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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,

teaching experience, teaching level, subjects taught, & technology proficiency level)

Subject in this study included 390 in – service teachers. The results revealed that the

teachers were currently integrating technology at the very lowest levels in that district.

Chen & Mei – Kuei (2005) conducted a study on “Adult students’ information

technology experience and attitudes toward use of Computer technology.” The

purpose of this study was to investigate (a) adult students’ attitudes toward computers

(b) how individual characteristics and information technology (IT) experience affect

adult students’ attitudes toward computer use patterns affect adult students’ average

computer skill levels and learning interest levels. The population for this study was

the 382 adult students enrolled in the two year continuing education programme at a

southwestern university in Taiwan. The study utilized the descriptive research design.

Descriptive Statistics, analysis of Variance (ANOVA) t-test, Scheffe Post Hoc

multiple comparison and Pearson correlations were performed for analysing the

responses. The results of those analyses indicated that the majority of adult students

(81%) had positive computer attitudes.

Hunnicutt & Robert Lane (2005) made a study on “The relationship of the learning

styles of high school teachers and computer use in the classroom” with the objectives

to determine if the dominant learning styles of high school teachers is related to the

amount of time computers are used in the classroom by students and to examine the

types of software used by those teachers and their levels of technology adoption.

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Instrumentation included the Gregorc Style Delineator, a modified version of the

snapshot survey and the stages of adoption of technology. A chi square test showed

no statistical significance in the types of software with different dominant learning

styles.

Hollingshead & David Franklin (2005) made a study on “The impact of the

Multiple choice training, professional development model on the classroom

Integration of technology”. The purpose of this study was to evaluate the impact of

the “Multiple choice Training” professional development model upon the classroom

interaction of technology in two southeast Missouri school districts. The data

indicated that the “Multiple choice Training” model of professional development was

a very effective model to help teachers increase the utilization of technology in the

classroom.

Honey & Wanda L. (2005) conducted a study on “Computer lab usage by rural

elementary classroom teachers”. The objective of this study is to determine the

current use and utilization of computer labs and to examine variables that affect lab

usage, specifically instructional and technological competence, were also examined.

The findings revealed that there was a significant relationship between instructional

competency and computer applications competency and the number of minutes spent

in the computer lab. There were significant differences between teachers who went to

the lab and those who did not go at all in their levels of perceived competence in

instruction and computer application skills.

Chang & Yaw (2005) made a study on “Variables associated with computer attitudes

and perceived usefulness of computers in Taiwan.” The objective of the study focused

on how to assess students’ comprehensive computer attitudes. The research

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investigated the influence of gender, age, computer experience, computer

competency, computer usage, computer ownership, computer anxiety, learning style

and personality traits on students’ computer attitudes and their perceptions of the

usefulness of computers. The findings revealed that gender computer usage, computer

ownership, computer anxiety, computer competency, learning style, openness to

experience and conscientiousness were each found to make significant contributions

in predicting computer attitudes.

Denson & Barbara (2005) conducted a study on “Teacher attitudes toward

technology”. The objective of this study was to investigate which demographic factors

and personal perspectives facilitate integration and which barriers prevent middle

school teachers in rural schools in Southern Middle Tennessee from integrating

technology. Participants in rural middle schools in middle Tennessee were surveyed

using an adapted version of the Technology beliefs and competencies. The findings

revealed that there was no relationship between teachers’ year of experience in the

classroom and teachers’ perceived levels of technology integration in the classroom.

The level of technology integration of teachers who had high technology skill levels

affects levels of integration. Gender, age and ethnicity did not affect the level of

integration. There was a relationship between teachers’ skill levels and their level of

integration, in that the higher the skill level was, the more the teacher integrated

technology.

Perry & Alan (2005) made a study on “Chronology of the use of technology in

secondary school English classes”. The study was accomplished through a review and

analysis of professional literature written by English teachers from the early 1900s

until the present. The findings revealed that the success of the use of technology in the

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English classroom depends upon four factors. Those factors are accessibility of the

technology, the purpose of intent for which the technology is used, the way in which

the technology is used and the techniques employed with technology use. These

factors play an important role in the improvement of students learning through the use

of technology.

Hancock & Robert Jason (2005) made a study on “Relationship of technology

expenditures to student achievement in Texas public school districts”. The objective

of this study was to explore the relationship between money spent on technology

hardware, software and training on district wide achievement as measured by Texas

standardized achievement tests. The findings showed that although the mixture of

uneven distribution of training, incentives and equipment in these Texas districts

clouds the issue of effective integration as it does for all the districts, there are strong

positive links between levels of expenditure and student achievement on the Texas

assessment of knowledge and skills.

Al – Amsari & Ali (2005) made a study on “The use of the Internet among EFL

teachers at the colleges of technology in Saudi Arabia”. The objective of this study

was to investigate the use of the Internet by teachers of English as foreign language

(EFL) in Saudi Arabia colleges of technology. A secondary purpose was to explore

the relationship of teacher’s use of the Internet with a selected set of variables. The

results revealed that the participants had rarely used the Internet, particularly for

instructional purposes. Participants had high levels of Internet use in mainstream

Internet services such as e-mail and the World Wide Web. The results indicated that

approximately 39% of the variance in Internet use was explained by the independent

variables included in this study.

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Cooper & Lenny . J (2005) conducted a study on “Customizing online information”

How learning style, content delivery and pre-instructional strategy affect recall and

satisfaction. The objective of the study was to find how people understand and learn

information is changing due to an increased reliance on technology. This research

presented the results of an experimentally designed research study that examines the

effects of learning style, content delivery method and pre-instructional strategy on

recall and satisfaction in an online learning environment. This research indicated a

strong relationship between learning style, recall and satisfaction. Abstract learners

had higher recall scores as they were more satisfied in the online learning

environment than concrete learners.

Rader, Felicia Vanessa (2005) conducted a study on “Implementation of a laptop

initiative: Pre service foreign language teachers and factors influencing their computer

use”. The objective of the study was to find out the effectiveness of computer usage of

the pre service teachers to prepare technologically savvy future teachers. Through

interviews, questionnaires and observation, the study explored their experiences and

how the requirement was developed, adopted and implemented. The findings

supported previous research computer use by pre service teachers, as they must be

placed in technology – rich environments in order to connect their technological

training with sound pedagogical practices in an authentic setting.

