CHAPTER - IV

RESULT A N D A N A LY S IS
4.1 Students attitude towards computer education
4.2 Teachers’ attitude towards computer education
4.3 Gender difference in students’ attitude towards
computer education
4.4 Gender difference in teachers’ attitude towards
computer education
4.5 Medium of instruction and attitude difference towards
computer education
4.6 Differences in attitude of teachers and students
towards computer education
4.7 Result and analysis of the achievement test
4.7.1 Medium difference in achievement test result of
English and Assamese medium students of
class VIII
4.7.2 Medium difference in achievement test result of
English and Assamese medium students of
class IX
4.7.3 Sex difference in achievement test result of
class Vlll
4.7.4 Sex difference in achievement test result of
class IX
4.8 Correlation between computer achievement and
students attitude towards computer
4.9 Result and analysis of students questionnaire
4.10 Result and analysis of teachers questionnaire
 57

The data collected through the different tools mentioned in the

earlier chapter were tabulated and put to analysis by application of a

computerised statistical tool called SPSS (Statistical package for

social science). Responses elicited by different tools reveal various

dimensions o f compute education in Assam. The data have been put

forth in tabular form in Tables - 4.1 to 4.28.

The attitudinai dimensions which consist o f several components like

anxiety, confidence, use, enjoyment, competence, behaviour and

cognitive attitude were further analysed to see the differences in

gender, medium o f instruction and groups (i.e. student vs. teachers)

if any.

For successful implementation o f computers in educational settings,

students’ acceptance is an important factor to be taken into

consideration. This is observed to be affected to a great deal by the

teachers’ attitude towards computer. Schewe (1976), Lucas (1978)

and Roby (1979) found in their researches that attitude towards the

system is importance in determining the success of its

implementation.

Thus, the relationship between attitude and the system’s success is

relatively straight forward. If w e wish to assess the success of

implementing the computers in our educational settings, we are to

first know the attitude o f the students and teachers’ towards

computer education.
 58

4 .1 S t u d e n t s a t t it u d e t o w a r d s c o m p u t e r e d u c a t io n

On the basis of analysis of responses give by the students to the

different items in the attitude questionnaire related to anxiety,
confidence, cognitive, behaviour, enjoyment, competence and use,
the mean scores, mean percentage, standard deviation. The number
of items in each variable, maximum and minimum score that can be
obtained are presented in Table - 4.1.

Table - 4.1
Students attitude towards computer education
Variables Number Maximum Minimum Number Mean Mean Standard
of items score that score that of student score percentage deviation
in each can be can be
variables obtain obtain
Anxiety 12 60 12 490 39.73 69.46 1.94
Confidence 4 20 4 490 14.61 73.05 .137
Cognition 15 75 15 490 49.68 65.0 -.9316
Behaviour 7 35 7 490 20.10 60.0 .8959
Enjoyment 8 40 8 490 29.63 74.0 .1194
Use 7 35 7 490 18.17 56.8 1.701
Competence 6 30 6 490 19.10 66.86 .956
Total 59 295 59 490 27.28 - -

From the observation in Table - 4.1 on the basis of the analysis of

the responses given by the students to the different items related to
anxiety, confidence, use, enjoyment, competence, cognitive and
behaviour it is seen that students’ performance is best in the
enjoyment section with the mean percentage score of 74.0 per cent.
Although some of the items in the questionnaire display a certain
amount of displeasure on the part of the student, yet it is easily
observed that their enjoyment of this new and innovative technique
easily outweighs the negative aspect.
 59

Similarly, students’ confidence in their handling o f and approach to

computers is also found to be quite high with an average percentage

o f 73.05. From the mean percentage score, it can be concluded that

the students do not lack confidence in their ability to perform any

challenging or difficult task. It also reveals the students’ belief in their

ability to work with computers.

Corresponding to the mean percentage score o f 74.0 and 73.05 in

enjoyment and confidence respectively, the mean percentage score

for anxiety was also found to be moderately high (69.46 per cent).

Since the students enjoy working with the computers and are

confident about their ability, it is expected that the students would

have less anxiety about use o f computers. Although their average

anxiety scores give a positive picture, yet it is not equivalent to that

o f their scores in enjoyment and confidence. This shows that there is

some amount o f anxiety associated with the use o f computers.

A person’s belief about his own competence in a subject has a

subsequent effect upon his anxiety or enjoyment. A moderately high

performance o f students (66.86 per cent) in this particular section

tend support to our findings o f higher enjoyment and lesser anxiety.

It must be noted that the cognitive attitude, with the mean

percentage score o f 65 per cent is also on the higher side. This

reveals that students’ belief and understanding regarding computer

as a tool to work effectively in different situation is positive.

 60

The mean percentage score for the behavioural attitude o f the

students regarding computers is found to be 60 per cent. This

behavioural aspect deals with what the user o f the computer wishes

to do with it. Corresponding to the positive picture of the above

dimensions, the behavioural attitude o f the students towards the

computer is found to be somewhat less than that of enjoyment or

confidence. This may be due to students’ lack o f understanding ot

the behavioural aspects o f the computer.

Although higher scores on enjoyment, confidence and competence

automatically lead to expectation o f higher score in computer use. this

was not the case with the sample students. This section had the lowest

average percentage score (56.8 per cent). Apart from the class-room

use o f computer as a subject the students are not exposed to any kind

o f teaching through computer. Moreover, there is hardly any

opportunity for the students to use computer for other purposes m

day to day life, like the students in advanced countries do.

4.2 Teachers’ attitude towards computer education

Table - 4.2

Teachers’ attitude towards computer education

Variables Num ber M axim um Minimum Num ber M ean score Mean Sianrin i
o f items score that score that of percentage deviate 'i
in each can be can be T each er
variables obtain obtain
Anxiety 12 60 12 16 41.68 66.23 3.260 !
C onfidence 4 20 4 16 14.75 73.25 1.80 j
Cognition 15 75 15 16 48.75 66.24 5.54
Behaviour 7 35 7 16 21.00 57.43 2 53
Enjoym ent 8 40 8 .............
16 29.75 74.37 ’ ’l .65 i
Use 7 35 7 16 19.87 51.19 1.99
T— t

C om peten ce 6 30 6 20.06 63.7 2.88 !

j'
1

Total 59 295 59 27,98

 61

On analysis o f the teachers’ response (refer Table - 4.2) it is found

that, they display high mean percentage scores in the areas of

enjoyment, confidence and cognition, the scores being 74 per cent,

73 per cent and 66.24 per cent respectively.

H ow ever, it is also observed that in the anxiety level, there is a

decline in the score to 66.23 per cent. This could be attributed to the

fact that the teachers themselves experience a certain amount of

tension while having to teach a new and innovative subject like

computers. Although they are confident about their knowledge of

the subject, yet they are not devoid o f anxiety. This may be because

o f general techno-phobia associated with new technology.

