Chapter 4 Data Analysis Interpretation and Discussion

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comparable before the intervention of the program Perception scale was used to study. perception of student teachers about ICT and ICT skills There were total 34 and 32. student teachers in experiment and control group respectively Achievement test was. administered on both the group but only 32 student teachers from both the group were. taken into consideration while analyzing data Researcher collected Digital lesson. plans and Power point presentation from student teachers of experimental group to. study the level of the ICT skills Other than that Reaction scale was administered on. experiment group student teachers to mark their reactions towards developed. multimedia learning package Data collected with the help of pre and post test were in. the form of number the quantitative data analysis techniques was adopted for analysis. of the data Sample from the population was selected purposively So researcher used. Mann Whitney U test a non parametric statistical technique to analyze data. Percentage Frequency Intensity index II as well as Wilcoxon signed rank test and. Wilcoxon rank sum test for independent groups were used to analyze perception. scale Frequency of response of student teachers for each statement was counted and. analyzed While digital lesson plan power point were assessed with the help of. rubrics Total 25 marks were assigned for both the digital lesson plan and power point. presentation Data analyses were carried out using SPPS Data analysis software along. with manual and excel software, 4 1 Academic Achievement of Experimental and Control group. Present study has objective no 3 to study the effectiveness of the developed. multimedia learning package with respect to academic achievement in pre test and. post test of student teachers of experimental and control group Researcher also. intended to test null hypothesis based on objective that is There will be no significant. difference in the mean score of the student teachers of experimental and control group. in pre test and post test Following Non parametric statistics Mann Whitney U test. formula was used,Where n1 Number in control group,N2 Number in experimental group. Sum of Rank in one group, Following formula of Z value was used to calculate and determine Z value. The selection of the sample was purposive and the assumption of parametric statistics. didn t match for the present study hence it became the cause for the researcher to. favor the use of Mann Whitney U test Data were analyzed using Mean Standard. Deviation and Mann Whitney U test which is given and discussed below in table 4 1. Mean Standard Deviation and Standard Error of Mean Wise Distribution of. Academic Achievement of Student teachers of Experimental and Control Group. Std Std Error,Deviation of Mean,Control Group 32 22 63 5 2 0 92. Experimental 32 28 72 4 91 0 86, From above table 4 1 it was found that the mean academic achievement of control.
and experimental group student teachers were 22 63 and 28 20 respectively out of 50. marks Standard Deviation from the mean for the achievement test was 5 2 and 4 91. respectively for the control and experimental group with the standard error of mean. 0 92 and 0 89 respectively It can be said that both the groups were upright in. academic achievement in ICT and related skills with more or less same standard. deviation and equally low level of standard error of mean Further it can be said that. academic achievement of student teachers of experimental was higher than the. academic achievement of student teachers of control group From the standard. deviation and standard error of mean it can be said that both the group were at similar. level of achievement in the beginning of the experiment To find the difference was. significant or by chance and to test the null hypothesis There will be no significant. difference in the mean score of the student teachers of experimental and control group. in pre test and post test Mann Whitney U test was used as the sample was taken. purposively from the population, Summary of Mann Whitney U test Sum of Ranks U value z value and. Probability, Type of Group N Sum of Ranks U value Z value Probability P. Control 32 667,823 4 185 0 00003,Experimental 32 823. From above table 4 2 it can be observed that sum of ranks were 667 and 823 for the. control and experimental groups respectively The U value and Z value were found to. be 823 and 4 185 respectively null hypothesis Ho of z for z 4 185 referring the. table for normal probability the two tailed probability was found to be 0 00003 which. is lesser than the decided significant level i e 0 05 Hence the null hypothesis was. rejected and coined that there is significant difference in academic achievement of. control group and experimental group student teachers From the table 4 1 it was also. said that mean academic achievement of experimental group student teachers. calculated from post test was more than the mean of academic achievement of control. group that could attributed to academic achievement in ICT and ICT skills due to. multimedia learning package Hence it indicates that the developed multimedia. learning package was effective in improving the academic achievement in ICT as. compared to the traditional approach Thus it can be concluded that multimedia. learning package was found to be significantly effective in terms academic. achievement in ICT as compared to the traditional approach. 4 2 Content Analysis of Digital Lesson Plan Presentation. The present study has objective no 4 to study effectiveness of multimedia package. in terms of the ICT based lesson plan developed by student teachers of experimental. group Digital lesson plan and PowerPoint presentation on Science content were. developed and submitted as a part of activity by student teachers Developed lesson. plans and Digital lesson plan by student teachers is given in CD Attached at the back. of the thesis Researcher analyzed digital lesson plans and PowerPoint presentations. with the help of Rubric Rubric used for evaluation of lesson plans is given in. appendix IV Rubric of digital lesson plan components like unit summary design of. instructional objectives design of instructional strategies use of materials. organization and presentation use of technology way of assessment etc Rubrics to. assess powerpoint presentation containing component like title slide content. presentation organisation of content use of audio and video use of. images charts smartArt use of animation and slide design references and websites. referred etc Based on rubrics there were total 25 marks each for all the items and. components of digital lesson plan and PowerPoint presentation Digital lesson plan. and PowerPoint presentation were analyzed based on rubrics and marks were given. out of 25 marks for the developed lesson plan and PowerPoint presentation. Student teachers Evaluation Based on Developed Digital Lesson Plan and. PowerPoint Presentation,Analysis of Digital Lesson Plan and Powerpoint. Presentation,Digital Lesson Plan,25 0 9 Powerpoint Presentation.
