THIS IS MY PH.D., VIVA VOCE POWERPOINT. MY THESIS TITLE IS "EFFECTIVENESS OF E-LEARNING MODULES IN TEACHING MATHEMATICS AMONG SECONDARY TEACHER EDUCATION LEVEL"

2. EFFECTIVENESS OF E-LEARNING MODULES IN
TEACHING MATHEMATICS AT THE SECONDARY
TEACHER EDUCATION LEVEL
Public Viva Voce Examination
30.06.2014

3. EFFECTIVENESS OF E-LEARNING MODULES IN
TEACHING MATHEMATICS AT THE SECONDARY
TEACHER EDUCATION LEVEL

4. NEED FOR THE STUDY

5. NEED FOR THE STUDY

6. REVIEW OF RELATED LITERATURE
Total Studies
(81 Studies)
E-learning
Indian
(23 Studies)
Foreign
(23 Studies)
Math
Achievement
Indian &
Foreign
(15 Studies)
Attitude
Indian &
Foreign
(20 Studies)

7. OPERATIONAL KEY TERMS
Effectiveness
e-Learning Modules
Mathematics
Secondary Teacher Education Level

8. OBJECTIVES OF
THE STUDY

9. OBJECTIVES …..
Develop E-learning modules

10. OBJECTIVES …..
To find out Effectiveness
E-learning
Modules

11. OBJECTIVES …..
To study the Influence
Methods of teaching Demographic variable
And their interaction of achievement scores

12. To find out the Relationship
Math Achievement Math Attitude
Perception towards e-learning
OBJECTIVES …..

13. HYPOTHESES OF
THE STUDY

14. NO SIGNIFICANT DIFFERENCE
Control
Group
Experimental
Group
Pre-test
Whole
Test
Lesson
wise
Objective
wise

15. NO SIGNIFICANT DIFFERENCE
Control
Group
Experimental
Group
Post-test
Whole
Test
Lesson
wise
Objective
wise

16. NO SIGNIFICANT DIFFERENCE
Pre-test Post-test
Control Group
Whole
Test
Lesson
wise
Objective
wise

17. NO SIGNIFICANT DIFFERENCE
Pre-test Post-test
Experimental Group
Whole
Test
Lesson
wise
Objective
wise

18. NO SIGNIFICANT DIFFERENCES
Post-Test
Experimental
Group
Gender
Age
Level of
Graduation
Locale
Type of Stay
& Computer
Literacy

19. Control
Group
Experimental
Group
Attitude Towards Math
Before the
Treatment
After the
Treatment
NO SIGNIFICANT DIFFERENCE

20. Control
Group
Experimental
Group
Gain Ratio
NO SIGNIFICANT DIFFERENCE

21. PERCEPTION TOWARDS E-LEARNING
Experimental Group
PTEL
Before the
Treatment
After the
Treatment

22. THERE IS NO SIGNIFICANT RELATIONSHIP
Achievement
Test
Attitude
towards Math
Perception
towards e-learning

23. INFLUENCE
NO SIGNIFICANT INFLUENCE
Methods of teaching Demographic variable
And their interaction of achievement scores in Math

24. NO SIGNIFICANT DIFFERENCE
Control Experiment
Adjusted mean scores of
achievement test
By considering pre test score as
covariate

25. REGRESSION
Demographic
variables
Prediction of
Post test

26. VARIABLES OF THE STUDY
S.NO VARIABLES DESCRIPTION
1 Independent Variables Teaching Methods -
e-learning modules &
Conventional Method
2 Dependent Variable Achievement test in Mathematics.
(Pre and post test)
3 Demographic Variables Gender, Age, Level of Graduation,
Locale, Type of Stay and Computer
Literacy
4 Intervening Variables Attitude towards Mathematics and
Perception towards e-learning

27. METHODOLOGY

28. METHOD
PRE TEST - POST TEST TWO EQUIVALENT GROUPS
EXPERIMENTAL DESIGN

29. SAMPLE
Sample Mathematics
Teacher Trainees
Sampling Techniques Random Sampling
Total Sample Size 68
Control Group 34 - Sivanthi College of
Education
Experimental Group 34- Dr. Sivanthi College
of Education