The mean percentage score for competence, behaviour and use are

observed to be 63.7 per cent, 57.43 per cent and 51.19 per cent

respectively. The score is seen to be lowest with regard to the use of

computers. Since this is a completely new field for the teacher, hence

like the students, teachers in this part o f the country are also not

adequately exposed to the use o f computers as a teaching media.

4.3 Gender difference in students’ attitude towards

computer education

On the basis o f the analysis o f responses given by girls and boys to

the different items related to anxiety, confidence, cognitive,

behaviour, enjoyment, use and competence it is found that there are

significant differences between boys and girls in all the variables

except towards behaviour and use which is not significant between

 Table-4 .3
Gender difference in students attitude towards computer education
Variables Number Maximum Minimum Number Mean Standard Number Mean Standard Mean Significant Significant
of items score for score for of girls score deviation of boys score deviation difference level
in each both boys both boys observed
variables and girls and girls
can be can be
obtain obtain

H
O

lO
o

CM
CM
CO

Anxiety 12 12 40.56 4.98 275 39.10 5.24 -1.46

09

r-H
c s i

CM
to
00
CO

Confidence 4 20 14.91 1.71 275 14.38 -.533 .002

i

t—
ooo

r-H
CM
LO

LO
i
CO

Cognition 15 75 51.07 5.09 275 | 48.60 4.96 -2.46

t—
CM
LO
tr-H
CM
r-
LO

Behaviour I 35 19.95 2.44 275 20.23 2.40 .210 NS

H
oo
o

c o

00
CM

00
LO
to
i
f-H
CO

Enjoyment 40 30.52 2.62 275 28.94

r-
CM
r*H
LO
Use 35 18.31 2.71 275 18.07 2.81 -.24 .327 NS
oo
o

C O
r-H
CM
LO

LO
CO

Competence 30 19.68 3.05 275 18.65 3.17 -1.02

C O

cn
r-H

CM
ON

ON
CM
LO
■
■
i
i

Total 59 27.85 22.6 275 | 26.85

Note Level of significance - 0.05
NS = Not significant
S = Significant difference
boys and girls. From Table - 4.3, if we observe the readings of the

mean score of boys and girls in all the variables, it is seen that the

mean scores of girls is higher than the boys. There findings can be

interpreted as girls tends to perceive computers as being more user

friendly. This means that they express less anxiety about the use of

computers and that they have a positive inclination to computer

education.

In the earlier studies it was found that the boys appear to have a

significantly more positive attitude towards computers than the girls.

Studies conducted by Robertson, S. et. al. (1995) found that boys

express more favourable attitude towards computer than the girls.

The girls tends to work less with computers than boys.

Fetler (1985) found that boys in both 6 th and 12th grades showed a

more positive attitude towards computer and had superior

performances compared to those of girls of same grade.

Hence it may be justifiably stated that earlier on, the boys were

found to be more pragmatic and progressive in terms of acceptance

of technology than the girls, but the scene appears to be changing in

the present times. Studies conducted by Padma M.S. and

Chakraborty (1990), Gupta K. A., et. al. (1991) found that girls have

a positive attitude towards computer education than boys in all

grades, they are more aware of the technological progress and

innovation of the present study than the boys. From the readings of

Table - 4 .3 it may be concluded that girls are in no way lagging

behind their male counterparts.

 Table - 4.4
Gender difference in teachers attitude towards computer education
Variables Number Maximum Minimum Number Mean Standard Number Mean Standard Mean Significant 'Significant
of items score for score for of score deviation of male i
score deviation difference level
in each both male both male female teachers observed
variables and female 1
and female teachers
i teachers can teachers can |
i be obtain be obtain |

r-H
eg
r"-
CTv
Anxiety 12 43.29 3.30 40.44 2.79 -2.841 .093 NS
09
S
T--

IS-
ON
i-H

Confidence 4 20 15.43 14.22 2.05 -1.206 NS

I8T

s
s

r H
oo

r-H
LO

LO
IS-
CO

3
ON
ON
3
Cognition 75 1.40 .571 .828 NS

s
I S

is
ON
Behaviour 35 20.29 1.38 21.56 3.13 1.269 .298 NS

00
00
ON
Enjoyment 29.43 1.62 30.00 1.73 .5714 .508 NS

IS-
Use 35 20.43 1.62 ON 19.44 2.24 -.9841 .326 NS

S
S

o
CM
CM

NO
VO

ON
CM

Competence 6 30 19.29 3.59 1.3810 .395 NS

s

S
o
i

LO
t

ON
ON
ON
■
•

CM

Total 59 295 28.12 14.72

Note : Level of significance - 0.05
NS = Not significant
S = Significant difference
64
 Table- 4 .5
Medium of instruction and attitude difference towards computer education
I Variables j Number Maximum Minimum Number Mean Standard Number Mean Standard Mean Significant Significant
1of items score both score both of score deviation of score deviation difference level
! in each English and English and English Assamese observed
(variables Assamese Assamese medium medium
can be can be students students
obtain obtain

§
n
o
o
o

98'9

CM
CM
CM
in

Anxiety 12 60 366

rH
37.64 2 .8029
o
o

CM
j
r"-

Confidence i 4 20 366 14.76 1.808 14.16 2.247 .6037 ! NS

o
o

c-
m
O

CM
in

rH
Cognition : 15 366 50.26 4.56

rH rH rH
47.95 6.32 2.3053
9 6 '6 I

t"-
CM
r— 4
Behaviour ; 7 35 366 20.50 20.50 2.841 -.5409 .056 NS
o
o
o

rH

00
CM
’Tt
Enjoyment 1 8 40 366 30.076 2.790
<n

28.31 3.906 1.7620

CO
in
t"-
j
CM
Use 7 366 18.210 2.284
rH
18.06 3.865 .1459 .692 ; NS
o
o
o

rH
CM
CO

Competencei 6 30 366 19.51 2.673

CO
17.88 4.049 1.6320
i
i________ ,
•
•
i

CM

1Total 59 295 59 366 27.60 38.845

rH

26.35
■

i 1

Note : Level of significance - 0.05

NS = Not significant
S = Significant difference
6 5
 66

4.4 Gender difference in teachers’ attitude towards

computer education

On the basis o f the analysis o f the responses given by the male and

the female teachers to the different items related to anxiety,

confidence, cognition, behaviour, enjoyment, use and competence,

it is seen that statistically there is no significant difference between

the male teachers and the female teachers. This can be observed

from the reading o f Table - 4.4. In other words, male and female

teachers have similar attitudes towards computer.

