EFFECT OF COMPUTER AND INTERNET ON EDUCATION IN

NORTH INDIA
Sanjeet Singh, BBSB Engineering College, Fatehgarh Sahib
Gagan Deep Sharma, BBSB Engineering College, Fatehgarh Sahib
Simranjeet kaur, BBSB Engineering College, Fatehgarh Sahib
ABSTRACT
Education changed a lot after the introduction of computer and internet. A review of literature
relating to this in both Australia and internationally shows that whilst there is a significant body
of theoretical and anecdotal literature relating to the benefits of using such technologies there has
not been many rigorous and systematic studies that have investigated their impact on teaching
and learning (Bennett & Lockyer,1999). The present research will evaluate the effect of the
computer and internet on the education. It will also investigate the effect of these on the rural
students. We have chosen the sample size of 100 from North India (Ludhiana, Chandigarh,
Patiala & Jalandhar). We had chosen 50 students and 50 teachers. The study mainly
concentrates in north India and the schools and colleges, which are in north India. There are
many government and private schools and colleges from which the data is collected. The data
used for the research is the primary data collected with the help of the questionnaire filled by the
samples. The statistical tools used for data analysis are disruptive statistics, correlation,
regression, chi square.
Keywords: Computer, Internet, Effect, Schools, Correlation, Regression, Chi Square.

1. INTRODUCTION:
Study by using the Computers and Internet is also Known as E-Learning (electronic Learning).
Now in these days computers on network become very famous in all profession but in education
system it plays very vital role. The internet has been acclaimed as the information super highway
of the Twenty First Century, implying that information on any topic can be accessed through a
few clicks of the Computer mouse. Computer is an electronic machine for performing
automatically calculations. It is very fast and programmable machine that receive input, stores
and manipulates data and provide output in useful manner. To make a communication among
the computers all through the world, computers can be attached on network of networks called
internet. Internet also called as information superhighway. Computers are interconnected each
other and share data widely. Internet in education has a much wider role in extending education
to a globalised world. Computers play great role for large mathematical calculations, in research
labs, in business ,to design a models with the help of AUTO CAD (computer aided design)
software, share information with the help of internet, video conferencing distance education etc.
As computer use continues to increase in society, educators must also prepare for the use of
computer within the classroom. This involves all level of education including elementary schools


Electronic copy available at: http://ssrn.com/abstract=1846267

(McCann on & Crews, 2000). A review of literature relating to this in both Australia and
internationally shows that whilst there is a significant body of theoretical and anecdotal literature
relating to the benefits of using such technologies there has not been many rigorous and
systematic studies that have investigated their impact on teaching and learning (Bennett &
Lockyer , 1999), (Harper, et.al, 2000) In a meta-analysis, Waxman, Lin, and Michko (2003)
studied the effects of teaching and learning with technology on student outcomes with statistical
data from 42 research studies. The results suggest that technology has a small, positive
significant effect on student outcomes when compared with traditional instruction.
As in modern era computer and internet play a very important role to extend education to a
globalised world. As there is large number of advantages but there are also some disadvantages.
In this report we try to find the effects of computer and internet on education.

2. OBJECTIVES:

To find out the Effects of computer and internet on education.

To find out Pros and cons of education with the help of computers and internet.
To check the effect of computer education on the rural students.