Huffman Leyva, Laurie .R (2005) made a study on “The perceptions and attitudes of

students and faculty regarding Latinas in online instruction” at three northern

California community colleges. The objective of this study was to identify the

abstracts and barriers that community college faculty and Latina / Latino students face

in web-based teaching and learning at their campuses. The study found that Latina

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students agreed with online learning as an option to traditional courses, but preferred

the land – based courses mostly due to their personal and cultural attitudes. The

findings revealed that the implementation of an effective online learning programme

for Latinas and Latinos is critical for higher education.

Joseph, Dolly Rebecca (2005) conducted a study on “Middle school children’s game

playing preferences: Case studies of children’s experiences playing and critiquing

science-related educational games.” The objective of the study was to find how the

middle – school aged children react to and respond to computer games designed for

entertainment and educational purposes, within the context of science learning.

Through qualitative, case study methodology, the game play evaluation and

modification experiences of four diverse middle- school -aged students in summer

camps are analysed. The findings revealed that the middle school students find the

topical areas of medicine and the environment to be of most interest, designing game

in and across these topic areas has the potential for encouraging voluntary science -

related play. The results suggest the value of providing multiple type of activities in

order to encourage the full participation of all children.

Tekyi–Annan, James Benjamin (2005) made a study on “Educational technology,

challenges and possibilities: A critical look at students’ computer use in high school”.

The objective of the study was to explore the extent to which high school students are

using the computers in their classrooms for educational purposes. The findings

suggested that there were more students than computers in the courses, and that as

many females, as males have their own home computers. Students use their computers

to pass time and to cure boredom, by seeking information, playing games and

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receiving and sending e-mail. Home computers help females build confidence and

develop enthusiasm for computer – related programme at junior levels in high school.

Morgan, Bruce. A (2005) made a study on “Technology integration an assessment :

Pedagogical and assessment strategies of high school language arts teachers in

selected inner city schools”. The objectives of the study were to find what are

teachers’ approaches to teaching technology? and what are the tools they are using to

assess the success or failure of their chosen approach?. The conclusions of the study

reflected a lack of use of assessment concerning the integration of technology.

Peterson & Amy .L (2006) conducted a study on “Improving non-traditional student

learning in the online classroom through the evaluation of technology – based

learning strategies”. The objective of the study was to investigate the specific learning

needs of non-traditional students participating in online education. The finding

revealed that a significant number of students do believe technology in the online

classroom to enhance their learning.

Beaumont, Jean. A.C. (2006) made a study on “Investigating Internet use in

Jamaican Primary Classrooms”. The objective of the study was to find out how the

Internet was being used so as to inform educational practice. The findings revealed

that professional training in Internet use enhanced the teaching and learning process

and contributed to student- centered, multi-sensory and co-operative and collaborative

learning. Internet use engaged students and supported constructivist methodologies in

the classroom. It promoted higher-order thinking & learning skills and facilitated

small-group access to single computers while providing content-rich resources for

teachers and students, especially those with diverse needs.

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Doughty Venial Mertz (2007) made a study on “An instructional designer learns

about technology integration; Development work research in an urban school”. The

purpose of the study was to learn about technology integration at an urban elementary

school, with a focus on understanding what elements contribute to the slow pace of

such integration. The findings revealed that technology integration is impacted by

three forces: technology, agency and structure. Therefore, the design of educational

teacher innovations needs to fit the classroom context, and structural constrain to need

to be lowered. Also, people that share same object of student learning, particularly

instructional designers & teachers need to use a participation model of instructional

design that combines elements of technology adoption, design based research, &

developmental work research to collaboratively design and implement educational

technology innovations in classroom.

Huang, Hsin-wei (2008) conducted a study on “The effects of a Computer – Assisted

Instructional multimedia Compact Disc on student performance of Hotel knowledge

test in Taiwan”. The purpose of this study was to measure the learning achievement of

92 students who majored in recreation related fields in a technology university in

southern Taiwan. The participants were students from two intact class sessions

assigned as the experimental and the control groups with the treatment group

receiving instruction using the CAI – CD and the control group receiving traditional

instruction using printed text materials. The findings demonstrated no significance for

post test. However, participants in the experimental group appeared to have better

long term retention than students in the control group as determined by the delayed

post test.

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Karnati, Romilla (2008) made a study on “Computer aided instruction for out-of-

school children in India: An impact study in Andhra Pradesh”. The purpose of the

study was to bring children back to school using a computer aided instruction. A

multimedia software to teach basic literacy and numeric skills through interactive

stories and activities, in the local language Telugu is used in this study. Findings from

the survey indicated that these out- of –school children had a positive attitude toward

education and a favourable perception of educated people. The impact analysis

indicated that learning took place in both contexts and learners achieved similar

learning gains between pre-test and post-test. Learners in the CAI intervention

achieved similar gains as learners in the Teacher Based Instruction intervention in

one-third of the instruction time.

Sisco, Howard Thomas (2008) made a study on “A correlation of technology

implementation and middle school academic achievement in Tennessees’ middle

schools”. The purpose of this study is to examine the relationship that exists between

the reported implementation and integration of computer based technology into the

middle schools of Tennessee and the achievement test scores of the middle school

students in grades 6, 7 and 8. This study investigated possible correlation between

these 2 sets of data. The findings include: The correlation identified in this study

indicates that there is a very small relationship between the implementation and

integration of technology in Tennessee middle schools.

Castaneda, Rene (2008) conducted a study on “The impact of computer-based

simulation within an instructional sequence on learner performance in a web-based

environment”. The purpose of this study was to investigate the impact on learner

performance as measured through knowledge gain when using two forms of the same

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simulation, pure and impure, implemented – either before or after instruction within a

web-based environment. The effect of the two types of simulation on learner attitudes

about computers and online learning also was examined. A pre test – post test control

group, experimental design with five conditions formed the research design. The

results of this study showed that regardless of what type of computer-based simulation

if used after online instruction is more effective on learners’ performance when

compared with online instructions with no simulation.

Spaulding, Joseph. J (2008) made a study on “Multimedia-based classroom

instruction and student achievement: What is the relationship between multimedia-

based classroom instruction and student achievement in a public elementary school

district”. The purpose of the study was to examine the relationship and differences

between the levels of multimedia-based classroom instruction and student learning in

language arts. The second purpose was to examine student perception about

multimedia-based classroom instruction and learning language arts. The findings

revealed that a relationship between multimedia-based instruction and student

achievement was not substantiated. Secondly, students believed multimedia-based

instruction helped in their academic growth.