4.5 Medium of instruction and attitude difference towards

computer education

On the basis o f the analysis o f responses given by the English

medium and Assamese medium students, it is found that there are

significant differences in the items related to anxiety, cognition,

enjoyment and competence. From the readings observed in Table -

4.5, the English medium students appear to be far less anxious than

the Assamese medium ones. Also it is seen that the English medium

students enjoy or feel they are more likely to enjoy the use of

computers than the Assamese medium students.

Again, the English medium students were found to display a higher

level o f confidence, a sense o f competence in their approach to and

use o f computers. This may be due to the non-availability o f proper

books on computer education in the Assamese medium, for an

adequate understanding o f the subject.

 67

Also, it is seen that most teachers o f computer education have

received their training in English medium. Hence there is also a

possibility that they may falter when it comes to delivering the

explanation in Assamese medium, which adversely affects the

students at the receiving end.

4.6 Differences in attitude of teachers and students

towards computer education

A comparative analysis o f attitude o f students and teachers towards

computer education (Table - 4.6) reveals that statistically there is no

significant difference between the teachers and the students as two

different groups except in the use component. Here the teachers

appear to have a more positive attitude towards use o f computers as

indicated by the mean score o f the teachers at 19.87 and that of the

students at 18.17.

This result is contrary to a previous study conducted in an English

secondary school (study conducted by Robertson, S. Ian, et. ai,

1995) where the students were found to be possessing more positive

attitude regarding use than that o f the teachers. The teachers saw

themselves as less likely to use computers then did the students

(teachers 3.53 per cent and students 3.78 per cent). Hence the

teachers score in the use o f handling computer was found to be

lower than that o f the students. H ow ever in the Indian situation, with

particular reference to the computer scenario in Assam the picture is

in favour o f the teachers as has already been mention in section 4.1,

 Table - 4.6
Difference in attitude of teachers and students towards computer education
Variables
Number Maximum Minimum Number Mean Standard Number Mean Mean Standard Significant Significant
of items score both score both of score deviation of score difference deviation level
in each teacher teacher teacher students observed
1
variables and and
student can student can
be obrain be obtain

e g
r -H

rH
T— f

<N
VO
41.68 3.260 490 39.73 1.94 5.17 .034 NS
09
|Anxiety

vO
20

T— <
j
14.75 490 14.61 .1378 1.94 .769 NS
081
Confidence
e-

vO

rH
LO
LO
T— f

t— 4
LO

1— <
75 48.75 5.54 490 49.68 -.9316 NS
SI'S
Cognition
Z
t/)

Behaviour 35 16 21.00 2.53 490 20.10 .8959 2.41 .182

00

00
§
16 29.75 490 29.63 .1194 3.20 .788 NS
99'I
Enjoyment

i-H
to

00

!>•
35 16 490 18.17 1.7015 2.76 .004
661
Use

vO

VO
VO
T— <
30 20.06 2.88 490 .956 3.15 .212 NS
01*61
Competence
'

iH
\o
00
eg

Ov
IT)

LO
VO
■Vt

ON
oerv
eg
■

1
1

Total 59 295 27.98

Note : Level of significance - 0.05
NS = Not significant
S = Significant difference
68
 69

students have less opportunity to experience the use of computers

other than in the class-room situation. Moreover, teachers are aware
of the use of the computer in other situations especially in teaching
of other subjects. It has also been observed that the teachers enjoy
more freedom and advantage in the use of computer, whereas the
students knowledge mainly remain at the theoretical level.

In the final analysis it may be observed from the Table - 4.6 that the
mean scores for all the variables (both teachers and students) are
above 50 per cent and thus all leaning towards the higher side.

4 .7 R e s u lt a n d a n a ly s is o f th e a c h ie v e m e n t te st

4 .7 .1 M e d iu m d iffe re n c e in a c h ie v e m e n t te st re su lt o f

E n glish a n d A s s a m e s e m e d iu m stu den ts o f c la s s V III

Table - 4.7 reveals the difference in the achievement test

results between the students belonging to English and
Assamese medium.

It is found that there is a significant difference in the

achievement scores between the students of both medium in
the domain of knowledge and application. At the same time it
is found that there is no significant difference in the domain of

understanding.

From Table - 4.7 the percentage wise result analysis depicts

that the score achieved by the English medium students in

knowledge is 54 per cent and Assamese medium 45 per cent,

 Table - 4.7
Medium difference in achievement test result of English and Assamese medium students of class VIII
y
c/5

1Variables Number Maximum Minimum English Medium

c{0

Assamese Medium
ccn

Mean Observed
of items score that score that difference significance
0)>
in each can be can be No. of Average tMean Standard No. of Average Mean 1Standard (female-
variables obtain obtain students pc of score deviation students pc of score ‘deviation male)
marks marks
obtained obtained 1
Oo

t-H

r-H

H
&
CM
C/)

Knowledge

*—1
54 7.57 2.23 09
45 6.32 2.68 1.26
i

3
2

OvO
CO

CM
r-to

l—i
00
lO
!Understanding 185 2.99 1.37 40
r-T—1
.1392
o

r-

t-H
S

r*H
CO

**
00
ot—1

vO
|Application 2.96 1.11 60 2.55 1.59 -.582
1
Note : Levei of significance - 0.05
NS = Not significant
S = Significant difference
70
in understanding English medium is 43 per cent and Assamese

medium 40 per cent. In application English medium is 74 pet

cent and Assamese medium 63 per cent.

The results obtained from Table - 4.7 reveal that the students

o f Assamese medium schools are in no way lacking it

understanding but the deficiency arises when it comes to the

knowledge, and application areas where English mediun

students score better than their Assamese counterparts.

4.7.2 M edium difference in achievement test result ot

English and Assam ese medium students of class IX

On the basis o f analysis o f responses given by boys and girls o

class IX (Table - 4.8) in respect o f different items related to th<

three domains o f the achievement test, viz.- knowledge

understanding and application, significant differences an

observed between students, studying in schools having tw<

different mediums o f instruction.

The achievements o f students studying in English medium <■>

higher than the students o f the Assamese medium students i; i

all the three domains.