3. REVIEW OF LITERATURE
Number of researchers has been study the effects of computer and internet on education.
Luncsfor, & Vockell,( 1986), Rivers and Vockell (1987) , Collette & Collette (1989) , Reglin
(1990), Denton and Manus (1995) , Kaye (1995) , Follansbeeet, al (1996) , Zielinski & Swift
(1997),Becker ( 1998), Bennett & Lockyer (1999), Tielemans & Collis(1999),(Moor, & Zaskis,
2000),(Dugdale, 2001), Sanger & Greenbowe, 2000) and Siritongthaworn et al (2006) studied
the topic.
All the researchers did there research in the different aspect of the effect of computer education.
(Luncsford, & Vockell, 1986) examined the Impact of Information Technology on Mathematics
Education. Rivers and Vockell (1987) studied the increase of the problem solving ability of high
school biology students. Reglin (1990) evaluated the effects of computer-assisted instruction
(CAI). Denton and Manus (1995) analyzed the standardize test scores of students. Kaye (1995)
studied the students in a networked learning environment . Follansbee ET, al (1996) compares
the learning outcomes of students. Zielinski & Swift (1997) willful the effects of Computerbased learning. Becker (1998) examined the influence of computer and internet use of teacher'
pedagogical practices and perceptions. Bennett and Lockyer, (1999) researched on the impact of


Electronic copy available at: http://ssrn.com/abstract=1846267

computer-based technologies in Schools. Tielemans & Collis (1999) examine the effects of the
computer. (Moor, & Zaskis, 2000) studied the use of information technology for mathematics
education of elements. Sanger & Greenbowe(2000) evaluated the need of computer and World
Wide Web in chemistry education.. Dugdale (2001) analysed the use of spreadsheets for learning
mathematics. Siritongthaworn et al (2006) examined implementation the e-learning technology
in universities of Thailand.
A number of diifrent facts has been reveal by the researchers. Lunsford, & Vockell ( 1986) find
that the use of computer in groups is beneficial when the members of the group stimulate one
another to think or when they resolve their differences through experimentation. Rivers and
Vockell (1987) unearth that students having high problem solving ability are more successful
than others in pre-test, scientific thinking and critic thinking tests. Reglin (1990) reveals that the
students who worked cooperatively significantly outperformed those who worked individually.
Denton and Manus (1995) disclosed found that only some schools Showed improvements but
this was not evident in all subject areas. Kaye (1995) uncover the students in a networked
learning environment are able to do discovery-based, student centered learning through a range
of Individualized and collaborative activities. Follansbee et, al (1996) compared the learning
outcomes of students doing a Project based task with and without online access. Those with
online access demonstrated more confidence in conducting and presenting the problem based
research task. Becker (1998) reveals the Teachers were more willing to discuss a subject in
which they lacked expertise and were happy to get the assistance of their students. They also
tended to give students greater choices in tasks, and resources they could use to complete them.
Bennett and Lockers (1999) they conclude a lack of resources and expertise in schools to do
research including a culture in schools which does not encourage research, the vast amount of
time taken up in technology implementations and the embryonic nature of this field which is still
developing and undergoing constant change. Collis (1999) find the tools Using to Teach,
manage, show and communicate made the computer unique compared the other learning devices.
Computer has used to be produced for teaching, manage, show and communicate, but other
devices, which are used to learn, are less effective than computer. Moor & Zaskis (2000)
unearth that one of the main advantages of the Web is that it offers students the choice of
pathways in acquiring knowledge that very helpful to the students. Sanger & Greenbowe (2000)
disclose that there are a lot of important reasons for using computer and World Wide Web in
chemistry education. Educator not only can gather many materials from various centers. But also
they can get text, graph, audio, video, picture, animation and simulation in the same media to
students. This study also supported the idea that computer based learning has positive effect on
students achievements and attitudes. Dugdale (2001) concluded the use of spreadsheet in
mathematics by giving the example of a calculation of square root with divide-and-average
algorithm. This paper can serve as a very good example of use of computers in mathematical
education. Tielemans & Siritongthawornet al (2006) reveal that the students were used to
instruction in the structured format due to the traditional norms of education. The key issue for
Thai universities is to persuade students and instructors to use ICTs effectively and motivate

them to integrate them to the learning and teaching procedures respectively.

Researchers have been evaluated the subject computer and internet education but not much
research has been done on the effect of internet and computer on the education. The present
research will comcentrate on the above said topic.

