect to
Locality of the school of the teachers revealed that the teachers working in the Rural and Urban schools
differed significantly at 0.05 level, favouring Rural School Teachers.
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TABLE-4
teaching as the predictors of techno-pedagogical competency of teachers’ scores based on locality
of the school and type of the school
VARIABLES
Urban
Mean
Anxiety towards
the use of
instructional aids
in teaching
Attitude towards
new technology
Techno
pedagogical
competency
Type of the school
Rural
SD
Mean
SD
L.S
Government
Mean
SD
Private
Mean
L.S
SD
124.84 22.15 117.86 20.33 P<0.05 118.60 21.30 121.99
21.04
P<0.05
94.15
92.28
10.70
P>0.05
126.94 27.20 133.38 25.88 P<0.05 130.78 26.70 131.56
26.32
P>0.05
10.83
91.09
10.84 P<0.05
92.01
11.15
df=625
df=625
Type of the school
The mean score of teachers working in the Private Schools was high 121.99 and the mean
score of teachers working in the Government Schools was low 118.60 with respect to Anxiety towards
teaching with respect to Type of the school of the teachers revealed that the teachers working in the
Private and Government schools differed significantly at 0.05 level, favouring Private School Teachers.
score of teachers working in the Government Schools was low 92.01 with respect to Attitude towards
using new technology.
The t-value calculated for the scores on Attitude towards using new technology revealed that
Private and Government School Teachers did not differ significantly even at 0.05 level.
score of teachers working in the Government Schools was low 130.78 with respect to Techno
The t-value calculated for the scores on Techno pedagogical competency revealed that Private
and Government School Teachers did not differ significantly even at 0.05 level.
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teaching subject
Teaching Subjects
The mean score was high 121.21 for teachers teaching Language Subject and it was low
118.62 for teachers teaching Vocational Subject with respect to Anxiety towards the use of instructional
aids in teaching.
The F-ratio calculated and the analysis of differences tested through Tukey- HSD for the scores
on Anxiety towards the use of instructional aids in teaching revealed that teachers with different
Teaching Subject did not differ significantly even at 0.05 level.
The mean score was high 92.67 for teachers teaching Science Subject and it was low 91.35 for
teachers teaching Language Subject with respect to Attitude towards using new technology.
The F-ratio calculated and the analysis of differences tested through Tukey- HSD for the scores
on Attitude towards using new technology revealed that teachers with different Teaching Subject did
not differ significantly even at 0.05 level.
The mean score was high 135.39 for teachers teaching Vocational Subject and it was low
127.72 for teachers teaching Language Subject with respect to Techno pedagogical competency.
The F-ratio calculated and the analysis of differences tested through Tukey- HSD revealed that
the teachers belonging to different Teaching Subject did not differ significantly even at 0.05 level with
respect to Techno pedagogical competency
TABLE-5
teaching subjects
Teaching subjects
Science
Arts
Language
Vocational
VARIABLES
L.S
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Anxiety towards
the
use
of
120.88 21.00 119.53 21.12 121.21
20.83
118.62 22.32
P>0.05
instructional aids
in teaching
Attitude towards
92.67 11.02 91.68 10.30
91.35
11.59
92.31
10.60
P>0.05
new technology
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Techno
pedagogical
competency
131.55
26.07
129.77
29.20
127.72
28.54
135.39
21.68
P>0.05
Multiple Correlation and Stepwise Regression Analysis
The names and codes used for the variables subjected to Multiple Correlation and Stepwise
Regression Analysis are given in Table 6.
Table 6
Variables and Codes in Stepwise Multiple Correlation and Regression Analysis
S.No
I
1
2
3
4
II
5
6
7
III
8
Variables
Personal variables
Gender
Marital status
Type of family
Age
School related variables
Type of the school
Teaching subject
Research variables
Anxiety towards the use of instructional aids
in teaching
Attitude towards using new technology
Techno-pedagogical competency
9
IV
code
X1
X2
X3
X4
X5
X6
X7
X8
X9
Y
Out of the 9 variables entered, only two variables have been identified to be the significant
contributors of techno-pedagogical competency. The results are given in table 7.