In terms o f percentagewise score it is seen that in th ■

knowledge area English medium students scored 70.8 p t !

cent, Assamese medium 44 per cent, in the understandin i

area also English medium students scored 91.4 per cent, whii<'
 T a b l e - 4 . 8

M e d i u m d i f f e r e n c e i n a c h i e v e m e n t t e s t r e s u l t o f E n g l i s h a n d A s s a m e s e m e d i u m s t u d e n t s o f c l a s s I X

Variables Number Maximum Minimum English Medium Assamese Medium Mean Observed Significant
of items score that score that difference significance
in each can be can be No. of Average ! Mean Standard No. of Average Mean Standard (female- level
variables obtain obtain students' pc of score deviation students pc of score deviation male)
! marks marks
!obtained obtained i

rH
3
o
oo

Q
r —1
m
Knowledge

o00
cn

181 ! 70.8 2.53 44.0 4.44 1 1.54 2.65

rH
3

rH
rH
i n

rH

t- H
o
oo

rH

C 4

rH

m
m
Understanding

00
in
to

ON
i 4.57 1.50 60.2 3.01
1-------------

rH
3
Application
co

181 i 57.0 5.14 1.65 44.0 4.04 1.45

601
.000
Note : Level of significance - 0.05
NS = Not significant
S = Significant difference
T
Assamese medium 60.2 per cent, in application area English

medium 57 per cent and Assamese medium 44 per cent.

4.7.3 Sex difference In achievement test result of class VIII

The results o f this study reveal that there is no significant

difference between boys and girls in the results of the

achievement test carried out, in the domain o f knowledge,

understanding and application. This can be observed from the

readings o f Table - 4.9 o f sex difference in achievement test

result. The average per cent o f marks obtained by girls is 52

per cent and boys 51 per cent, in the area of knowledge. In

understanding, the average percentage o f the girls 41 per cent

and boys 42 per cent and in application, girls 51 per cent and

boys 53 per cent.

The no sex difference in computer achievement goes against

the common belief that boys are more competent to deal with

the new technology. It may also mean that students belonging

to both sexes are equally motivated to enter and experience

the computer technology in the class-room situation.

4.7.4 Sex difference in achievement test result of class IX

The results of the study reveal that there are significant

differences between boys and girls in the results of the

achievement test conducted. The differences lie in all three

fields o f knowledge, application, and understanding. From

 Table - 4.9
Sex difference in achievement test result of class VIII
IVariables Number!Maximum Minimum English Medium Assamese Medium Mean Observed , Significant:1
of items score that score that difference significance
in each can be can be No. of Average Mean Standard No. of Average Mean Standard (female- level
variables obtain obtain students pc of score deviation students pc of score deviation male)
marks marks
obtained obtained

H
o
to2

9ZZ

orH
O

CO

’Tf
U-)
oCM

Knowledge

00

r—4
1—1
T—<

T—<
52 7.305 7.23 2.53 .814
! 1
2
to

r*-
t-H
(Understanding 108 41 2.907 1.46 137 42 2.99 1.48 .0853 .652
! i

p
m

o
lO
iH
eg

H
CO

r—t
CM

'Application

00
r—<
2.06 1.18 137 53 .0812 .614 NS
!
Note : Level of significance - 0.05
NS = Not significant
S = Significant difference
74
 Table - 4.10
Sex difference in achievement test result of class IX
;Variables Number Maximum Minimum English Medium Assamese Medium Mean Observed Significant
of items score that score that jdifference significance i
in each can be can be No. of Average Mean Standard No. of Average Mean Standard (female- level
variables I obtain obtain students pc of score deviation students pc of score deviation male)
marks marks
1 obtained
1 obtained

o
r—
o

r —i
r-H
r-H
Knowledge

^6

r^
VO
00

00
CM
1 0

co
00
CO

1
2.61 6.06 2.53 -.7572 0.23
09

o
o
oo

r-4
t i)

Understanding

tn
tn
r-
CO
CO
00

T“f
r—<
94 1.52 74 3.72 i
1.49 -1.004
l L V

o
o
oo

r-H

r —H
(Application

r-
CO
00

<*>
f—\
<r>

59 5.31 50 4.51 1.74 -.8012

1
_______________
Note : Level of significance - 0.05
NS = Not significant
S = Significant difference
75
 76

Table - 4.10 in the percentagewise analysis it is seen that in

the knowledge area, girls’ score is 68 per cent and boys' 60

per cent, in understanding area, girls’ score is 94 per cent and

boys’ 74 per cent and in the application area, girls’ 59 per cent

and boys’ 50 per cent. Thus the performance o f the girl

students in computer subject is found to be better than the

boys.

4.8 Correlation between computer achievement and

students attitude towards computer

T o find out to what extent the attitude o f a student and achievement

test score are related, the co-efficient o f correlation was calculated

using Pearson’s correlation formula.

T a b le - 4 .1 1

Correlation between computer achievement and attitude

towards computer

Achievement Attitude
Pearson correlation 1.000 .332**
Sig. (1 - tailed) - .000
Sum of squares and 31067.306 17835.163
Achievement
cross-products
Covariance 63.532 36.473
Number of students 490 490
Pearson correlation .332** 1.000
Sig. (1 - tailed) .000
Sum of squares and 17835.163 92987.920
Attitude
cross-products
Covariance 36.473 190.159
Number of students 490 490
** Correlation is significant at the 0.01 level (1-tailed)
 77

T a b l e - 4 . 1 1 g i v e s t h e c o r r e l a t i o n c o - e f f i c i e n t b e t w e e n c o m p u t e r

a c h i e v e m e n t a n d t h e s t u d e n t s ’ a t t i t u d e t o w a r d s c o m p u t e r s c i e n c e . I t

c a n b e s e e n t h a t c o r r e l a t i o n c o - e f f i c i e n t c a l c u l a t e d b e t w e e n a t t i t u d e

a n d a c h i e v e m e n t i s . 3 3 2 w h i c h i n d i c a t e s t h a t t h e r e i s a f a i r l y h i g h

p o s i t i v e c o r r e l a t i o n , w h i c h i s s i g n i f i c a n t a t 0 . 0 1 l e v e l .

4.9 Result and analysis of students questionnaire

T o e l i c i t f a c t u a l i n f o r m a t i o n a b o u t s t u d e n t s e x p e r i e n c e w i t h

c o m p u t e r , a q u e s t i o n n a i r e r e l e v a n t t o t h e s t u d y w a s p r e p a r e d a n d

w a s h a n d e d o u t t o a t o t a l n u m b e r o f f o u r h u n d r e d a n d n i n e t y ( 4 9 0 )

s t u d e n t s o f w h i c h t w o h u n d r e d a n d f i f t e e n ( 2 1 5 ) w e r e g i r l s a n d t w o

h u n d r e d a n d s e v e n t y f i v e ( 2 7 5 ) w e r e b o y s .

T a b l e - 4 . 1 2

R e a s o n s f o r s t u d e n t s c h o i c e o f c o m p u t e r a s a s u b j e c t a n d f u t u r e

i n t e n t i o n t o w o r k w i t h c o m p u t e r

N u m b e r o f H e l p f u t u r e c a r e e r C o m p u l s o r y L i k e t o w o r k w i t h

s t u d e n t s s u b j e c t c o m p u t e r

4 9 0 4 4 2 4 8 4 7 4

( 9 0 . 2 ) ( 9 . 8 ) ( 9 6 . 7 )

N o t e : F i g u r e s w i t h i n p a r e n t h e s i s i n d i c a t e s p e r c e n t a g e .

