60 CHAPTER - II REVIEW OF RELATED STUDIES 2.0 Overview This chapter attempts to survey and critically review studies related to the theme of the investigator chosen for her study. It consists of six sections. The first one is an overview of the entire chapter. The second section briefly brings out the ‘why’ of this survey and review. The third one briefly outlines a number of foreign studies related to the investigator’s theme under study. The fourth one outlines briefly a number of Indian studies related to the investigator’s theme. The fifth section outlines an overview of studies on computer technology in relation to the objectives of the study. The sixth section outlines the critical summary of the studies. 2.1 The ‘Why’ of this Review of Related studies C.C. Crawford (1989) says, “Research is not an isolated activity, but a part of an ongoing effort to attain and understand reality”. Kulphir Singh Sidhu (2003) states that The Survey of related studies implies locating, studying and evaluating reports of relevant researches, study of published articles, going through related portions of Encyclopedias and research abstract. Thus, after selecting a research topic, the investigator should make a thorough survey of what is already known in the area of interest. The topic must be related to relevant knowledge in the field. A review of related studies helps the investigator to determine in what way the present study is related to the existing knowledge concerning the problem area. The investigator has to build his / her ideas upon the accumulated and recorded knowledge of the past. He / She draws maximum benefits from the previous investigations,
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CHAPTER - II
REVIEW OF RELATED STUDIES
2.0 Overview
This chapter attempts to survey and critically review studies related to the
theme of the investigator chosen for her study. It consists of six sections. The first one
is an overview of the entire chapter. The second section briefly brings out the ‘why’
of this survey and review. The third one briefly outlines a number of foreign studies
related to the investigator’s theme under study. The fourth one outlines briefly a
number of Indian studies related to the investigator’s theme. The fifth section outlines
an overview of studies on computer technology in relation to the objectives of the
study. The sixth section outlines the critical summary of the studies.
2.1 The ‘Why’ of this Review of Related studies
C.C. Crawford (1989) says, “Research is not an isolated activity, but a part of
an ongoing effort to attain and understand reality”. Kulphir Singh Sidhu (2003) states
that The Survey of related studies implies locating, studying and evaluating reports of
relevant researches, study of published articles, going through related portions of
Encyclopedias and research abstract. Thus, after selecting a research topic, the
investigator should make a thorough survey of what is already known in the area of
interest. The topic must be related to relevant knowledge in the field.
A review of related studies helps the investigator to determine in what way the
present study is related to the existing knowledge concerning the problem area. The
investigator has to build his / her ideas upon the accumulated and recorded knowledge
of the past. He / She draws maximum benefits from the previous investigations,
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utilizes the previous findings, takes many hints from the designs and procedures of
previous researchers, matches his conclusions drawn earlier etc.
The search for related studies is time consuming but fruitful phase of any
research programme. It helps the research worker to find what is already known, what
others have attempted to find out, what methods have been promising or
disappointing and what problems remain to be solved. It serves as the basis of all the
research projects. It lays the foundation upon which all future work will be built. It
enables the researcher to know the means of getting the frontier in the field of his
research. The investigator can get indispensable suggestions about comparative data,
good procedures likely methods and tried techniques. The insight into the methods,
measures etc. employed by others will lead a significant improvement of his/ her
research design.
Hence, the investigator has gone through a number of journals and research
abstracts. She has also gone through international studies and studies made in India.
The investigator has given a summary of a few such studies which she finds relevant
to the research topic she has selected. The review of studies in this chapter has been
discussed under two sections namely “Studies Abroad” and “Indian Studies”.
2.2 Studies Abroad
James Clifford (1987) compared the effectiveness of CAI in terms of academic
achievement and learning retention. Results revealed that no significant differences
were found between chapter-I and conventional chapter-I instruction test scores for
academic achievement and learning retention.
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Helayne Leslie (1995) explored the effects of multimedia literacy tool on first grade
reading and writing achievements. The study concludes that the Multimedia Literacy
Tool can selectively be a powerful tool for enhancing reading and writing in young
learners.