4. RESEARCH METHODOLOGY
In this research, we study the effect of computer and internet in education. We have chosen the
sample size of 100 from North India (Ludhiana, Chandigarh, Patiala & jalandhar). We had
chosen 50 students and 50 teachers. The study mainly concentrates in north India and the schools
and colleges, which are in north India. There are many government and private schools and
colleges from which the data is collected. The data used for the research is the primary data
collected with the help of the questionnaire filled by the samples.
Following tools and cools are used for data analysis.
The mean is a particularly informative measure of the "central tendency" of the variable if it is
reported along with its confidence intervals.
Mean = (Sxi)/n
Usually we are interested in statistics (such as the mean) from our sample only to the extent to
which they can infer information about the population. The confidence intervals for the mean
give us a range of values around the mean where we expect the "true" (population) mean is
located (with a given level of certainty).
The standard deviation is a commonly used measure of variation. The standard deviation of a
population of values is computed as:
s = [S (xi-m)2/N]1/2
Where
m

is the population mean and N is the population size

The sample estimate of the population standard deviation is computed as:

s = [S(xi-x-bar)2/(n-1)]1/2
where
X bar

is the sample mean and n is the sample size

The variance of a population of values is computed as:

s2 = S(xi-m)2/N
Where
M is the population mean and N is the population size
The unbiased sample estimate of the population variance is computed as:
s2 = S(xi-xbar)2/n-1
Where
xbar

is the sample mean and n is the sample size

Skewness measures the deviation of the distribution from symmetry. If the skewness is clearly
different from 0, then that distribution is asymmetrical, while normal distributions are perfectly
symmetrical.
Skewness = n*M3 / [(n-1)*(n-2)*s3]
Where
M3

is equal to: S(xi-Meanx)3

s3

is the standard deviation (sigma) raised to the third power

is the valid number of cases.

Kurtosis measures the "peakedness" of a distribution. If the kurtosis is clearly different than 0,
then the distribution is either flatter or more peaked than normal; the kurtosis of the normal
distribution is 0. Kurtosis is computed as:
Kurtosis = [n*(n+1)*M4 - 3*M2*M2*(n-1)] / [(n-1)*(n-2)*(n-3)*s4]
Where:
Mj

is equal to: S(xi-Meanx) j

is the valid number of cases

is the standard deviation (sigma) raised to the fourth power

The general purpose of multiple regression is to learn more about the relationship between
several independent or predictor variables and a dependent or criterion variable.

A line in a two-dimensional or two-variable space is defined by the equation Y=a+b*X; in full

text, the Y variable can be expressed in terms of a constant (a) and a slope (b) times the X
variable. The constant is also referred to as the intercept, and the slope as the regression
coefficient or B coefficient. Multiple regression procedures will estimate a linear equation of the
form:
Y=a+b1*X1+b2*X2+...+bp*Xp
The regression line expresses the best prediction of the dependent variable (Y), given the
independent variables (X). However, nature is rarely (if ever) perfectly predictable, and usually
there is substantial variation of the observed points around the fitted regression line. The
deviation of a particular point from the regression line (its predicted value) is called the residual
value.
The standardized residual value is the observed minus predicted divided by the square root of
the residual mean square.
The Mahalanobis distance is the distance of a case from the centroid in the multidimensional
space, defined by the correlated independent variables (if the independent variables are
uncorrelated, it is the same as the simple Euclidean distance). Thus, this measure provides an
indication of whether or not an observation is an outlier with respect to the independent variable
values.
The deleted residual is the residual value for the respective case, had it not been included in the
regression analysis, that is, if one would exclude this case from all computations. If the deleted
residual differs greatly from the respective standardized residual value, then this case is possibly
an outlier because its exclusion changed the regression equation.
Cooks Distance is another measure of impact of the respective case on the regression equation.
It indicates the difference between the computed B values and the values one would have
obtained, had the respective case been excluded. All distances should be of about equal
magnitude; if not, then there is reason to believe that the respective case(s) biased the estimation
of the regression coefficients.
Further, chi square test used for check the feasibility of the variables. Chi-square is a statistical
test commonly used to compare observed data with data we would expect to obtain according to
a specific hypothesis. For example, if, according to Mendel's laws, you expected 10 of 20
offspring from a cross to be male and the actual observed number was 8 males, then you might
want to know about the "goodness to fit" between the observed and expected. Were the
deviations (differences between observed and expected) the result of chance, or were they due to
other factors. How much deviation can occur before you, the investigator, must conclude that
something other than chance is at work, causing the observed to differ from the expected? The
chi-square test is always testing what scientists call the null hypothesis, which states that there is
no significant difference between the expected and observed result.
The formula for calculating chi-square (2) is:

2= (o-e)2/e
That is, chi-square is the sum of the squared difference between observed (o) and the expected
(e) data (or the deviation, d), divided by the expected data in all possible categories.

5. FINDINGS AND ANALYSIS

Table.1
Descriptive Statistics
Minimum

Maximum

Statistic

Statistic

Mean
Statistic

Std. Error

Improvement

4.70

.046

Motivation

4.23

.065

Helpful

4.47

.067

Tutor

4.28

.065

E-learning

4.01

.085

Problem solving

4.15

.086

Effective

3.74

.094

E-learning

22

3.93

.201

Attitude

3.97

.080

Necessary

4.11

.089

Misuse

3.58

.102

Wastage

1.93

.082

Good Tool

4.06

.075

Dec. interest

2.48

.092

E-learning

3.31

.088

Proper knowledge

42

3.92

.397

Better knowledge

2.78

.103

Training

3.19

.092

Distance

2.84

.099

plagiarism

3.46

.080

Com. Facility

3.38

.110

Stress level

4.18

.085

Valid N (listwise)

Table.2
Descriptive Statistics
Std. Deviation

Variance

Statistic

Statistic

Skewness
Statistic

Kurtosis

Std. Error

Statistic

Std. Error

Improvement

.461

.212

-.886

.241

-1.240

.478

Motivation

.649

.421

-.264

.241

-.680

.478

Helpful

.674

.454

-1.103

.241

.875

.478

Tutor

.653

.426

-.579

.241

.401

.478

E-learning

.847

.717

-.732

.241

.678

.478

Problem solving

.857

.735

-1.179

.241

1.684

.478

Effective

.939

.881

-.351

.241

-.704

.478

E-learning

2.011

4.046

7.409

.241

66.916

.478

Attitude

.797

.635

-.556

.241

.080

.478

Necessary

.886

.786

-.929

.241

.331

.478

Misuse

1.017

1.034

-.428

.241

-.008

.478

Wastage

.820

.672

1.479

.241

3.545

.478

Good Tool

.750

.562

-.979

.241

2.357

.478

Dec. interest

.915

.838

.665

.241

.010

.478

E-learning

.884

.782

.150

.241

-.687

.478

Proper knowledge

3.969

15.751

9.074

.241

87.887

.478

Better knowledge

1.031

1.062

.400

.241

-.500

.478

Training

.918

.842

-.150

.241

-.653

.478

Distance

.992

.984

.392

.241

-.692

.478

plagiarism

.797

.635

-.539

.241

.114

.478

1.099

1.208

-.620

.241

-.226

.478

.845

.715

-1.071

.241

.885

.478

Com. Facility
Stress level

There are five options 1. strongly disagree, 2. disagree, 3.neutral, 4. agree and 5. strongly agree.
In this table the effect of computer on education is derived. The mean of improvement is 4.70
and std. deviation is .461. In most of the cases, mean is above 3 which means that result is
favorable. But in case of Dec. interest it is.28 it means there is negative effect of computer on
education. Rest of the values are shown in the table.1 and 2.