30. Tools

31. TOOLS USED
TOOLS DEVELOPERS DESCRIPTIONS
e-learning modules Investigator 3 Units (Story Board)
Achievement Test in Math
(Pre and Post Test)
Investigator & Supervisor It has 65 items.
{30 (5,16,9)/20 (9,6,5)/15 (4,8,3)}
Intelligent Test – Test of “g”:
Culture Fair – Scale 2,
(Form A)
R.B.Cattell and A.K.S.Cattell It consists of four sub tests.
They are series (12), classification
(14), matrices (12) and conditions
(8). It has 46 items.
Attitude towards
Mathematics Inventory
(ATMI)
Martha Tapia and George
Marsh (1996)
It has 40 items in Likert Scale
format. Out of the 40 items 29
were positive and 11 were
negative.
Perception towards e-learning Rajeshkumar and
Krishnakumar (2008)
It has 20 items in Likert Scale
format. Out of the 20 items 14
were positive and 6 were
negative.

32. DATA ANALYSIS

33. DATA ANALYSIS
ANALYSIS CALCULATIONS
Descriptive Analysis Mean & SD
Differential Analyses ‘t’ test
Interaction effect and influence Two way ANOVA & ANCOVA
Relationship Pearson Product Moment Coefficient
Correlation
Significant predictors Simple Linear Regression Analysis.
QUANTITATIVE ANALYSIS
QUALITATIVE ANALYSIS
Analysis Techniques
Case Study Interview

36. Quantitative Analysis
‘t’ tests - Differential Analysis Reveals
MAJOR FINDINGS
OF THE STUDY

37. PRETEST
S.NO GROUP TEST RESULTS
1 Control Vs
Experimental
Whole
Pretest
Not Significant
2 Control Vs
Experimental
Lesson wise
Pretest
Not Significant
3 Control Vs
Experimental
Learning Objective
wised Pretest
Not Significant
CalculationGraph

38. POST TEST
S.NO GROUP TEST RESULTS HIGHER LEVEL
1 Control Vs
Experimental
Whole
Post test
Significant Experimental
2 Control Vs
Experimental
Lesson wise
Post test
Significant Experimental
3 Control Vs
Experimental
Learning
Objective wised
Post test
Significant Experimental
CalculationGraph

39. CONTROL GROUP
S.NO TEST GROUP RESULTS HIGHER LEVEL
1 Whole
Pretest Vs Posttest
Control Group Significant Post test
2 Lesson wise
Pretest Vs Posttest
Control Group Significant Post test
3 Learning objective
wised
Pretest Vs Posttest
Control Group Significant Post test
CalculationGraph

40. EXPERIMENTAL GROUP
S.NO TEST GROUP RESULTS HIGHER LEVEL
1 Whole
Pretest Vs Posttest
Experimental
Group
Significant Post test
2 Lesson wise
Pretest Vs Posttest
Experimental
Group
Significant Post test
3 Learning objective
wised
Pretest Vs Posttest
Experimental
Group
Significant Post test
CalculationGraph

41. The Mean, SD and ‘t’ value of Total
Mean scores of Experimental Group
Calculation
Variables Groups N Mean SD ‘t’ value P
Gender
Male 10 50.00 3.05
0.088 N.S
Female 24 50.12 4.01
Age
Below 23 20 50.10 2.77
0.022 N.S
Above 23 14 50.07 4.87
Level of
Graduation
UG 22 50.36 2.83
0.580 N.S
PG 12 49.58 5.05
Locale
Rural 23 50.43 3.44
0.782 N.S
Urban 11 49.36 4.29
Type of Stay
Day Scholar 21 50.19 3.73
0.201 N.S
Hosteller 13 49.92 3.81
Computer
Literacy
Yes 12 50.00 3.35
0.185 N.S
No 22 50.25 4.45

42. ATTITUDE TOWARDS MATHEMATICS
S.NO GROUP TREATEMENT RESULTS HIGHER LEVEL
1 Control Vs
Experimental
Before treatment Not
Significant
-
2 Control Vs
Experimental
After treatment Significant Experimental
group
CalculationGraph

43. PERCEPTION TOWARDS
E-LEARNING
S.NO TREATEMENT TREATEMENT RESULTS HIGHER LEVEL
1 BEFORE VS
AFTER
EXPERIMENTAL
GROUP
SIGNIFICANT AFTER
TREATEMENT
CalculationGraph

44. GAIN RATIO
Variable Group N Mean SD ‘t’ P
Gain Ratio Experimental 34 1.03 0.23
6.78
Significant
P < 0.01Control 34 0.71 0.16
CalculationGraph