Theodor Thomas (1996) studied the academic impact of classroom computer usage
upon middle class primary grade level elementary school children. The findings from
the study indicate that a significant difference was demonstrated in favour of the CAI
students. The results indicated that the reading, vocabulary, spelling and problem
solving achievement scores of the experimental group had better adjusted mean scores
in comparison to the traditional instruction students.
Ward & Randall Joe (1997) conducted a study on “The experience of students using
the computer in science classroom: A guide for development”. The objective of the
study was to introduce computer technology and to introduce interactive video into
classroom use. The study found that the individual students used the programme in
variable ways in response to their educational needs.
Penny Cinthia (1997) studied whether CAI in phonological awareness is as effective
as teacher led instruction for first grade children. The results were inconsistent with
prior research in which groups instructed in phonological awareness have consistently
demonstrated significantly higher increase in phonological and reading skills when
compared to control groups receiving no phonological instruction.
Miller & Lyun Louise (1997) conducted a study on “Formative evaluation of
computer assisted instruction on computer literacy”. The objective of this study was
to conduct a formative evaluation of a computer assisted Instruction (CAI) module on
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computer literacy among undergraduate community health majors. Content analysis
was conducted on data collected on interviews. The finding revealed that the
participants perceived the CAI module positively.
Edmonds & Gerald Samuel (1997) made a study on “Instructional multimedia in a
foreign language classroom: A systemic environment”. The study examined the
perceptions and experiences of students, teaching assistants and administrators who
employed interactive multimedia (IMM) and computer based language learning to
teach and learn French. Qualitative data collection methods included interviews,
naturalistic observation and document analysis. The finding of the study indicated that
the perceived benefits of CALL and IMM result not from the computers, but rather
from the design and format of the overall course.
Dalton, D.W. & Hannafin M.J (1998) carried out a study on “The effects of
computer - assisted and traditional mastery methods on computation accuracy and
attitudes.” The objective of the study was to compare the effects of five different
instructional approaches involving the use of mastery and non-mastery methods and
computerized on teacher-directed instruction. The finding revealed that the eighth
grade mathematics student performed best with mastery treatments and when
remedial instruction varied from initial instruction, there were no differences between
CAI students and those receiving teacher- directed instruction.
Nagar & Nirmal (1998) made a study on “The effectiveness of computers in
teaching Mathematics in schools” with the objectives to examine the usefulness of the
computer in teaching Mathematics and to examine areas / aspects of Mathematics
which could be more effectively taught with the help of Computers. The finding
revealed that CAT encouraged individualization on practice without burdening the
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teacher with repetitive and monotonous activity. Computer awareness was not
sufficient in school for CAT.
Iarrell & Dennis K. (2000) conducted a study on “The effects of computer access on
reading achievement”. The purpose of this study was to evaluate the extent of the
differences in reading achievement as affected by access to varying numbers of
computers with respect to one specific software application. Approximately 120 sixth
grade students and 120 seventh grade students were involved in the study. This study
concluded that the benefits to be gained from Accelerated Reader can be achieved
with limited computer access.
Liew & Shu–Sheng (2000) made a study on “Information technology and education :
Student Perceptions of computer and Web-based environments”. This study focused
on surveying the attitudes toward computers and Web-based technology. This study
also examined the relationship between students’ perceptions of computers and Web-
based environments. This study surveyed and evaluated students’ computer and Web-
based attitudes for educators and learners to enhance the success of computer
technology utilization.
Bonner Thomson & Ruth (2000) conducted a study on “Factors affecting computer
implementation and impact on teaching and learning in northeast Louisiana” with the
objectives to investigate the relationship between degree of computer implementation
and a) teacher personal use of computers b) teacher motivation c) curriculum
integration training and d) curriculum integration support. The study also investigated
the relationship between degree of computer implementation and a) collaborative
learning b) self-directed learning c) active learning, and d) teacher practices. Result
demonstrated a significant relationship between degree of computer implement and
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a) teacher personal use of computers b) curriculum integration training and
c) curriculum integration support.