Table.3 - Correlation analysis

Correlations (simt(1) (B2:CW101)) Marked correlations are significant at p < .05000 N=100
Improve
ment

Motivation

Help
ful

E
-learning

Tutor

Problem
solving

Effective

education

Attitude

Necessary

Misuse

Wastag
e

Good
Tool

Dec.
interest

seminars

Proper
knowledge

Better
knowledge

Training

Distance

plagiarism

Com
. Facility

Stress
level

Improveme
nt

1.00

0.37

0.26

0.32

-0.10

0.09

0.29

0.09

0.22

0.33

-0.06

-0.00

-0.01

-0.04

-0.14

-0.17

0.07

0.33

-0.11

-0.06

0.01

0.17

Motivation

0.37

1.00

0.40

0.32

0.14

0.10

0.20

-0.06

0.25

0.36

-0.04

-0.12

0.34

-0.00

-0.13

-0.06

0.06

0.15

-0.05

-0.01

-0.17

0.14

Helpful

0.26

0.40

1.00

0.41

0.10

0.33

0.26

-0.01

0.40

0.32

-0.00

-0.21

0.22

-0.07

-0.08

0.07

-0.07

0.07

-0.14

-0.12

-0.07

0.15

Tutor

0.32

0.32

0.41

1.00

0.27

0.21

0.28

0.04

0.35

0.38

0.13

-0.04

0.42

-0.16

0.02

-0.05

0.09

0.11

-0.15

0.10

-0.15

0.11

E-learning

-0.10

0.14

0.10

0.27

1.00

0.33

0.17

0.27

0.30

0.15

0.02

0.02

0.25

0.14

0.09

0.00

0.16

0.04

0.10

0.10

-0.03

0.24

Problem
solving

0.09

0.10

0.33

0.21

0.33

1.00

0.27

0.12

0.38

0.11

-0.07

-0.13

0.13

-0.23

-0.01

-0.01

0.05

0.17

-0.01

-0.13

0.15

0.05

Effective

0.29

0.20

0.26

0.28

0.17

0.27

1.00

0.22

0.33

0.40

-0.19

-0.02

0.14

-0.12

-0.05

-0.06

0.22

0.09

-0.01

-0.01

-0.00

0.07

E-learning

0.09

-0.06

-0.01

0.04

0.27

0.12

0.22

1.00

0.21

0.14

-0.32

0.19

0.05

0.02

-0.17

-0.09

0.16

0.07

0.11

-0.09

0.02

-0.06

Attitude

0.22

0.25

0.40

0.35

0.30

0.38

0.33

0.21

1.00

0.28

-0.22

-0.03

0.14

-0.08

-0.09

0.13

0.24

0.15

-0.01

-0.23

0.09

0.20

Necessary

0.33

0.36

0.32

0.38

0.15

0.11

0.40

0.14

0.28

1.00

-0.11

-0.10

0.34

-0.23

0.01

-0.01

-0.08

0.09

-0.11

-0.02

-0.14

0.22

Misuse

-0.06

-0.04

-0.00

0.13

0.02

-0.07

-0.19

-0.32

-0.22

-0.11

1.00

-0.06

0.10

0.15

-0.03

-0.05

-0.05

0.12

-0.05

0.25

-0.05

-0.03

Wastage

-0.00

-0.12

-0.21

-0.04

0.02

-0.13

-0.02

0.19

-0.03

-0.10