45. ANOVA & ANCOVA
REVEALS

46. All other demographic variables and their interactions are not have
significant interaction effect in the post test scores except the
methods of teaching
Source
Sum of
Squares
df
Mean
Square
F Sig.
Partial Eta
Square
Corrected Model 3831.00 7 547.28 31.84 0.000 0.78
Intercept 2771.60 1 2771.60 161.28 0.000 0.72
Gender 81.72 1 81.72 2.75 0.13 0.07
Age 24.87 1 14.87 1.44 0.23 0.02
Graduation Level 11.73 1 11.73 0.68 0.41 0.01
Locale 26.79 1 26.79 1.55 0.21 0.02
Type of Stay 18.31 1 18.31 1.06 0.30 0.01
Computer Literacy 0.00 1 0.00 0.00 0.98 0.00
Method of Teaching 3694.76 1 3694.76 214.99 0.00 0.78
Error 1031.11 60 17.18
Total 128880.00 68
Corrected Total 4862.11 67

47. The adjusted means scores of post test scores of control and
experimental group are not significantly differ when
considering pre test scores as covariate.
Source Sum of
Squares
df Mean
Square
F Sig. Partial Eta
Square
Corrected
Model
3738.28 2 1869.14 108.10 0.000 0.769
Intercept 2847.93 1 2847.93 164.71 0.000 0.717
Pre Test
Score
32.341 1 32.34 1.87 0.17 0.02
Treatment 3484.26 1 3484.26 201.52 0.000 0.769
Total 128880.0 68
Calculation

48. Regression
Analysis Reveals

49. The demographic variables do not contribute to the prediction of
achievement in the post test of Mathematics by B.Ed., Teacher Trainees.
Model Sum of
squares
df Mean
Square
F Sig.
1
Regression 46.424 6 7.737
0.512 0.794Residual 408.311 27 15.123
Total 454.735 33
Calculation
Model
Unstandardized coefficients
Standardized
Coefficients t Sig
B Std. Error Beta
Gender 0.852 1.860 0.106 0.458 0.650
Age 3.482 3.357 0.469 1.038 0.309
Graduation Level -5.897 3.990 -0.771 1.478 0.151
Locale -0.780 1.689 -0.100 0.462 0.648
Type of Stay 0.056 1.424 0.007 0.039 0.969
Computer Literacy 2.403 2.138 0.314 1.124 0.271

50. Correlation
Analysis Reveals

51. There is significant Relationship between
Achievement
&
Math attitude
Math Attitude
&
Perception towards
e-learning
Perception towards e-
learning
&
Achievement
Calculation

52. Qualitative Analysis
1 Name S.Vivek (Experimental Group)
2 Gender Male
3 Religion Hindu
4 Level of Graduation UG
5 Branch of Study Mathematics
6 Age Below 23
7 Residence in home Rural
8 Marital Status Single
9 Parents Education School Level
10 Annual Income 1 Lakh
11 Post test Score 57/65
Case Study Finding
Step by step learning
Flexible learning
Encouragement
Confidence
One-way learning

53. EDUCATIONAL IMPLICATION
ASSISTING
AUTO INSTRUCTIONAL MATERIAL
INTEREST AND NOVELTY
THEORETICAL AND PRACTICAL KNOWLEDGE
SMALL FRAMES
PRIVACY
EFFECTIVE INSTRUCTION

54. RECOMMENDATIONS

55. Recommendations
• Newer instructional technologies using e-learning module can be
introduced.
• Teachers should be trained to produce e-module package at various
levels.
• In-service training and orientation courses can be provided for
development of e-learning modules.
• New templates e-learning modules other than that templates
developed by UGC-CEC may be evolved.
• Adequate infrastructure for the development of e-learning modules
can be built in all schools and colleges.
• Computer with LCD Projector will be used in all the classes in schools
and colleges.

56. Recommendations
• NCERT and SCERT should take of the work of
providing module as they produce teachers’
handbook and different e-learning modules
• Appropriate software such as Adobe
premiere editing and Flash and Dream
viewer for the development of animation
may be incorporated in the teacher
education curriculum at secondary level.
• Making students to be independent in their
learning is one of the predominant
responsibilities of the teacher.