Page, Linda Jackson (2008) made a study on “Early integrative adopters of

computer technology in a rural school setting: What technologies do they use and

Why?”. This study investigated the integration of technology by early integrative

adopters in their middle school classrooms and the perceptions of early adopters of

the available technology as they integrated technology in their curriculum. It explored

the technology used and the teachers’ perceptions of the available technology. The

results indicate that a majority of the teachers integrated technology into their middle

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school curriculum, regardless of their grade level, subject areas, years of experience

and the type of professional development.

Perera, Pillaliyanage George (2008) conducted a study on “How computer-related

technology is incorporated into instructional methods and objectives in the secondary

school classroom”. The research examined what computer related technology

secondary school teachers incorporate into instructional methods and objectives. The

study focused on actual instructional practices teachers employ in their secondary

school curriculum. The data were collected through qualitative/ quantitative mixed-

research methodology to answer the research questions of this study. The findings

indicated traditional methods incorporated with technology such as lecture and

demonstration, as well as, constructivist methods integrated with technology such as

project-based learning and collaborative and individualized learning.

Chen, Yu-Ching (2009) conducted a study on “Content – based EFL instruction

using scaffolding and computer mediated communication as an alternative for a

Korean middle school”. This case study explored the potential for implementing

social studies content-based English as a Foreign Language (EFL) instruction in a

Korean middle school facilitated by computer – mediated communication. Findings

show that some of the students from Korea better understood and developed a critical

awareness of their own culture by participating in the study.

MacDonald, Laurie Jean (2009) made a study on “Computers as literacy tools: A

case study investigation of a bi-model reading intervention”. The researcher examined

reading comprehension when content is delivered bi-modelling using computer

presented text with simultaneous computer generated audio. This mixed-method

design explored individual learner preferences regarding the effective use of

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computers to aid reading and the effect on reading comprehension. This study

confirms learners learn with technology not from technology and that the students

enjoy using these educational technology tools. Computer – mediated instruction will

aid in the narrowing of reading achievement gap and provide opportunity for every

child to learn and become literate and successful members of society.

Huang, Sharon Hsiao-shan (2009) made a study on “The relationship between

computer use and academic achievements”. The purpose of this study is to find if any

relationship exists between computer use by teachers and students and the students’

academic achievement in math and reading for both traditional populations and

English Language Learner (ELL) tenth graders. The findings showed diverse

relationships consistent with the literature. Based on the findings, some suggestions

were made to teachers and parents about the quality of school work and computer use

by students and teachers.

Wan, Jiayi (2009) made a study on “Teacher educators’ computer technology

integration at Utah State University”. The purpose of this research is to develop a

deep understanding of Utah State University teacher educators’ perceptions and lived

experience with computer technology integration. The findings of this research show

that the subjects regard computer technology as a powerful instruction tool. They also

realize it is important to prepare pre-service teachers with computer technology for

their future careers.

James, M. Lovetta (2010) made a study on “Middle school teachers’ understanding

of technology integration”. The purpose of this study was to examine middle school

teachers’ understanding of technology integration. Teachers were observed during

class sessions for practices related to technology use. The teachers grouped under

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Technology integrating users used rich, descriptive expressions to define the concept

of technology integration. They overcame barriers within their environments and used

technology in their teaching. They believed that using technology in the classroom

benefited student learning and the technology fits well with their curriculum and

teaching practices.

Malcolm–Bell, Arlene (2010) made a study on “A mixed method study of

technology integration in rural primary and secondary high schools in Jamaica”. The

purpose of this concurrent nested methods study was to explore and describe the

status of tech-integration in primary and secondary high schools in a rural parish in

Jamaica and determine whether and how technological innovations were being used

in instruction and learning. The results showed that technology was being integrated

in instruction and learning at low levels in the schools and computer use in instruction

and learning focused on the content areas that required project – based learning and

instructional software.

Mc Glothlin, Ross Mc Cown (2010) made a study on “The relationship of student

use of the scholastic Read About software system on Texas Assessment of

Knowledge and Skills (TAKS) reading test scores as reported in student records of

third and fourth grade students at Comal independent school district, Texas.” The

purpose of this study was to examine the effect of scholastic, Incorporated Read

About software system on student achievement in the subject of reading. The findings

of the study was – There was a statistically significant relationship between the

amount of time that both third grade and fourth grade students spent using Read About

software system and their performance on the third and fourth grade TAKS reading

tests.

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Gibson, Lenwood (2010) conducted a study on “The effects of a computer assisted

reading program on the oral reading fluency and comprehension of at-risk, Urban first

grade students”. The investigator studied the effects of a computer software

programme of the oral reading fluency and comprehension of eight, first grade

students. A multiple probe design was used to determine if the Read naturally

software edition would increase the oral reading fluency as measure as correct words

per minute, on treatment and generalization probes. The Read naturally software

edition consisted of a repeated reading sequence activity that the participants engaged

in on a laptop computer. The results of the intervention demonstrated the

effectiveness of the Read naturally programme on the ORF and comprehension of the

participants on treatment probes. All of the participants were able to increase their

scores on these measures over baseline levels.

2.3 Indian Studies

Sharma (1987) studied the effectiveness of CAI on learning mathematics at X

standard level. He designed two other instructional strategies. The objective was to

study the relative effectiveness of CAI as compared to the other strategies. The

findings revealed that there was significant difference between the learning strategies

in favour of CAI. His study also proved that there was significant difference in the

achievement of boys and girls.

Stella (1989) conducted a study on “Development and Validation of Computer

Assisted Learning material on the learning of sets”. The objective of the study was to

find out the effectiveness of CAI programme on learning Set theory at VIII std. level.

Her study concluded that the CAI was a more effective method than the conventional

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method. She proved that irrespective of the variables, the experimental group

performed significantly better than the control group taught by the traditional method.

Nachimuthu (1989) developed and validated CAI software in Botany on the topic

“The Leaves”. The objective of the study was to find out the effectiveness of CAI

material on “The Leaves” He proved the supremacy of CAI with reference to the

selected software.