-0.06

1.00

-0.32

0.22

0.13

-0.04

0.07

0.02

0.26

0.25

-0.06

-0.03

Good Tool

-0.01

0.34

0.22

0.42

0.25

0.13

0.14

0.05

0.14

0.34

0.10

-0.32

1.00

-0.07

-0.09

0.03

0.00

0.12

-0.16

-0.06

-0.05

-0.00

Dec. interest

-0.04

-0.00

-0.07

-0.16

0.14

-0.23

-0.12

0.02

-0.08

-0.23

0.15

0.22

-0.07

1.00

0.23

0.07

0.20

-0.07

0.21

0.15

0.14

0.03

E-learning

-0.14

-0.13

-0.08

0.02

0.09

-0.01

-0.05

-0.17

-0.09

0.01

-0.03

0.13

-0.09

0.23

1.00

0.11

-0.00

-0.14

0.14

0.11

-0.03

-0.01

Proper
knowledge

-0.17

-0.06

0.07

-0.05

0.00

-0.01

-0.06

-0.09

0.13

-0.01

-0.05

-0.04

0.03

0.07

0.11

1.00

-0.03

-0.15

0.21

0.07

0.13

0.09

Better
knowledge

0.07

0.06

-0.07

0.09

0.16

0.05

0.22

0.16

0.24

-0.08

-0.05

0.07

0.00

0.20

-0.00

-0.03

1.00

0.14

0.30

0.11

0.38

0.16

Training

0.33

0.15

0.07

0.11

0.04

0.17

0.09

0.07

0.15

0.09

0.12

0.02

0.12

-0.07

-0.14

-0.15

0.14

1.00

0.11

-0.05

0.17

0.18

Distance

-0.11

-0.05

-0.14

-0.15

0.10

-0.01

-0.01

0.11

-0.01

-0.11

-0.05

0.26

-0.16

0.21

0.14

0.21

0.30

0.11

1.00

0.27

0.20

-0.03

plagiarism

-0.06

-0.01

-0.12

0.10

0.10

-0.13

-0.01

-0.09

-0.23

-0.02

0.25

0.25

-0.06

0.15

0.11

0.07

0.11

-0.05

0.27

1.00

0.01

-0.03

Com.
Facility

0.01

-0.17

-0.07

-0.15

-0.03

0.15

-0.00

0.02

0.09

-0.14

-0.05

-0.06

-0.05

0.14

-0.03

0.13

0.38

0.17

0.20

0.01

1.00

0.31

Stress level

0.17

0.14

0.15

0.11

0.24

0.05

0.07

-0.06

0.20

0.22

-0.03

-0.03

-0.00

0.03

-0.01

0.09

0.16

0.18

-0.03

-0.03

0.31

1.00

Table.3 shows the correlation between the variables. In case of improvement and misuse its 0.06, so its the negative correlation. In case of attitude and motivation its coming 0.25, so these
variables have a positive correlation. Rests of the values are shown in the table.1.

Regression analysis
Table.4
Regression Summary for Dependent Variable: Improvement (simt(1) (B2:CW101)) R= .66034576 R=
.43605652 Adjusted R= .28422558 F(21,78)=2.8720 p
Beta

Std.Err. of Beta

Intercept

Std.Err. of B

t(78)