Table 7
Results of Multiple Correlation of Independent Variables (Personal, School Related and
Research Variables) with Techno pedagogical competency
Step
No
Code
Variables included
Anxiety towards the
use of instructional
aids in teaching
Multiples
df1
df2
F-ratio
Level of
significance
2
R
R
0.305
0.093
1
625
64.042
P < 0.000
0.318
0.101
2
624
35.140
P < 0.000
1
X8
2
X9
Attitude towards using
new technology
3
X1
Gender
-
-
3
623
1.439
P > 0.151
4
5
X2
X3
Marital Status
Type of family
-
-
4
5
622
621
1.707
1.033
P > 0.141
P > 0.302
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6
7
8
9
X4
X5
X6
X7
Age
Type of the school
Teaching Subject
-
-
6
620
0.305
7
619
1.607
8
618
1.148
9
617
0.191
Multiple R = 0.318
P > 0.761
P > 0.108
P > 0.251
P > 0.848
Multiple R2 = 0.101
The results in the table 6 indicate that two variables namely anxiety towards the use of
instructional aids in teaching and attitude towards using new technology have made significant
contribution towards the perceived techno-pedagogical competency.
This
two
variables
together
have
contributed
to
the
extent
of
10.10%
(R2 =0.101) of variance in the perceived techno-pedagogical competency.
Regression Co-efficient and Equations
Table 8
Regression of Techno pedagogical competency on Predictor variables (Personal, School
Related and Research Variables)
Step
No
code
Variables included
1
X8
2
X9
3
4
5
6
7
8
9
X1
X2
X3
X4
X5
X6
X7
Anxiety towards the use of
instructional aids in teaching
Attitude towards using new
technology
Gender
Marital Status
Type of family
Age
Type of the school
Teaching Subject
Constant
B coefficient
β coefficient
Level of
significance
-0.468
-0.375
P < 0.000
0.279
0.115
P < 0.017
-1.944
-1.629
-1.813
-0.662
3.912
1.845
-1.607
161.799
-0.055
0.070
0.039
-0.012
-0.061
-0.046
-0.007
-
P > 0.151
P > 0.141
P > 0.302
P > 0.761
P > 0.108
P > 0.251
P > 0.848
P < 0.000
Results in the table 7 have been used to form the regression equations. The results under the column
„‟B co-efficient‟‟ are unstandardized and those of column ‟β co-efficient‟‟ are standardized. The
regression equations formed are given below.
Y = 0.279X9-0.468X8+161.799
…….Regression equation in Raw score form
y = 0.115X9-0.375X8
……
Regression equation in standard score form
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IMPORTANT FINDINGS
The following was the important findings obtained from the present investigation.
1. Majority of the higher secondary school teachers were processing low level of anxiety
towards the use of instructional aids in teaching.
2. Majority of the higher secondary school teachers have favourable attitude towards using
new technology in teaching.
3. Majority of the higher secondary school teachers were processing high level of techno
4. There is a significant difference in anxiety towards the use of instructional aids in teaching
between the male and female teachers. Moreover, the female teachers were found to be
better than the male teachers in respect of their anxiety towards the use of instructional
aids in teaching.
5. There is a significant difference in attitude towards using new technology between the male
and female teachers. Moreover, the female teachers were found to be better than the male
teachers in respect of their attitude towards using new technology.
6. There is a significant difference in techno pedagogical competency between the male and
female teachers. Moreover, the male teachers were found to be better than the female
teachers in respect of their techno pedagogical competency.
7. There is no significant difference in anxiety towards the use of instructional aids in teaching
between the married and unmarried teachers in respect of their anxiety towards the use of
instructional aids in teaching.
8. There is no significant difference in attitude towards using new technology between the
married and unmarried teachers in respect of their attitude towards using new technology.
9. There is no significant difference in techno pedagogical competency between the married
and unmarried teachers in respect of their techno pedagogical competency.
between the teachers from joint family and the nuclear family. Moreover, the teachers from
nuclear family were found to be better than the joint family in respect of their anxiety
towards the use of instructional aids in teaching.
11. There is a significant difference in attitude towards using new technology between the
teachers from joint family and the nuclear family. Moreover, the teachers from nuclear
family were found to be better than the joint family in respect of their attitude towards using
new technology.