Panda, Subhash Chandra & Chaudhury, Jaya Krishna (2000) conducted a study

on “Effect of Computer Assisted Learning(CAL) in achieving Higher Cognitive

skills”. The objectives of the study were i) to determine the degree of attainment of

cognitive skills through CAI compared to traditional approach to teaching and ii) to

compare the effect of CAI on the learning achievement of boys and girls. The findings

revealed that i) CAL resulted in greater learning achievements in all hierarchies of

cognitive domain. ii) Male students were found to be superior to female students in

learning physics.

Rangaraj K. R. & Illangovan K. N. (2001) conducted a study on the “Impact of

Computer Based Teaching” with the objectives to identify, whether there is any

significant difference between instructional strategies viz. Traditional Lecture Method

and Computer Assisted Instruction as an aid for teachers’ classroom instruction in

modifying the cognition among the third standard students at knowledge,

understanding and application levels in teaching Social Science, to develop a syllabus

based software package to teach solar and lunar eclipses at standard III level and to

develop a criterion referenced test in the content area, taught through different

instructional strategies in the present study. It was concluded that CAI as an aid for

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teachers’ classroom instruction is more effective, when compared to Traditional

Lecture Method in enhancing retention of the standard III students in Social Science.

Micheal, Alan Marc (2001) made a study on “Teachers images of educational

computing”. The purpose of this study was to examine two factors that may offer

explanation for the lack of use of computers even in schools where computers are

readily available: i) the vision that teachers hold about computer use in their

classrooms and ii) the teaching philosophy that guides those teachers in their practice.

Twenty-five IV and V grade teachers from schools with strong technology

programme were interviewed concerning their visions of educational computing, use

of computers in their own class rooms and their teaching philosophies. The interviews

were analysed using both qualitative and quantitative interview techniques. Results

showed that while their visions of computer use were quite varied, these visions did

not correlate with their use of computers. Further examination of the data gathered

from the interviews suggested that knowledge rather than vision, may be a significant

factor contributing to computer use.

Kumar Raja .A (2004) made a study on the “Influence of creativity and awareness of

Information Technology of Higher Secondary teachers on their teaching

effectiveness”. The objectives of the study were: 1) to find out whether there is any

significant relationship between teaching effectiveness and awareness of Information

Technology of the Higher Secondary school teachers. 2) to find out whether there is

any significant relationship between awareness of Information Technology and

creativity of the Higher Secondary school teachers. 3) to find out whether there is any

significant influence of creativity and awareness of Information Technology of the

Higher Secondary school teachers. The findings revealed that creativity and

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awareness of Information Technology of the female Higher Secondary school

teachers are influencing their teaching effectiveness.

Nirmala Sundararaj (2005) conducted a study on the “Effectiveness of Power Point

presentation in teaching Zoology for Higher Secondary students”. The objective of the

study was to study the effectiveness of Power Point presentation in teaching Zoology

for Higher Secondary students. The investigator had used experimental method to

study the effectiveness of Power Point presentation in teaching Zoology. The findings

revealed that there is significant difference between the Pre-test and the Post-test

scores of the students in attainment of Knowledge, Understanding and Skills.

Rajasekar (2005) made a study on “Higher Secondary students’ Achievement in

computer science”. The objectives of the study were 1) to find the achievement of

higher secondary students in computer science for the entire and also for its sub-

samples. 2) to find the difference if any between the pairs of various categories of

sub-samples, in respect of their achievement in computer science. The findings

revealed that 1) The higher secondary students’ achievement in computer science is

average. 2) The girl students’ achievement in computer science is higher than that of

boy students. 3) The Urban students’ achievement in computer science is higher than

that of Rural students. 4) The students studying in Private schools have higher

achievement in computer science than that of the students studying in Government

schools.

Esther Gladiz (2005) conducted a study on “Development of Computer Assisted

Model to teach Biology at Higher Secondary Level” with the objectives to prepare

Computer Assisted Model for teaching Euglena in Biology at Higher Secondary

Level and to test the effectiveness of CAM by inter group comparison of the

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achievement in Biology of the treatment group. The study revealed that CAM is more

effective than self learning method and Lecture method with regard to immediate

post-test achievement, delayed memory Achievement and Retention power. The

finding indicated the effectiveness of Computer Assisted Model on immediate and

long term academic attainment.

Nirmala Sundara Raj (2006) made a study on “Development of Visual Basic based

CAI and Computer Animated packages in Zoology and their effectiveness on

achievement of plus one students” with the objectives to find a Visual Basic based

CAI package in Zoology for plus one students and to find out the effectiveness of the

Visual Basic based CAI package and the Computer animated package in teaching of

Zoology to plus one students. The findings revealed that the Multimedia group is

better than the Control group in gain scores. The Multimedia group students are better

than the CAI group students in their achievement in Zoology.

Suresh .G (2006) conducted a study on the “Effectiveness of Computer Assisted

Learning to teach English Grammar at Higher Secondary level”. The objective of the

study was to find out the effectiveness of Computer Assisted Learning to teach

English Grammar at Higher Secondary level. The findings revealed that the

experimental group students are better than the conventional group students in their

gain scores. This may be due to the fact that the students in the experimental group

are taught English grammar by using complete CALL technique which is effective in

teaching English. The attitude towards the CALL technique is influencing the

achievement in English. It also revealed that the achievement in English grammar of

the Higher Secondary students by computer assisted language learning with teacher

support is better than that of conventional method of teaching.

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Nimavathi V. & Gnanadevan R. (2007) conducted a study on the “Impact of

Multimedia for the Development of a favourable attitude towards Science” with the

objectives to find out whether there is a significant difference between the

experimental group and the control group in their attitude towards Science at the post-

test, to find out whether there is a significant difference between the pre-test and the

post-test for the experimental group in their attitude towards Science and to find out

whether there is a significant difference between the pre-test and the post-test for the

Control group in their scientific attitude. The multimedia programme has been

developed in Macromedia flash version 6.0. The findings revealed that the students

learning with the help of multimedia will increase the favourable attitude towards

Science than the students learning through the conventional method.