p-level

3.212774

0.545839

5.88594

0.000000

Motivation

0.259011

0.107340

0.183784

0.076164

2.41301

0.018168

Helpful

-0.008702

0.111970

-0.005950

0.076566

-0.07772

0.938254

Tutor

0.296949

0.117010

0.209576

0.082581

2.53782

0.013148

E-learning

-0.241284

0.112320

-0.131232

0.061090

-2.14819

0.034802

Problem solving

0.030717

0.109813

0.016503

0.058999

0.27972

0.780433

Effective

0.103642

0.103284

0.050850

0.050674

1.00348

0.318735

E-learning

0.081940

0.106847

0.018763

0.024466

0.76688

0.445466

Attitude

0.014054

0.115980

0.008120

0.067009

0.12118

0.903862

Necessary

0.186882

0.113164

0.097099

0.058797

1.65143

0.102671

Misuse

-0.045327

0.103427

-0.020531

0.046846

-0.43825

0.662415

Wastage

-0.047228

0.102359

-0.026538

0.057516

-0.46139

0.645801

Good Tool

-0.288381

0.110348

-0.177167

0.067792

-2.61338

0.010754

Dec. interest

0.157259

0.105561

0.079121

0.053110

1.48975

0.140322

E-learning

-0.075428

0.096531

-0.039292

0.050284

-0.78139

0.436940

Proper knowledge

-0.086277

0.094822

-0.010012

0.011004

-0.90989

0.365683

Better knowledge

-0.023496

0.108444

-0.010500

0.048461

-0.21667

0.829032

Training

0.249635

0.095701

0.125273

0.048025

2.60849

0.010896

Distance

-0.079135

0.103127

-0.036738

0.047875

-0.76736

0.445184

plagiarism

-0.011433

0.101890

-0.006609

0.058901

-0.11221

0.910949

Com. Facility

0.040389

0.109101

0.016927

0.045724

0.37020

0.712235

Stress level

0.052086

0.104279

0.028375

0.056809

0.49949

0.618842

Table 2 shows the result of the regression analysis, where the dependent variable is
Improvement. The R value for the dependent variable improvement is .66034576. The p value
for the independent variable motivation is coming 0.018168 and for the stress levels its
0.618842. Rests of the values are visible in the table.2
Table.5
ANOVA
Model
1

Sum of Squares
Regression

df

Mean Square

9.157

21

.436

Residual

11.843

78

.152

Total

21.000

99

Sig.
2.872

.000a

a. Predictors: (Constant), Stress level, Good Tool, plagiarism, Proper knowledge, E-learning, Dec. interest,
Training, Helpful, E-learning, Better knowledge, Effective, Problem solving, Misuse, Wastage, Distance,
Motivation, Com. Facility, E-learning, Necessary, Attitude, Tutor
b. Dependent Variable: Improvement

The ANOVA table shows the sum of square of regression is 9.157, df 21, mean square is .436
and significant level is .000 which shows that the test is favourable. The sum of square of
residual is 11.843, df 78 and mean square is 0.152.The total of sum of square of regression and
residual is 21.000 and sum of df is 99.

CHI SQUARE TEST

Table. 6
Test Statistics
Improvement
Chi-Square

Motivation

Helpful

Tutor

E-learning

Problem solving

Effective

16.000a

25.340b

79.280c

72.720c

71.300d

89.000d

18.720c

.000

.000

.000

.000

.000

.000

.000

df
Asymp. Sig.

a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 50.0.
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 33.3.
c. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 25.0.
d. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 20.0.

Table.7
Test Statistics
E-learning
Chi-Square
df
Asymp. Sig.

Attitude

Necessary

Misuse

Wastage

Good Tool

58.000d

47.120c

42.320c

42.500d

125.300d

110.700d

75.700d

.000

.000

.000

.000

.000

.000

.000

c. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 25.0.
d. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 20.0.

Dec. interest

Table.8
Test Statistics
E-learning
Chi-Square
df
Asymp. Sig.

Proper knowledge Better knowledge

Training

Distance

plagiarism

22.640c

116.960e

40.400d

50.500d

49.000d

85.200d

.000

.000

.000

.000

.000

.000

c. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 25.0.

d. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 20.0.

Table.9
Test Statistics
Com. Facility
Chi-Square
df
Asymp. Sig.

Stress level

39.600d

53.120c

.000

.000

In the test of chi square test , if the asymptotic significant value is less than 0.05 then there is low
variance and the result can be generalized to whole universe. If the value of asymptotic
significant is more than 0.05 then the data varies and result cannot be generalized to the whole
universe. In the above table, asymptotic significant value is less than 0.05 in all the cases. This
shows that the result can be generalized to the whole universe.

6. Conclusion

The present research showed a visible effect of the computer and internet on the education. It
shortens the international boundaries. Now with the help of computer and internet the distance
education is growing rapidly and the students are getting more chances to learn from any part of
the world. It reduces the stress of writing as well. With the help of internet the finding of
information about any topic is become very easy and convenient. The speed of education is also
become faster, because writing on the computer takes less time than the manual writing. The
rural students also get the benefit from the computer and internet. Now they can easily learn in
any good institute without leaving there place, with the help of distance learning. To conclude
we can say that the computer and internet changed the face of the education and its become
faster and convenient.

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