A n a l y s i s o f t h e r e s p o n s e s o f t h e s t u d e n t s r e v e a l e d t h a t o u t o f f o u r

h u n d r e d a n d n i n e t y s t u d e n t s ( 4 9 0 ) 9 0 . 2 p e r c e n t h a v e t a k e n

c o m p u t e r b e c a u s e t h e y t h o u g h t t h a t i t w i l l h e l p t h e m i n t h e i r f u t u r e

c a r e e r , a n d 9 . 8 p e r c e n t s t u d e n t s h a v e s e l e c t e d i t b e c a u s e i t is a

c o m p u l s o r y s u b j e c t i n t h e i r s c h o o l , a s c a n b e o b s e r v e d f r o m T a b l e -

4 . 1 2 . I t m a y b e n o t e d t h a t e x c e p t D o n B o s c o S c h o o l w h e r e

c o m p u t e r i s a c o m p u l s o r y s u b j e c t i n a l l o t h e r s c h o o l s , i t i s o p t i o n a l .
 78

F r o m t h e p r e s e n t s t u d y i t h a s b e e n o b s e r v e d t h a t t o d a y s t u d e n t s

h a v e r e a l i z e d t h e p o t e n t i a l o f c o m p u t e r e d u c a t i o n i n o p e n i n g u p o f

j o b o p p o r t u n i t i e s a n d i m p r o v e m e n t o f c a r e e r p r o s p e c t s .

R e a l i z i n g t h e i m p o r t a n c e o f c o m p u t e r e d u c a t i o n i n t o d a y ’ s w o r l d

s o m e s c h o o l a u t h o r i t i e s h a v e m a d e c o m p u t e r e d u c a t i o n c o m p u l s o r y

s o t h a t k n o w l e d g e o f c o m p u t e r i s a v a i l a b l e t o a l l a n d t h a t n o

s t u d e n t s w i l l b e a t a d i s a d v a n t a g e i n t h e l a t e r p a r t o f t h e i r c a r e e r .

T h i s i s q u i t e e n c o u r a g i n g .

T o t h e q u e s t i o n a s t o w h e t h e r s p e n d i n g m o r e t i m e i n c o m p u t e r

w o u l d h a m p e r t h e i r r e g u l a r s t u d i e s t h e a n s w e r w a s e m p h a t i c ‘ N o ' b y

m a j o r i t y o f t h e s t u d e n t s ( 7 3 . 7 p e r c e n t ) , w h i l e i t i s ‘ Y e s ’ b y 5 . 7 p e r

c e n t s t u d e n t s a n d ‘ Y e s ' t o s o m e e x t e n t ’ b y 2 0 . 6 p e r c e n t s t u d e n t s .

F u r t h e r , m a j o r i t y o f t h e s t u d e n t s , 9 6 . 7 p e r c e n t e x p r e s s e d t h a t t h e y

w o u l d l i k e t o w o r k w i t h c o m p u t e r s i n f u t u r e w h e n t h e y g r o w u p .

T a b l e - 4 . 1 3

P r o b l e m s f a c e d b y s t u d e n t s i n c o m p u t e r e d u c a t i o n

P r o b l e m s N u m b e r o f s t u d e n t s N u m b e r o f T o t a l n u m b e r

w h o d i d n o t f a c e s t u d e n t s w h o o f s t u d e n t s

a n y p r o b l e m f a c e d p r o b l e m s

C o m p u t e r n o t 3 7 5 4 3 4 9 0

s u f f i c i e n t ( 7 6 . 5 ) ( 3 7 . 4 )

S o f t w a r e t o o - 4 4 -

d i f f i c u l t ( 3 8 . 3 )

C a n n o t f o l l o w 2 8

i n s t r u c t i o n g i v e n ( 2 4 . 3 )

b y t h e t e a c h e r

T o t a l 3 7 5 1 1 5 -

N o te : F ig u re s w ith in p a re n th e s is in d ic a te s p e rc e n ta g e .
 79

Regarding the students’ response, as to whether they faced any

problem in the use of computers, it is observed that 76.5 per cent of

the students have responded that they did not face any problem.

3 7 .4 per cent of the students feel that the number of computers

provided by the school to the students for computer education is not

sufficient, and 3 8 .3 per cent finds software too difficult and 24.3 per

cent cannot follow the instruction.

One point to be noted here is that all the students who maintained

that they faced problems in following instruction belong to Assamese

medium. This is indeed a cause of concern.

Taking further note of the students’ response, the teaching of

subjects like Mathematics, Science and English would become more

lively and interesting with the aid of computers. Only 2 3 .5 per cent

have a negative attitude.

T a b le - 4 . 1 4

Learning material used by the students for computer education course

Materials Number of students in Total number of students
per cent
Text book 125 490
(25)
Learning material - -

provided by the school

Books from the library - -

Notes given by the - -

teacher
All of the above 365 -

(75)
Note : Figures within parenthesis indicates percentage.
 80

I n c o n s i d e r a t i o n o f t h e t y p e o f l e a r n i n g m a t e r i a l s u s e d b y t h e

s t u d e n t s in c o m p u t e r e d u c a t i o n c o u r s e it h a s b e e n o b s e r v e d f r o m

t h e f i n d i n g s in T a b l e - 4 . 1 4 t h a t 7 5 p e r c e n t r e s p o n d e d t h a t t h e y u s e

t e x t b o o k s , m a t e r i a l s p r o v i d e d b y s c h o o l s , n o t e s g i v e n b y t h e t e a c h e r

a l s o s o m e r e f e r b o o k s f r o m t h e lib r a r y , a n d 2 5 p e r c e n t s t u d e n t s

u s e d o n l y t h e t e x t b o o k .

T o g e t h e r w i t h t h e t y p e o f l e a r n i n g m a t e r i a l s u s e d , it h a s b e e n f o u n d

t h a t it is a l s o n e c e s s a r y t o e v a l u a t e t h e m e t h o d a d o p t e d b y t h e

t e a c h e r w h i l e d e l i v e r i n g t h e c o m p u t e r e d u c a t i o n c o u r s e in t h e c l a s s ­

r o o m s i t u a t i o n . 1 0 0 p e r c e n t o f t h e s t u d e n t s r e s p o n d e d t h a t w h i l e

g i v i n g c o m p u t e r e d u c a t i o n t h e t e a c h e r p r o v i d e s n o t e s a n d e x p l a i n s

t h e c o n t e n t s o f t h e t e x t b o o k .