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12. There is a significant difference in techno pedagogical competency between the teachers
from joint family and the nuclear family. Moreover, the teachers from joint family were
found to be better than the nuclear family in respect of their techno pedagogical
competency.
between the teachers‟ age group upto 30 years, above 30 years upto 50 years and above
50 years. Moreover, the teachers‟ age group upto 30 years were found to be better than
the above 30 years upto 50 years and above 50 years in respect of their anxiety towards
teachers‟ age group upto 30 years and above 30 years upto 50 years. Moreover, the
teachers‟ age group upto 30 years were found to be better than the above 30 years upto 50
years in respect of their attitude towards using new technology.
15. There is a significant difference in techno pedagogical competency between the teachers‟
age group upto 30 years and above 30 years upto 50 years. Moreover, the teachers‟ age
group above 30 years upto 50 years were found to be better than the upto 30 years in
respect of their techno pedagogical competency.
between the teachers working in the urban and rural schools. Moreover, the teachers
working in the urban schools were found to be better than the rural schools in respect of
their anxiety towards the use of instructional aids in teaching.
teachers working in the urban and rural schools. Moreover, the teachers working in the
urban schools were found to be better than the rural schools in respect of their attitude
towards using new technology.
18. There is a significant difference in techno pedagogical competency between the teachers
working in the urban and rural schools. Moreover, the teachers working in the rural schools
were found to be better than the urban schools in respect of their techno pedagogical
competency.
between the teachers working in government and private schools. Moreover, the teachers
working in private schools were found to be better than the government schools in respect
of their anxiety towards the use of instructional aids in teaching.
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teachers working in government and private schools in respect of their attitude towards
using new technology.
21. There is no significant difference in techno pedagogical competency between the teachers
working in government and private schools in respect of their techno pedagogical
competency.
22. There is no significant difference in anxiety towards the use of instructional aids in teaching
between the teaching subjects in respect of their anxiety towards the use of instructional
aids in teaching.
teaching subjects in respect of their attitude towards using new technology.
24. There is no significant difference in techno pedagogical competency between the teaching
subjects in respect of their techno pedagogical competency.
25. The anxiety towards the use of instructional aids has made significant contribution towards
the perceived techno pedagogical competency and attitude towards using new technology.
The calculated multiple correlations has accounted for 0.318. R2 was calculated to be 0.101
i.e. 10.10% of variance in the perceived techno pedagogical competency.
CONCLUSION
It is a very unique study conducted in a developing country like India, to study the anxiety
towards the use of instructional aids and attitude towards using new technology in teaching as the
predictors of techno pedagogical competency of teachers. This reveals that the perceived
techno-pedagogical competency of the teachers needs to be improved.
REFERENCES
Henry, E. Garrett, (1961). Statistics in Psychology and Education. Paragon International Publishers,
New Delhi
Kabakci Yurdakul, (2011). Examining techno pedagogical knowledge competencies of preservice
teachers based on ict usage, Hacettepe Universities Egitim Faculties Dergisi (H. U. Journal
of Education) 40: 397-408.
Neelam Yadav (1957). A Hand book of Educational Technology, Anmol Publications (p) Ltd. New Delhi.
Rajasekar, S. and Sathiyaraj, K. (2013). Anxiety towards the Use of Instructional Aids in Teaching
Scale, National Psychological Corporation, Agra. India.
Rajasekar, S. and Sathiyaraj, K. (2013). Teachers‟ Techno Pedagogical Competency Scale, National
Psychological Corporation, Agra. India.
28
CONTRIBUTORS
Mr. P.Gershom Jebaraj
Research Scholar
M.S. University
Tirunelveli
Dr. K.Mohanasundaram
Principal
Government Arts College (Autonomous)
Kumbakonam
Mr.H.Prabhu
Ph.D., Research Scholar (EXT),
Bharathiar University, COVAI.
Mrs.G.Reenadevi
Assistant professor
Dr.P.Vaiyapuri raja, Ph.D.
Assistant professor for M.Ed
Irumbedu, Arni Taluk. 632 317
Tiruvannamalai District, Tamilnadu
Dr. K. Sathiyaraj, Ph.D.
Principal i/c
Lakshmi Ammal College of Education
Sirunathur, Tiruvannamalai.
Dr.S.Rajasekar
Professor
Department of Education
Annamalai University
Tamil Nadu – India
www.ijter.com All rights reserved © Copyright ,2012 International Journal of Teacher Educational Research (IJTER). ISSN: 2319-4642

Editorial - International Journal of Teacher Educational Research

Transcription

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