Jyothi K. B. S. (2007) conducted a study on the “Impact of Computer-based learning

on students of Chemistry” with the objectives to prepare a self-instructional module

on the topic “Chemical Bond” for 9th

class Chemistry and to compare the

effectiveness of the self-instructional module with conventional teaching method. The

findings revealed that the experimental group’s performance is far superior to the

Control group. The study clearly revealed that the self-instructional module prepared

by a teacher through simple Power Point presentation could show immense impact on

learning of Chemistry.

Ponraj .P. & Nellaiyappan N.O. ( 2007) made a study on “CAI in Teaching

Zoology” with the objectives to find out the effectiveness of CAI over the traditional

method in teaching the topic Nucleus in Zoology and to find out whether there is any

significant difference in the achievement scores of students on the basis of Gender

(boys and girls), Locale (rural and urban) and Residence(hosteller and day scholar).

90

The major finding of the study revealed that experimental method of teaching is more

effective than the traditional method of teaching the topic Nucleus in Zoology. The

findings revealed that there is significant difference between the variables such as

boys and girls, rural and urban area students. There is no significant difference

between the achievement scores of hostel and day scholar students with regard to CAI

in teaching the topic Nucleus in Zoology.

Santhi S. Rajan (2009) conducted a study on “Developing a Teacher Assisted

Computer Software for the Learning of the Methodology of Teaching Life Science at

B.Ed. degree Level” with the objectives to prepare a teacher-assisted computer

software on selected topics pertaining to Theoretical Bases of Natural Science

Education at B.Ed. Level and finding its effectiveness. The findings revealed that the

teacher-assisted computer software developed for the study was found to be more

effective than the lecture method for learning the Theoretical Bases of Natural

Science Education at B.Ed. degree level.

Vindo Kumar Kanvaria (2010) conducted a study on “Orienting Pre-service

Teachers to Develop Educational Multimedia Presentation” with the objectives to

demonstrate some educational multimedia presentations to pre-service teachers and to

enrich the prepared multimedia presentations through animations and sound effects.

The results show that pre-service teachers can prepare good educational presentations

if guided, directed and facilitated to do so.

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2.4 An overview of studies on the integration of computers in education

in relation to the objectives of the study

Foreign studies

Investigator Year Objectives Findings

1. James Clifford 1987To find out the effectiveness of

CAI in terms of academic

achievement and leaning

retention.

No significant differences were found

between academic achievement and

learning retention.

2. Helayne Leslie 1995To find the effects of multimedia

literacy tool on first grade reading

and writing achievements.

The study concluded that the

Multimedia Literacy Tool can

selectively be a powerful tool for

enhancing reading and writing in

young learners.

3.Theodor

Thomas

1996 To find out the impact of

classroom computer usage upon

middle class primary grade level

elementary school children.

The findings revealed that a

significant difference was

demonstrated in favour of the CAI

students.

4.Ward &

Randall Joe

1997 To introduce computer

technology and to introduce

interactive video into classroom

use.

The findings revealed that the

individual students used the

programme according to their

educational needs.

5. Miller & Lyun

Louise

1997 To conduct a formative

evaluation of a CAI module on

computer literacy among

undergraduate community health

majors.

The finding revealed that the

participants perceived the CAI module

positively.

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6.Penny Cinthia 1997 To find whether CAI in

phonological awareness is as

effective as teacher led

instruction for first grade

children.

The findings revealed that the group

instructed in phonological awareness

using CAI have higher significance.

7.Edmonds &

Gerald Samuel

1997 . To examine 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.

The finding 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.

8.Dalton D.W. &

Hannafin M.J

1998 To compare the effects of

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.

9. Nagar &

Nirmal

1998 To examine the usefulness of the

computer in teaching

mathematics.

The finding revealed that CAI

encouraged individualization

10. Iarrell &

Dennis.K

2000 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.

The study concluded that the benefits

to be gained from Accelerated Reader

can be achieved with limited computer

access.

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11. Liew & Shu-

Sheng

2000 To survey the attitude toward

computers and web-based

technology.

The findings revealed that positive

attitude and success in computer

utilization.

12. Borner

Thomas & Ruth

2000 To investigate the relationship

between degree of computer

implementation and teacher

personal use of computers,

teacher’s motivation ,

curriculum integration training

and curriculum integration

support.

Result demonstrated a significant

relationship between degree of

computer implementation and teacher

personal use of computers,

curriculum integration training and

curriculum integration support.

13. Dias &

Laurie Brantley

2000 To gain and understand how and

why elementary teacher might

integrate technology into their

classroom practices.

The findings revealed that technology

integration is effective in many ways

for the elementary teachers.

14.Larville &

Martha Louise

2000 To find the effect of Computer-

Assisted Instruction(CAI) on

expository writing.

The findings revealed that the post test

scores were significantly greater .

15. Hennigan &

Thomas Anthony

2000 To note the correlational

developments in the fields of

brain studies, education and

personal computing.

The results revealed that there was

correlational developments in the

fields of brain studies, education and

personal computing.

16. Milman &

Natalie Bordelon

2000 To examine the conditions

processes and consequences of

technology use by typical

elementary school teachers.

The findings revealed that teachers do

not always use technology as a

transformative tool in practice.

17. Planznela &

Elizabeth

2001 To examine the effects of

Computer Assisted Instruction

(CAI) on the writing achievement

of fourth grade students.

The finding revealed that the CAI

writing instruction showed no

significant difference in raising the

achievement level.

94

18.Whitfield,

Melissa Lucille

2001 To investigate the factors that

facilitate teachers in the

implementation of computer

technology in secondary

classrooms.

The findings revealed two factors that

facilitated teacher use of computer

technology in their classrooms –

commitment from the administration

and increased student motivation.

19. Weycker,

Belly Stegall

2002 To determine how teachers have

incorporated computers into their

instructional practices.

The findings suggest that expert

technology – using teachers reside on

the constructivist side of the

instruction continuum.

20. Gilbert,

David Wayne

2002 To find the teaching effectiveness

of blending online Computer

Assisted Instruction(CAI) with

traditional classroom instruction.

The findings revealed that blended

teaching methods experienced by the

experimental group demonstrated a

comparatively higher level.

21. Sim, Susan 2002 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 in the classroom

instructional procedures.

22. Ganesh &

Tirupalavanam.G

2003 To understand teachers practices

of computer uses in education

within the context of their

classrooms and schools.

The findings suggest that schools need

to establish clear academic goals and

determine how the use of computer

technology will help to achieve these

school goals.