57. Suggestions for Further Research
• experimental study on e-learning modules can be done for other subjects at
various levels.
• Interactive e-learning modules in relation to achievement of students on various
subjects at different levels can be studied.
• Influence of other variables like social economic factors, ICT skills and soft skills
also can be investigated.
• In-depth study may be undertaken to teach content based e-learning modules.
• Same method can be applied for the other topics in mathematics.
• The sample size may be increased for better generalization of the findings.
• This study was limited only for Mathematics B.Ed., Teacher Trainees. But it may be
extended to other optional B.Ed., Teacher Trainees.

58. List of Articles and Book Published
No Title of the Article / BOOK Name of the Journal / *Book Publisher Address
1 M-LEARNING IS THE FUTURE LEARNING EDUTRACKS – VOLUME 8 NO.6. – FEBRUARY 2009. (ISSN:
0972-9844)
Neelkamal Publications Pvt. Ltd. Sultan Bazar,
Hyderabad
500 095.
2 ATTITUDE TOWARDS E-LEARNING AMONG THE
POSTGRADUATE ARTS AND SCIENCE STUDENTS
*ISSUES OF INFORMATION COMMUNICATION
TECHNOLOGY (ICT) IN EDUCATION.
(First Edition 2009) ISBN:978-81-8457-118-9
Kanishka Publishers, distributors,
New Delhi
110 002
3 U-LEARNING:THE NEXT GENERATION OF
LEARNING
UNIVERSITY NEWS- VOL.47 NO.41. OCTOBER 12-18,2009
(ISSN-0566-2257)
Weekly journal of higher education
Association of Indian Universities,
AIU house,
16-Comrade Indrajit Gupta Marg,
New Delhi 110002
4 WEB BASED INSTRUCTION IN LEARNING
MATHEMATICAL EDUCATION
* PROFESSIONAL COMPETENCE IN TEACHING
(FIRST EDITION 2010)
ISBN:978-93-80375-02-1
Rakhi Prakashan, 4th Floor,
Raman Tower, Sanjay Place,
Agra – 282 002.
5 HIGHER SECONDARY STUDENTS’ PERCEPTION
TOWARDS INFORMATION AND
COMMUNICATION TECHNOLOGY AT THE
SCHOOL LEVEL
JOURNAL OF EDUCATIONAL RESEARCH & EXTENSION
VOLUME 47(1)
JANUARY-MARCH 2010
(ISSN-0973-6190)
Sri Ramakrishna Missions Vidyalaya College of
Education, Coimbatore – 641 020
6 ROLE OF ICT IN THE GOVERNANCE OF HIGHER
EDUCATION
UNIVERSITY NEWS- VOL.48 NO.48. NOV 29 – DEC 05, 2010.
(ISSN-0566-2257)
Weekly journal of higher education
Association of Indian Universities,
AIU house,
16-Comrade Indrajit Gupta Marg,
New Delhi 110002
7 EFFECTIVENESS OF E-MODULE IN TEACHING
MATHEMATICS
NEW HORIZONS IN EDUCATION, Volume III: No.2. April-
Sep 2011.
(ISSN:0975-4008)
Dr.Sivanthi Aditanar college of Education,
Tiruchendur – 628215.
8 TECHNOLOGY AND TEACHING-LEARNING
SKILLS” (First Edition - 2011)
KALPAZ Publications
(ISBN: 978-81-7835-909-0)
KALPAZ Publications, Gyan Books Pvt.Ltd. Gyan
Kunj, 23, Main Ansari Road, Darya Ganji, New
Delhi.
9 UBIQUITOUS LEARNING (U-LEARNING)
AWARENESS AMONG THE TUTICORIN DISTRICT
B.ED., TRAINEES
JOURNAL ON SCHOOL EDUCATIONAL TECHNOLOGY,
Vol.6. No.4.
MARCH-MAY 2011
(ISSN:0973-2217)
i-manager Publications, 3/343, Hill View, Town
Railway Nagar, Nagercoil, Kanyakumari Dist. 629
001.
10 3G MOBILE TECHNOLOIGES IN EDUCATION: THE
CASE OF FUTURE LEARNING
UNIVERSITY NEWS- VOL.48 NO.49. NOV 40 – OCT 03-09,
2011.
(ISSN-0566-2257)
Weekly journal of higher education
Association of Indian Universities,
AIU house,
16-Comrade Indrajit Gupta Marg,
New Delhi 110002