I n o r d e r t o f i n d o u t w h e t h e r a b a l a n c e d e m p h a s i s is g i v e n t o b o t h

t h e o r y a n d p r a c t i c a l a s p e c t o f c o m p u t e r e d u c a t i o n , it is f o u n d t h a t

m a j o r i t y o f t h e s t u d e n t s h a v e r e s p o n d e d t h a t t h e y h a v e o n e p r a c t i c a l

c l a s s a n d o n e t h e o r y c l a s s p e r w e e k . I n t h is c o n t e x t it is f o u n d t h a t

s t u d e n t s a r e n o t s a t i s f i e d w i t h ju s t o n e p r a c t i c a l c l a s s p e r w e e k ,

h e n c e t h e y h a v e t o d e p e n d o n p r i v a t e t u i t i o n t o m a k e u p f o r t h e ir

p r a c t i c a l t r a i n in g .

A f t e r s t u d y i n g t h e c o m p u t e r c o u r s e in s c h o o l , t h e s tu d e n ts * * f e e d b a c k

i n f o r m a t i o n a s t o t h e i r o p i n i o n s r e g a r d i n g t h e n u m b e r o r f r e q u e n c y

o f c o m p u t e r t e s t h e l d in t h e i r r e s p e c t i v e s c h o o l s , it is f o u n d t h a t 6 3

p e r c e n t o f t h e s t u d e n t s h a v e r e s p o n d e d t h a t it s h o u l d r e m a i n a s it is.
 81

3 0 p e r c e n t w a n t th e fr e q u e n c y o f test to b e in c r e a s e d a n d 6 .5 p e r

c e n t w a n t th e te s t s h o u ld b e d e c r e a s e d .

4 .1 0 R e s u lt a n d a n a ly s is o f t e a c h e r s q u e s t io n n a ir e

R e g a r d i n g t h e q u a l i f i c a t i o n o f c o m p u t e r t e a c h e r s t h e r e is a s t a n d i n g

o r d e r fr o m t h e B o a r d o f S e c o n d a r y E d u c a tio n , A s s a m th a t te a c h e rs

d ir e c tly r e c r u it e d s h o u ld be g ra d u a te s and have at le a s t 1 year

d ip lo m a in c o m p u t e r a p p lic a tio n fr o m a r e c o g n is e d in s tit u t io n lik e

G a u h a t i U n iv e r s it y , o r In s t it u t e o f A d v a n c e S t u d i e s e t c . P e r s o n s w it h

M a s te r of C o m p u te r A p p lic a tio n (M C A ) or B a c h e lo r D egree in

C o m p u te r S c ie n c e if a v a ila b le m ay be m ore s u ita b le , but th e s e

p e r s o n s b e i n g h ig h ly q u a lif ie d m a y n o t w is h t o s t a y f o r a lo n g tim e .

It has been fo u n d fr o m our s tu d y th a t te a c h e rs a re a d e q u a t e ly

q u a lifie d t o te a c h c o m p u t e r s in t h e s c h o o l s . H o w e v e r , o n e p o in t to

be n o te d is th a t som e te a c h e rs possess h ig h e r q u a lific a tio n s in

c o m p u te r e d u c a tio n th a n th e n o r m s s e t b y th e B o a r d o f S e c o n d a r y

E d u c a tio n , A s s a m (S E B A ). T h e r e fo r e it is l i k e l y t h a t t h o s e t e a c h e r s

w o u l d a l w a y s l o o k f o r b e t t e r o p t i o n s . T h e y m i g h t w o r k in s c h o o l s a s

a s t o p - g a p a r r a n g e m e n t , u n t il b e t t e r j o b p r o s p e c t s a r e a v a i l a b l e .

T a b le - 4 .1 5

T e a c h e r s y e a r s o f te a c h in g e x p e r ie n c e
Y ears o f 1 -5 y rs 6 -1 0 y rs 1 1 -1 5 y rs 1 6 -2 0 y rs T o ta l

e x p e rie n c e

N um ber of 8 5 3 - 16

teach ers (5 0 .0 ) (3 1 .3 ) (1 8 .8 )
Note : Figures within parenthesis indicates percentage.
 8 2

A s i s e v i d e n t f r o m t h e t a b l e , m a j o r i t y o f t h e t e a c h e r s h a v e o n e t o f i v e

y e a r s o f t e a c h i n g e x p e r i e n c e , w h i c h i s i n d i c a t i v e o f t h e a b o v e t r e n d .

F r e q u e n t c h a n g e s a l s o t o o k p l a c e b e c a u s e o f t h e l o w s a l a r i e s g i v e n

t o t h e t e a c h e r s o f c o m p u t e r e d u c a t i o n ( T h i s h a s b e e n r e v e a l e d b y

t h e t e a c h e r s ) . H o w e v e r i n s o m e r e p u t e d s c h o o l s , i n s p i t e o f t h e l o w

s a l a r y t e a c h e r s p r e f e r r e d t o s t a y o n b e c a u s e o f t h e g r o w i n g t e n d e n c y

a m o n g t h e p a r e n t s t o g i v e t h e i r c h i l d r e n p r i v a t e t u i t i o n i n c o m p u t e r

e d u c a t i o n . I n t e r e s t i n g l y , s o m e t e a c h e r s h a v e s e t u p t h e n e c e s s a r y

i n f r a s t r u c t u r e i n t h e i r h o m e s t o c a t e r t o t h e n e e d s o f t h e s t u d e n t s . A

f e w s t u d e n t s r e v e a l e d t h a t c o m p u t e r t u i t i o n i s b e n e f i c i a l t o t h e m a s

t h e y d o n o t g e t e n o u g h o p p o r t u n i t y t o h a v e h a n d s o n p r a c t i c e a t

s c h o o l .

T a b l e - 4 . 1 6

T e a c h e r s i n s e r v i c e t r a i n i n g

T e a c h e r s w i t h i n s e r v i c e T e a c h e r s w i t h o u t T o t a l

t r a i n i n g i n s e r v i c e t r a i n i n g

8 8 1 6

( 5 0 . 0 ) ( 5 0 . 0 ) ( 1 0 0 )

N o te : F ig u re s w ith in p a re n th e s is in d ic a te s p e rc e n ta g e .

A s t e a c h e r s a r e c o n s i d e r e d t o b e t h e b a c k b o n e o f t h e e d u c a t i o n

s y s t e m , i t i s i m p o r t a n t t h a t t h e i r k n o w l e d g e i s u p d a t e d f r o m t i m e t o

t i m e . H e n c e i n s e r v i c e t e a c h e r ’ s e d u c a t i o n i s v e r y i m p o r t a n t .