Dias & Laurie Brantley (2000) made a study on “Best practices of technology
integration teachers : Pictures of practice from four elementary classrooms.” The
objective of this study was to gain and understanding of how and why elementary
teacher might integrate technology into their classroom practices. The findings
revealed that 1) Technology integration use effective teaching practices
2) Instructional uses of technology impacts students 3) Technology is a tool
4) Technology fluency is an important basic skill. 5) Reasons for technology
selections are based on efficiency and currency. The conclusion of the study was that
best teaching practices and best technology practices go hand-in-hand.
Larville & Martha Louise (2000) made a study on “Computer –assisted expository
writing of middle school students with special learning needs”. The objective of the
study was to find the effect of computer – Assisted Instruction (CAI) on expository
writing. The study utilized qualitative and quantitative statistical analyses. The
findings revealed that the post test scores were significantly greater on four of the five
expository writing characteristics and on total score. This study suggested that
expository writing instruction for learning disabled students, regardless of instruction
type, resulted in improved performance for those students.
Hennigan & Thomas Anthony (2000) conducted a study on “Multiple intelligence
and artificial intelligence : Educational implications of computer for learning,
interacting with multiple intelligences”. This study noted correlation developments in
the fields of brain studies, education, and personal computing. It took place in 6th
grade classrooms. The classroom activities were richly infused with computer based
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technologies and multimedia. The results and implications of any such correlation for
educators are discussed.
Milman & Natalie Bordelon (2000) conducted a study on “Typical teacher use of
technology in an elementary school”. The objective of the study was to examine the
conditions, processes and consequences of technology use by typical elementary
school teachers. The findings revealed that technology used by these teachers is a
complex process influenced by their beliefs about teaching and learning as well as the
conditions that exist in their state, district and school. Also, they revealed that teachers
do not always use technology as a transformative tool in practice.
Planznela & Elizabeth (2001) conducted a study on “Effects of computer assisted
writing instructions on fourth grade students.” The objective of the study was to
examine the effects of computer assisted instruction on the writing achievement of
fourth grade students. The finding revealed that the computer assisted writing
instruction showed no significant difference in raising the achievement level of the
participating students.
.
Whitfield, Melissa Lucille (2001) made a study on the “Factors that facilitate and
inhibit the implementation of computers in secondary classrooms”. The objective of
this study was to investigate the factors that facilitate teachers in the implementation
of computer technology in secondary classrooms. This was a qualitative case study.
The findings revealed two factors that facilitated teacher use of computer technology
in their classrooms: increased student motivation and administrators four factors were
found that teachers perceived as inhibitors: lack of time, lack of appropriate software
and hardware, lack of adequate technical support and lack of knowledge.
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Weycker, Belly Stegall (2002) made a study on “The Pedagogical beliefs, practices
and computer use of classroom teachers”. The objective of this study was to
determine how teachers have incorporated computers into their instructional practices.
The survey selected for this research study included sections on teaching beliefs,
practices and the use of computers. The findings suggested that expert technology–
using teachers reside on the constructivist side of the instruction continua. The results
of the study will be used to provide insight into future development of professional
staff development.
Gilbert, David Wayne (2002) conducted a study on “Effectiveness of computer-
assisted instruction blended with classroom teaching methods to acquire psychomotor
skills”. The objective of this study was to find the teaching effectiveness of blending
online computer- assisted instruction (CAI) with traditional classroom instruction.
The findings of this study revealed that blended teaching methods experienced by the
experimental group demonstrated a comparatively higher level of psychomotor
electrical diagnostic skill capability.
Sim, Susan (2002) conducted a study on “Perceptions held by high school
Mathematics teachers concerning the application of educational technology to their
instructional procedures and to the enhancement of student achievement”. The
objectives of this study were to obtain data concerning the role of technology
(especially the computer) in the instructional procedures applied in the classroom and
the impact of this technology on student achievement. The findings revealed that
secondary school Mathematics teachers expressed highly different levels of
agreement concerning how the use of educational technology could be implemented
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in the classroom instructional procedures along with its potential impact on student
achievement.