23.Corbin & Jan

Frederia

2003 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.

95

24.Susan. M 2004 To examine the technological

activities and experience in an

elementary school classroom of

gifted and talented fifth grade

students.

The finding revealed that boys

required more ability to do technology

and less value related to technology.

25. Copeland &

Nancy. L

2004 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.

26. Tuzum,

Hakan

2004 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.

The findings revealed that the

constructs of creativity, identity of

learners’ social relations and active

learning are the important constructs

in providing motivation.

27. Hinds,

Thelma.M

2004 To investigate and describe the

external and internal factors that

influence teachers’ computer use.

The findings revealed that the external

factors do not relate to teachers’

integration of computer in the

classroom.

28. Fritz &

Megan Lynne

2005 To investigate how the use of

hand held computers impacts

students’ learning outcomes and

relates to technology standards.

The finding revealed that students

achieved learning outcomes while

using handheld computers.

29. Culpepper &

Sheree

2005 To investigate the factors and

perceptions that influenced the

implementation of computer

technology in fourth and fifth

grade classroom.

The finding revealed that teachers who

utilized student-centred methods were

successful and flexible in

implementing technology.

30. Mc Adoo &

Sheli Lyn

2005 To analyse the level of

technology implementation of in-

service teachers.

The results revealed that the teachers

are currently integrating technology at

the very lowest levels.

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31. Chen & Mei

-kuei

2005 To investigate adult students’

attitudes toward computers, adult

students average computer skill

levels and learning interest levels.

The results indicated that the majority

of adult students (81%) had positive

computer attitudes.

32.Hunnicutt &

Robert Lane

2005 To determine if the dominant

learning styles of high school

teachers is related to the amount

of time computers are used in the

classroom by students.

The finding showed no statistical

significance in the types of software

with different dominant learning

styles.

33. Hollingshead

& David

Franklin

2005 To evaluate the impact of the

“Multiple choice Training”

professional development model

upon the classroom integration of

technology in two southeast

Missouri school districts.

The finding revealed that the

“Multiple choice Training” model of

professional development is a very

effective model to help teachers

increase the utilization of technology

in the classroom.

34. Honey &

Wanda. L

2005 To determine the current use and

utilization of computer labs and

to examine variables that affect

lab usage, specifically

instructional and technological

competence were also examined.

The findings revealed that there was a

significant relationship between

instructional competency and

computer applications competency

and the number of minutes spent in the

computer lab.

35.Chang & Yaw 2005 To assess students’

comprehensive computer to

investigate attitudes.

The findings revealed that gender,

computer usage, computer ownership,

computer anxiety, computer

competency, learning style and

openness to experience were each

found to make significant

contributions in predicting computer

attitudes.

36. Denson &

Barbara

2005 To investigate which

demographic factors and personal

perspectives facilitate integration

and which barriers prevent

The findings revealed that there was

no relationship between teachers’ year

of experience in the classroom and

teachers’ perceived levels of

97

middle school teachers in rural

schools in Southern Middle

Tennessee from integrating

technology.

technology integration in the

classroom.

37. Perry & Alan 2005 To find the chronology of the use

of technology in secondary

school English classes.

The findings revealed that the success

of the use of technology in the English

classroom depends upon the four

factors such as accessibility of the

technology, the purpose for which the

technology is used, the way in which

the technology is used and the

techniques employed with technology

use.

38.Hancock &

Robert Jason

2005 To explore the relationship

between money spent on

technology hardware, software

and training on district wide

achievement.

The findings showed that there are

strong positive links between levels of

expenditure and student achievement.

39.Al-Amsari &

Ali

2005 To investigate the use of the

Internet by teachers of English as

Foreign Language (EFL) in Saudi

Arabia.

The results revealed that the

participants had rarely used the

Internet, particularly for instructional

purposes.

40.Cooper &

Lenny. J

2005 To find how people understand

and learn information is changing

due to an increased reliance on

technology.

The finding indicated a strong

relationship between learning style,

recall and satisfaction.

41. Rader,

Felicia Vanessa

2005 To find out the effectiveness of

computer usage of the pre service

teachers to prepare

technologically savvy future

teachers.

The findings support previous

research computer use by pre service

teachers, as they must be placed in

technology- rich environments.

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42. Huffman

Leyva, Laurie. R

2005 To identify the abstracts and

barriers that community college

faculty and Latina / Latino

students face in web-based

teaching and learning at their

campuses.

The study found that Latina students

agreed with online learning but

preferred the land – based courses

mostly due to their personal and

cultural attitudes.

43. Joseph, Dolly

Rebecca

2005 To find how the middle-school

aged children react to and

respond to computer games

designed for entertainment and

educational purposes, within the

context of science learning.

The findings revealed that the middle

school students find the topical areas

of medicine and the environment to be

of most interest.

44.Tekyi –

Annan, James

Benjamin

2005 To explore the extent to which

high school students are using the

computers in their classrooms for

educational purposes.

The findings suggested that there are

more students than computers in the

courses, and that as many females as

males have their own home

computers.

45. Morgan,

Bruce. A

2005 To find what are teachers’

approaches to teaching

technology? And what are the

tools they are using to assess the

success or failure of their chosen

approach?

The conclusion of the study reflects a

lack of use of assessment concerning

the integration of technology.

46. Peterson &

Amy. L

2006 To investigate the specific

learning needs of non-traditional

students participating in online

education.

The finding revealed that a significant

number of students do believe

technology in the online classroom to

enhance their learning.

47. Beaumant,

Jean. A.C.

2006 To find out how the Internet was

being used so as to inform

educational practice.

The findings revealed that

professional training in Internet use

enhanced the teaching and learning

process and contributed to student

centered, multi-sensory and co

operative and collaborative learning.

99

48. Doughty

Venial Mertz

2007 To learn about technology

integration at an urban

elementary school, with a focus

on understanding what elements

contribute to the slow pace of

such integration.

The findings revealed that technology

integration is impacted by three

forces: technology, agency and

structure.

49. Huang, Hsin-

Wai

2008 To measure the learning

achievement of 92 students who

majored in recreation related

fields in a technology university

in southern Taiwan.

The findings demonstrated no

significance for post test. However,

participants in the experimental group

appeared to have better long term

retention than students in the control

group.

50. Karnati,

Romilla

2008 To use a Computer Aided

Instruction for out-of-school

children in India to bring children

back to school.