R e a l i z i n g i t s i m p o r t a n c e t h e B o a r d o f S e c o n d a r y E d u c a t i o n , A s s a m ,

w h i l e f o r m u l a t i n g t h e s e t o f n o r m s f o r a c c o r d i n g p e r m i s s i o n t o t h e

s c h o o l d e s i r o u s o f s t a r t i n g c o m p u t e r e d u c a t i o n i n s c h o o l s , g a v e d u e

i m p o r t a n c e t o t h e i n s e r v i c e t r a i n i n g o f t h e c o m p u t e r t e a c h e r s . A s

c o m p u t e r e d u c a t i o n h a s b e e n i n t r o d u c e d v e r y l a t e l y i n c o m p a r i s o n

w i t h o t h e r p a r t s o f I n d i a , i n s e r v i c e e d u c a t i o n i s t h e n e e d o f t h e h o u r
 83

to update and enrich the knowledge o f the computer teachers to

strengthen their commitment, and enhance their professional

performance in the class-room.

The study revealed that fifty per cent o f the teachers had inservice

training.
0

The reason why all the teachers have not had inservice training may

probably due to the fact that owing to frequent changes o f computer

teachers in the school, the school authority is generally apathetic

towards inservice training.

Table - 4.17

Preva ence o f computers at home

Yes No Total
10 6 16
(62.5) (37.5) (100)
N ote : Figures within parenthesis indicates percentage.

Table - 4 .1 8

Time use o f compul ers

Hours per < 2 hrs 2-5 hrs 6-10 hrs 4-15 hrs
week
At home - 8 2 -

(80.0) (20.0)
At school 10 6 “ -

(62.5) (37.5)
N ote : Figures within parenthesis indicates percentage.

Availability o f personal computers gives additional advantage to

both students and teachers. From Table - 4.17 it can be observed

that the majority o f the teachers possess their own home computers.

This points to the general awareness and acceptability o f the use of

 "!4

computers in today’s fast-paced world. Regarding the use of

computers by the teacher it is found that as many as 62.5 per cent of

the teachers have computers at home and 80 o f them use computers

for 2-5 hours per week as against only 37.5 per cent of the teachers

using the computer for same period o f time in school (Table - 4.18)

In other words, majority o f the computer teachers tend to use rhe

computers at school for a much shorter time than they do at home

The reasons for this are not far to seek. It could be that the number

of computers in the schools are not sufficient and also that much

time is devoted to taking theory classes. Hence the practical utility of

the computers in terms o f time-use appears to be low.

Table - 4.19

Importance o f computers in the class-room

Importance o f com puter N u m b e r o f teacher and perce
Extremely important 11
(68.8)
V ery important 3
(18.8)
M oderately important 2
(12.5)
Total 16
Note : Figures within parenthesis indicates percentage.

The point o f using a computer in the class-room is to extend, alter

and enrich the normal run o f activities. As a resource the computer

supports the learning, which is already taking place. With

appropriated software, it can support a wide range of activities ami

children can benefit from it individually, in pairs or in large groups.

 85

Hence^to groom u pcom in g generations o f our state with the present -

day world, computer has becom e a necessity in the class-room.

From the study it is found that the teachers perception regarding

importance of computer in class-room teaching varied from

extremely important to moderately important. The majority o f the

teachers (68.8 per cent) engaged in computer teaching feels that

introduction o f computer in the class-room is extremely important.

Only through introduction o f computer in the class-room the

younger generation can be motivated in a tender age for the use of

this twentieth century marvel, 18.8 per cent view ed it as very

important and 12.5 per cent saw to it as moderately important as

can be seen from the Table - 4.19.

Table - 4.20

Reasons for implementing computer in school

Reasons Number of teacher and percentage
It provides preparation for future 10
(62.5)
It is a job requirement 4
(25.0)
It provides appreciation for computer 2
(12.5)
Total 16
N ote : Figures within parenthesis indicates percentage.

With computer education becom ing an essential instrument for

dissemination o f knowledge in the modern world it has become

imperative that computer education is increasingly introduced in the

schools o f our state to prepare our younger generation to meet the

challenges in the coming days.

 86

While 62.5 per cent teachers saw implementation of computers as

facilitating preparation for the future. 25 per cent felt that it was a job
requirement and 12.5 per cent felt that it enabled the students to
develop appreciation for computer (Table - 4.20).

From the above findings it is significant that majority of the teachers

were of the view that computer education in schools would provide
a strong foundation to the students to cope with their academic and
professional needs in future.

Table - 4.21
Teachers felt needs in computer education
Perceived need Per cent of respondents listing
this as a need
More computers 12
(75.0)
An on site computer resource person 8
to help in planning and instruction (50.0)
A more detailed teachers guide 10
(62.5)
Improved inservice training 15
(93.7)
Greater weekly time allotment for 6
computer education (37.5)
'tote : Figures within parenthesis indicates percentage.

In order to assess the felt need of the teachers in computer education

a number of choices were provided to the teachers and they were
asked to grade them as per their requirement as in Table - 4.21. It is
found that inservice training received (93.7 per cent) the highest
ranking of the choices listed, 75 per cent desire for more computers.
62.5 per cent on a more detailed teachers guide and 50 per cent on
 87

site computer resource person to help in planning and instructions

and lastly greater weekly allotment to teach computer, 37.5 per cent

received the lowest ranking o f the choices listed.

The emphasis on improved inservice training for teachers reflects the

awareness o f the computer teachers about the rapid strides in

computer education taking place in the world today. This is a

healthy trend as it shows the teachers’ desire to keep themselves at

par with the current developm ent in computer education.

Secondly, the teachers have laid stress on provision for more

computers in the schools.

This will necessarily facilitate more practical oriented application for

the students who will be more attracted to the subject when they get

more opportunity for handling the computer.

With upto date computer knowledge and hardware at their disposal,

the teachers in the third choice o f priority have opted for clear-cut

instruction (detailed teachers guide) on the syllabus to be followed.

Finally^ the teachers have asked for more allotment o f computer

education classes in the school routine to make the students more

conversant with the subject o f study.

 T a b le - 4.22

Teacher^ Perception regarding the right class to start computer educatioi i

Right class to start computer from Not right class to start compute!
class VI from class VI
9 7
(56.3) (43.8)
Note : Figures within parenthesis indicates percentage.

A s the B o a rd o f S eco n d a ry E ducation, Assam (S E B A ) syllabus is

m ean t fo r class V I to X it w as thought necessary to take the teachers

p ercep tion regardin g the starting class for com p u ter education,

especially in v ie w o f the fact that in private schools com puter

edu cation starts m uch earlier (va ryin g from class I to IV ).

F rom the analysis o f the responses g iv e n b y the teachers it is found

that 5 6 .3 p e r cent feel that class V I is the right class to start with. 43.8

p e r cent fe e l that is not the right class to start. T h e latter grou p fell

that earlier w e start com p u ter edu cation is better, as th ey think that

children can g e t the basic fou n d ation in inform ation tech n ology

early in life an d also that children can g ro w w ith a logical approach

to life (v ie w s g iv e n b y the teachers in the qu estion n aire).