Levels in ICT Skill of Student teachers based on Score Obtained through. Developed Digital Lesson Plan and PowerPoint Presentation. Defined Level in ICT Number of student, Range of Marks skills teachers fall under Percentage. Less than 5 Poor,Between 5 to 10 Below Average,Between 15 to 20 Average 1 3 125. Between 15 20 Good 27 84 375,Above 20 Very Good 4 12 5. Furthermore based on analysis of digital lesson plan and PowerPoint presentation the. data have been presented with the help of radar chart as presented above While. assessment of the digital lesson plan researcher keep in mind assessment criteria. under rubrics viz 1 content of the lesson plan should be precise clear relevance as. per the level of learner 2 Design of unit objectives as per the relevant to the topic as. achievable level of student Instructional strategies as per the objectives 3. Activities planned as per content organization of teaching point and presentation. planned logically time duration feasible technically point of view proper. combination of practical exposure with the help of technology 4 Selection and. application of technologies as per the requirement use of technology as per the level. of the students and content and context synchronized with teaching 5 Methods of. assessment as per objectives approaches scope of self evaluation etc Similarly. researcher keep in mind assessment criteria to assess powerpoint presentation under. rubrics viz 1 Presentation relevant to the topic content covered as per the duration. of period presented information adequate and appropriate major and minor concepts. interlinked properly 2 Contents organized logically illustration given with the help. of example additional web links etc use of image charts smart art audio video as. per the requirement of the content synchronized with the content clarity should be. good enough and appropriate to the content and context 3 Design of the slides. should be appropriate in terms of font size color of the text appropriateness of sound. graphics and animation text and slide transaction etc 4 Proper references should. give adequate numbers of cited references references websites suggested for further. reading Student teachers were categorized in different levels of ICT skills ranging. from poor to excellent in ICT skills based on level of appropriateness of the criteria of. assessment viz marks less than 5 poor between 5 to 10 Below Average between. 10 to 15 Average between 15 to 20 Good above 25 Very Good From the radar. graph 4 1 and table 4 3 it can be observed that 12 5 percent student teachers were. able to prepare digital lesson plan very well which shows that they were very good in. ICT skills The lesson plan prepared by student teachers was thoughtful had. incorporated technology meaningfully based on stated objectives and incorporated. various activities for the students evaluation criteria took care of all kind of learners. Power point presentation prepared by student teachers was as per the digital lesson. plan format and the activities planned for students were relevant and age appropriate. 84 36 percent student teachers were good with required ICT skills as the lesson plan. prepared by student teachers was good and met average requirement had. incorporated technology wherever needed the activities were planned for students but. there was scope to incorporate web based activities including social networking sites. The powerpoint presentation prepared by student teachers was as per the digital. lesson plan format 3 12 percent student teachers were good with required ICT skills. because student teachers attempted to incorporate technology but not as per the needs. and designed activities that is not as per level of students Student teachers planned. classroom transaction process but somewhere lacking in innovativeness in planning. Powerpoint presentation developed by the student teachers was good but organization. of the contents was not appropriate at some point clarity of the content was missing. design of the slides transaction font color size background media used etc were. not fully taken care of Majority of student teachers developed lesson plan and. PowerPoint presentation was good or very good Thus it can be said that the. multimedia learning package was useful in guiding student teachers in developing. digital lesson plans and PowerPoint presentation in science Probable reason may be. the orientation given to student teachers regarding development of digital lesson plan. along with templates CD ROM was also given to student teachers so that they can. practice at home on their own Researcher gave practical exposure also to develop. digital lesson plan and PowerPoint presentation,4 3 Data Analysis of Perception Scale. Study has objective no 5 to study the change in perception of student teachers of. control and experimental group with respect to ICT skills and application of ICT in. Education Perception scale was prepared by the researcher to know the perception. of student teachers regarding Information and communication technology and related. skills Perception scale contained statements comprising of skills of data processing. skills of technology integration skills of media design skills of communication and. collaboration in education skills of web enhanced learning environment etc Student. teachers marked their perception on a 5 point Likert scale ranging from strongly. Agree to strongly disagree Same perception scale was administered before and after. the intervention of multimedia learning package on both the groups viz control and. experimental group Intensity index for the each statement was calculated for both the. groups For presenting analysis responses of the student teachers under five point. perception scale was converted to three point scale by merging Strongly Agree. Agree to Agree and similarly Strongly Disagree Disagree to Disagree. The null hypothesis formulated regarding testing of multimedia learning package that. is There will be no significant difference in the perception of the student teachers. regarding ICT skills and application of ICT in Education of experimental group. before and after intervention For testing the significance between the perceptions of. student teachers of experimental group the Wilcoxon Sign Rank Test was used to. Data Analysis Interpretation and Discussion 4 0 Introduction Ultimate goal of any research is to find out solution for the existing problems Outcome can be measured by the systematic analysis of collected information Information can be collect in the form of qualitative or quantitative data Data is raw

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