The impact analysis indicated that

learners in the CAI intervention

achieved similar gains as learners in

the Teacher Based Instruction

intervention in one-third of the

instruction time.

51. Sisco,

Haward Thomas

2008 To examine the relationship that

exists between the reported

implementation and integration of

computer based technology into

the middle schools of Tennessee

and the achievement test scores

of the middle school students in

grades 6, 7 & 8.

The findings indicate that there is a

very small relationship between the

implementation and integration of

technology in Tennessee middle

schools.

52. Castaneda,

Rene

2008 To investigate the impact on

learner performance as measured

through knowledge gain when

using two forms of the same

simulation, pure and impure,

implemented – either before or

The results of this study showed that

computer- based simulation if used

after online instruction is more

effective on learners’ performance

when compared with online

instruction with no simulation.

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after instruction within a web-

based environment.

53. Spaulding,

Joseph.J.

2008 To examine the relationship and

differences between the levels of

multimedia-based classroom

instruction and student learning

in language arts.

The findings revealed that a

relationship between multimedia-

based instruction and student

achievement was not substantiated.

54. Page, Linda

Jackson

2008 i). to investigate the integration of

technology by early integrative

adopters in their middle school

curriculum. ii) .to explore the

technology used and the teachers’

perceptions of the available

technology.

The results indicate that a majority of

the teachers integrated technology into

their middle school curriculum,

regardless of their grade level, subject

areas, years of experience and the type

of professional development.

55. Perera,

Pillaliyanage

2008 To examine what computer

related technology, secondary

school teachers incorporate into

instructional methods and

objectives.

The findings related to the study of

secondary school teacher practices are

an authentic indicator of the

possibility of a balanced approaches to

computer-related technology

integrated instructional methods and

objectives.

56. Chen, Yu-

Ching

2009 To explore the potential for

implementing social studies

content-based English as a

Foreign Language (EFL)

instruction in a Korean middle

school facilitated by computer-

mediated communication.

Findings show that some of the

students from Korea better understood

and developed a critical awareness of

their own culture by participating in

the study.

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57. Mac Donald,

Laurie Jean

2009 To examine reading

comprehension when content is

delivered bi-modally using

computer presented text with

simultaneous computer generated

audio.

This study confirms that computer-

mediated instruction will aid in the

narrowing of reading achievement gap

and provide opportunity for every

child to learn and become literate and

successful members of society.

58. Huang,

Sharon Hsiao-

Shan

2009 To find if any relationship exists

between computer use by

teachers and students and the

students’ academic achievement.

The findings showed diverse

relationships consistent with the

literature.

59. Wan, Jiayi 2009 To develop a deep understanding

of Utah State university teacher

educators’ perceptions and level

experience with computer

technology integration

The findings show that the subjects

regard computer technology as a

powerful instruction tool. They also

realize it is important to prepare pre

service teachers with computer

technology for their future careers.

60. James, M.

Lovetta

2010 To examine middle school

teachers’ understanding of

technology integration.

The teachers grouped under

Technology integrating users believed

that using technology in the classroom

benefited student learning and the

technology fits well with their

curriculum and teaching practices.

61. Malcolm-

Bell, Arlene

2010 To explore and describe the status

of technology integration in

primary and secondary high

schools in a rural parish in

Jamaica to determine whether

and how technological

innovations were being used in

instruction and learning.

The results showed that computer use

in instruction and learning focused on

the content areas that required project-

based learning and instructional

software.

102

62. Mc Glothlin,

Ross Mc Cown

2010 To examine the effect of

scholastic, incorporateds’ Read

About software system on student

achievement in the subject of

reading.

The findings revealed that there was a

statistically significant relationship

between the amount of time that both

3rd

and 4th

grade students spent using

Read About software system and their

performance on the 3rd

and 4th

grade

reading tests.

63. Gibson,

Lanwood

2010 To study the effects of a

computer software programme of

the oral reading fluency and

comprehension of eight, first

grade students.

The results showed that all the

participants were able to increase their

scores on the measures over base line

levels.

103

Indian Studies

Investigator Year Objectives Findings

1.Sharma 1987 To study the relative

effectiveness of CAI as compared

to the other strategies.

The findings revealed that there was

significant difference between the

learning strategies in favour of CAI.

2. Stella 1989 To find out the effectiveness of

CAI programme on learning Set

theory at VIII std. level.

The finding revealed that the CAI

was a more effective method than

the conventional method.

3.Nachimuthu 1989To find out the effectiveness of

CAI material on “The Leaves”.

The investigator proved the

supremacy of CAI with reference to

the selected software.

4. Panda,

Subash

Chandra &

Chaudhury,

Jaya Krishna

2000 1)to determine the degree of

attainment of cognitive skills

through CAI compared to

traditional approach to teaching.

2) to compare the effect of CAI

on the learning achievement of

boys and girls.

The findings revealed that i) CAL

resulted in greater learning

achievements in all hierarchies of

cognitive domain.ii) Male students

were found to be superior to female

students in learning physics.

5. Rangaraj

K.R. &

Illangovan

K.N.

2001 To identify, whether there is any

significant difference between

Traditional Lecture Method and

Computer Assisted Instruction as

an aid for teachers’ classroom

instruction in modifying the

cognition among the third

standard students.

The findings revealed that CAI as

an aid for teachers’ classroom

instruction is more effective, when

compared to Traditional Lecture

Method.

6. Micheal,

Alan Mare

2001 To examine two factors that may

offer explanation for the lack of

use of computers even in schools

where computers are readily

available i) the vision that

teachers hold about computer use

The results showed that while their

visions of computer use were quite

varied, these visions did not

correlate with their use of

computers.

104

in their classrooms and ii) the

teaching philosophy that guides

those teachers in their practice.

7.Kumar

Raja.A

To find out whether there is any

significant relationship between

teaching effectiveness and

awareness of Information

Technology and awareness of IT

of the Higher Secondary school

teachers.

The findings revealed that creativity

and awareness of IT of the female

Higher Secondary school teachers

are influencing their teaching

effectiveness.

8.Nirmala

Sundararaj

2004To study the effectiveness of

Power Point presentation in

teaching Zoology for Higher

Secondary students.

The findings revealed that there is

significant difference between the

pre-test and the post-test scores of

the students in attainment of

Knowledge, Understanding and

Skills.