T a b le - 4 .23

Im p lem en tin g ag en cy o f the com p u ter course at school

School itself Outside agency Total
14 2 16
(87.5) (12.5) (100)
Note : Figures within parenthesis indicates percentage.

T h e re are tw o system s o f im plem en tation o f the com p u ter course t

the schools, o n e b y the sch ool th em selves and an oth er thro t y

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outside agencies (as stated in Chapter - 1). In our sample, except two
schools all other schools provide computer education by the schools
themselves.

It is seen that computer education, when provided by the schools

themselves, is better on several grounds. When the school provides
its own computers and the teacher, more time and better training
could be provided to the students. Whereas, the schools which have
arrangements with private computer agencies are handicapped due
to fixed training hours and also due to irregularity in training and
maintenance of hardware. Moreover, in some cases it is seen that
inferior quality hardware prone to frequent defects are provided in
the school by these agencies, at the cost of the students.

However, due to resource crunch many schools can not afford to

purchase so many computers at one time, nor can they pay to keep
trained computer teachers in the schools. Under such circumstances,
often schools are compelled to rely on private agencies to provide
computer education in their schools for a fix period till the schools
could take it up on their own.

One advantage of engaging private agencies in computer education

in the initial period is that it gives the school authorities sometime to
judge the demand for computer subject, subsequent requirement for
computers and other hardwares. This is important as it has been
observed that in many schools which purchased computer etc m
large quantities face the problem of wastage as such items were not
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fully utilized due to shortage of students taking computer as a subject

(As in some school students opt for general knowledge in lieu of
computers).

Table-4 .2 4
Schools having annual maintenance contract
Having maintenance Not having maintenance Total
contract contract
10 6 16
(62.5) (37.5) (100)
Note : Figures within parenthesis indicates percentage

As annual maintenance contract (AMC) is mandatory for the schools

for obtaining permission from the Board of Secondary Education,
Assam (SEBA), information on this account was also sought. Ten
out of sixteen schools have annual maintenance contracts.

Though AMC is mandatory for the schools providing computer

education, it is observed that a number of schools do not have
annual maintenance contract. This is due to the fact that such
schools buy their computers from reputed dealers who offer them
after-sales service for maintenance of the computer. Moreover,
annual maintenance contract tends to be expensive and it is more
economical to take up repairs when required, it is also seen that
more care is taken of the computers on the day to day basis when
there is no annual maintenance contract.
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Table - 4.25

Sharing o f computer for practica sessions

2 students share 1 3 students share 1 Total
computer computer
14 2 16
(87.5) (12.5) (100)
Sote : Figures within parenthesis indicates percentage

Students’ hands on practice is important for learning computers.

Therefore, how many students share a computer and for how long,

are two important factors that reflect the quality o f computer

education. It was found that except for two schools, in all other

schools one computer is shared by two students, which is

encouraging.

T a b le - 4 .2 6

Tim e allotment for theory anc practical classes per week

Theory class with time duration Practical class with time duration
40 minutes 45 minutes 40 minutes 45 minutes
9 7 8 8
(56.3) (43.7) (50.5) (50.5)
Total 16 Total 16
Note : Figures within parent lesis indicates percentage

A balanced emphasis on both theoretical and practical aspects of

computer education is important to maintain students interest and to

make them computer literate. As such, theory classes should be

accompanied by practical classes where the students can apply the

theoretical knowledge on the computer itself.

Regarding the time allotment for one practical and one theory

session from Table - 4.26, it is found that 9 schools have theory of

40 minutes’ duration and 7 schools have theory o f 45 minutes'

duration. Again 8 schools have practical o f 40 minutes and 8 schools

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have practical of 45 minutes? duration. Thus almost equal

importance was given to theory and practical classes in the sample

schools.

T a b le - 4 .2 7

Library facilities in schools with computer books available for the

teachers and the students
Library facilities Computer books available for
teachers/students
16 16
(100) (100)
Note : Figures within parenthesis indicates percentage

G ood library facilities are a must for proper dissemination of

knowledge in any subject, which applies to computer education also.

In fact, computer education being a new subject o f study, needs a

good support system for the students in the form o f good library

facilities so that students and teachers could utilize it to further their

knowledge and to clear doubts o f both teachers and students in their

day to day studies.

From the study it is found that all schools have library facilities with

computer books which are available to both teachers and students.

H ow ever it is seen that lack o f Assamese computer books for the

Assamese medium students is a major hurdle and steps should be

taken to bridge this communication gap.

 9 3

T a b l e - 4 . 2 8

I n s t r u c t i o n o f t h e o r y c l a s s e s i n g e n e r a l / c o m p u t e r c l a s s - r o o m

General class-room Computer class-room

2 14
(12.5) (87.5)
Note : Figures within parenthesis indicates percentage

T h e p r e s e n t s t u d y h a s t a k e n i n t o a c c o u n t t h e f a c t a s t o w h e t h e r o r

n o t t h e s c h o o l s i n t r o d u c i n g c o m p u t e r e d u c a t i o n h a v e f o l l o w e d

B o a r d o f S e c o n d a r y E d u c a t i o n , A s s a m ’ s s t a n d i n g o r d e r t h a t t h e o r y

c l a s s e s m u s t b e h e l d i n a s e p a r a t e c l a s s - r o o m , o t h e r t h a n t h e

c o m p u t e r r o o m o r t h e g e n e r a l c l a s s - r o o m , a s d u s t p a r t i c l e s f r o m

c h a l k e t c . m i g h t d a m a g e t h e c o m p u t e r s .

T w o t e a c h e r s g a v e t h e i r v i e w t h a t t h e i r s c h o o l h e l d t h e c o m p u t e r

t h e o r y c l a s s e s i n t h e g e n e r a l c l a s s - r o o m , w h e r e a s f o u r t e e n t e a c h e r s

g a v e t h e i r v i e w t h a t t h e t h e o r y c l a s s e s a r e c o n d u c t e d i n t h e s e p a r a t e

r o o m .

T h e t w o t e a c h e r s a d m i t t e d t h a t t h e y w e r e u s i n g t h e g e n e r a l c l a s s ­

r o o m f o r c o m p u t e r c l a s s e s b e c a u s e , t h e s c h o o l a u t h o r i t y h a d v e r y

r e c e n t l y i n t r o d u c e d c o m p u t e r e d u c a t i o n a s a s u b j e c t i n t h e i r s c h o o l .

T h e y w o u l d s h i f t t o s e p a r a t e c l a s s - r o o m s a s s o o n a s t h e r o o m s

w o u l d b e r e a d y .