Ganesh & Tirupalavanam .G. (2003) conducted a study on “Practices of computer
use in elementary education: Perceived and missed opportunities”. The objective of
the study was to understand teachers; practices of computer uses in education within
the context of their classrooms and schools. In order to achieve the objectives data
collection occurred over a period of one year each focused in different situations. The
findings suggested that schools need to establish clear academic goals and determine
how the use of computer technology will help to achieve these school goals.
Corbin &d Jan Frederic (2003) conducted a study on “The integration of
technology into the middle and high school Science curriculum”. The objective of the
study was to determine the level of technology implementation into the middle and
high school science curriculum by beginning teachers. The finding revealed that the
beginning teachers have not received enough technology training to integrate
technology into the Science curriculum.
Susan, M. (2004) conducted a study on “Attitudes towards technology and
development of technological literacy of gifted and talented elementary school
students.” This research was made to explore bases to promote positive attitudes
towards technology and develop technology literacy in all students. The objective of
the study was to examine the technological activities and experience in an elementary
school classroom of gifted and talented fifth grade students. The finding of the study
required more ability to do technology and less value related to technology. Girls also
displayed more positive attitudes and perception related to robotics.
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Copeland, Nancy L. (2004) conducted a study on “The impact of technology – based
professional development environmental support, teacher background characteristics,
and computer attitudes on technology integration in K–12 Education.” The objective
of this study was to examine the relationship between participation in Teach for
Tomorrow (TFT), and the level of technology integration in Michigan K–12
classrooms. The findings revealed that environmental support, computer proficiency,
and TFT facilitator contact are critical factors directly affecting technology
integration. There are other important relationships among selected teacher
background characteristics, environmental support, TFT elements, and computer
attitudes. Analysis of the data showed no significant relationships between computer
attitudes and levels of technology integration.
Tuzum, Hakan (2004) conducted a study on “Motivating Learners in educational
computer games”. The objectives of this study were to identify motivational elements
for an online multiplayer educational computer game and to compare high, medium
and low participating group members participation in the game with respect to the
motivational elements. Semi-structured interviews were the primary method of data
collection. The findings revealed that the constructs of creativity, identity of learners
social relations and active learning were the important constructs in providing
motivation. Most importantly, it integrated many past contributions in the field that
were perceived as distinct, such as intrinsic and extrinsic motivators, playing and
learning, and achievement and rewards into a coherent framework of motivation.
Hinds, Thelma. M. (2004) made a study on “Stages of concern and factors that
influence middle school teachers’ computer technology use”. The purpose of this
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study was to investigate and describe the external and internal factors that influence
teacher computer use.
Qualitative and quantitative methods were used to examine the levels of computer
implementation, teachers’ stage in the innovation process and external and internal
factors that related to teachers’ integration of computers in middle schools. The
findings revealed that the external factors of gender, level of college degree, type of
training and hours spent integrating do not relate to teachers’ integration of computer
in the classroom. The internal factors of stages concern and reported level of use do
not seem to relate to teachers’ integration of computers in the classroom.
Fritz & Megan Lynne (2005) made a study on “Students using handheld computers
to learn collaboratively in a first grade classroom.” The objective of the study was to
investigate how the use of handheld computers impacts students learning outcomes
and relates to technology standards. A qualitative methodology was used to capture
detailed descriptions of 23 first grade students’ experiences, attitudes, beliefs and
interactions while they used handheld computing devices to learn. The finding
revealed that students achieved learning outcomes while using handheld computers.
Culpepper & Sheree (2005) made a study on “Computer technology usage in fourth
and fifth grade elementary classroom.” The objective of the study was to investigate
the factors and perceptions that influenced the implementation of computer
technology in fourth and fifth grade classroom. Computer usage of 20 teachers were
identified based on their responses to a questionnaire and interviews. Finding revealed
that teachers who utilized student–centred methods were more successful and flexible
in implementing technology than those who used teacher – centred instruction.
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Mc Adoo & Sheli Lyn (2005) conducted an analysis of a teacher laptop programme
in a southwestern urban school district. The objective of this study was to analyse the
level of technology implementation of in-service teachers. It was measured by the
Loti. questionnaire as well as several demographic variables (age, type of school,