9. Rajasekar 2005 To find the achievement of higher

secondary students in computer

science for the entire and also for

its sub-samples.

The findings revealed that the

higher secondary students’

achievement in computer science is

average.

10. Esther

Gladiz

2005 To test the effectiveness of CAM

by inter group comparison of the

achievement in Biology of the

treatment group.

The findings revealed that CAM is

more effective than Self Learning

Method and Lecture Method.

11.Nirmala

Sundraraj

2006 To develop a Visual Basic based

CAI package and a Computer

animated package for teaching

Zoology to plus one students and

finding its effectiveness.

The findings revealed that the

Multimedia group is better than the

Control group in gain scores.

12. Suresh. G 2006 To find out the effectiveness of

Computer Assisted Learning to

The findings revealed that the

Experimental group students are

105

teach English Grammar at Higher

Secondary level.

better than the Conventional group

students in their gain scores.

13.Nimavathi.V

&

Gnanadevan.R

2007To find out whether there is a

significant difference between the

Experimental group and the

Control group in their attitude

towards Science at the post-test.

The findings revealed that the

students learning with the help of

multimedia will increase the

favourable attitude towards Science

than the students learning through

the conventional method.

14. Jyothi.

K.B.S

2007 1)to prepare a self-instructional

module on the topic “Chemical

Bond” for 9th

class Chemistry.

2) to compare the effectiveness of

the self-instructional module with

conventional teaching method.

The findings revealed that the

experimental group’s performance

is far superior to the control group.

15. Ponraj. P

&

Nellaiyappan

2007 To find out the effectiveness of

CAI over the traditional method

in teaching the topic Nucleus in

Zoology.

The findings revealed that

experimental method of teaching is

more effective than the traditional

method of teaching the topic

Nucleus in Zoology.

16. Santhi. S

Rajan

2009 To prepare a teacher-assisted

computer software on selected

topics pertaining to Theoretical

Bases of Natural Science

Education at B.Ed. Level and

finding its effectiveness.

The findings revealed that the

teacher-assisted Computer software

developed for the study was found

to be more effective than the lecture

method.

17. Vinod

Kumar

Kanvaria

2010 To demonstrate some educational

multimedia presentations to pre-

service teachers and to enrich the

prepared multimedia

presentations through animations

and sound effects.

The results show that pre-service

teachers can prepare good

educational presentations if guided,

directed and facilitated to do so.

106

2.5 CRITICAL SUMMARY

The investigator visited many research oriented Libraries in Tamil Nadu and

collected a bulk of materials suitable for the area of investigation. After a very careful

perusal of the collected materials, the investigator identified some of the studies

somewhat identical to the present one and many of them somewhat related to the

researcher’s chosen area of investigation.

The investigator has reviewed Eighty studies, of which Seventeen are Indian

and Sixty Three are foreign. Of these Eighty studies, Sixty studies are related to

Integration of computers in Teaching Learning Process. Among the Sixty studies

Forty Four studies are related to integrating computer technology in the Primary and

the Secondary level. Sixteen studies are related to integrating computer technology in

the higher education.

The studies of Ward and Randall Joe (1977), Edmonds and Gerald Samuel

(1997), Dalton, D.W. and Hannafin M.J (1998), Nagar and Nirmal (1988), Iarrell and

Dennis K. (2000), Bonner Thomson and Ruth (2000), Dias and Laurie Brantley

(2000), Larville and Martha Louise, (2000), Hennigan and Thomas Anthony (2000),

Milman and Natalie Bordelon (2000), Planznela and Elizabeth (2001), Whitefield,

Melissa Lucille (2001), Weycker, Belly Stegall (2002), Gilbert, David Wayne (2002),

Sim, Susan (2002), Ganesh and Tirupalavanam.G (2003), Corbin and Jan Frederic

(2003), Susan.M (2004), Hinds, Thelman.M(2004), Fritz and Megan Lynne (2005),

Culpepper and Sheree (2005), Hunnicutt and Robert Lane (2005), Honey and Wanda

L. (2005), Perry and Alan (2005) Tekyi – Annan, James Benjamin (2005), Karnati,

Romilla (2008), Sisco, Howard Thomas (2008), Castaneda, Rene (2008), Spaulding,

Joseph.J (2008), Page, Linda Jackson (2008), Perera, Pillaliyanage George (2008),

107

Chen, Yu-Ching (2009), MacDonald, Laurie Jean (2009), Huang, Sharon Hsiao-Shan

(2009), James, M. Lovetta (2010), Malcolm-Bell, Arlene (2010), Mc Glothlin, Ross

Mc Cown (2010) and Gibson, Lenwood (2010) were the foreign studies related to

integrating computer technology in the Primary and the Secondary level.

The studies on integrating computer technology in the higher education were

done by Copeland and Nancy L (2004), Me Adoo and Sheli Lyn (2005), Chen and

Mei –Kuei (2005), Hollingshead and David Franklin (2005), Al- Amsari and Ali

(2005), Rader, Felicia Vanessa (2005) , Huffman Leyva, Laurie.R (2005), Huang,

Hsin-wei (2008) and Wan, Jiayi (2009) in the foreign countries and in India it were

done by Annaraja.P and Nirmala Sundararaj (2005), Rajasekar (2005), Esther Gladiz

(2005), Suresh. G (2006) , Santhi S. Rajan (2009)and Vinod Kumar Kanvaria (2010).

The studies of Sharma (1987), Stella (1989), Rangaraj K.R. and Illangovan K.N

(2001), Nimavathi V. and Gnanadevan R. (2007), Jyothi K.B.S. (2007) and Ponraj.P

and Nellaiyappan N.O (2007) were the Indian studies related to integrating computer

technology in the lower classes.

After a critical evaluation of the eighty studies related to integration of

computers in the Teaching and Learning process, the investigator found that thirteen

studies have been done in India. As ICT is a recent phenomenon, only a few studies

have been made in India. From the review of studies, most of the studies are related

with content based. The researcher being an English Language Teacher Educator has

interest in adopting the modern Technology in Teaching English. She thought that

Flash based content development and using it may develop the four fold skills in

English. In that view, the investigator made an attempt to prepare a Flash based

courseware material in Teaching English for the standard VI State Board syllabus

students and finding its effectiveness.