1

ROLE OF INFORMATION AND TECHNOLOGY IN STUDENTS ACHIEVEMENT

AT ELEMENTARY LEVEL IN PRIVATE SCHOOLS OF RAWALAKOT CITY

BY

ARSLAN SHOUKAT & AMIR NAZAR

GOVT. COLLEGE FOR ELEMENTARY TEACHERS MALE, RAWALAKOT,

INSTITUTE OF EDUCATION UNIVERSITY OF AZAD JAMMU & KASHMIR

MUZAFRABAD
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APPROVAL SHEET

It is certified that the research project entitled “Role of information and

communication technology in student’s achievement at elementary level in private

schools of Rawalakot city”. Submitted by Amir Nazar & Arslan Shoukat under the roll

no 106 & 109 respectively students of B.Ed.(hons), education session (2014-2018),

University of AJK fulfill the requirement for the degree of B.Ed. (hons) in Education.

__________________ ____________________

Supervisor Evaluator

Zahid sab Qasim sab

GCET (Male) Rawalakot

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DEDICATION

This is the piece of work dedicated to my lovely parents.

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ACKNOWLEDGMENT

This research study is the result of hard work and dedication. Although it was a very challenging task to accomplish as because of new research

techniques. But working to understand all these methods made the process of making the study interesting with motivated to learn more and more. It also

provided a deeper knowledge in the concerned areas and behavior of people regarding the role of ICT and its importance. I am very thankful to my

supervisor sir Muhammad Qasim Sab who put his great efforts individually to make our work fruitful. However,

this study would not have been made possible without the contributions made by a

number of people. First and foremost, I would like to thank Almighty Allah for giving me

strength and courage to complete this research and my studies. Thanks to my parents for

their unending support, love, encouragement that they provided me to meet my

educational needs up to this level. Than to my Cooperative teachers for their help and

guidance throughout the process of making this study. Last I would also like to thank

those friends who helped me in finding ways to search and assemble the data. Without the

support of all these people I was unable to conduct the following study.

ARSLAN SHOUKAT & AMIR NAZAR

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TABLE OF CONTENTS

Sr/no CHAPTER-1 Page

INTRODUCTION 7

1.1 Background of study 8

1.2 Literature review 11

1.3 Statement of problem 18

1.4 Objective of study 18

1.5 Research questions 18

1.6 Significance of the study 19

CHAPTER -2

RESEARCH METHODOLOGY 20

2.1 Population 21

2.2 Sample 21

2.3 Research instrument 22

2.4 Data collection 22

2.5 Data analysis 23

2.6 Summary 23

CHAPTER-3

RESULTS 24

CHAPTER-4

FINDINGS 48

CHAPTER-5

CONCLUSION 52

CHAPTER-6

RECOMMENDATIONS 53

BIBLOGHRAPHY 54
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QUESTIONAIRE 56

s
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CHAPTER 1

INTRODUCTION

Education plays a vital and significant role in development of mankind.

When man looks upon as his own scientific discovery was, infect, unknown to him

before. Allah gave him its knowledge whenever his force without his realizing that Allah

by his grace had blessed him with the knowledge of it .Thus the importance of education

from the first day when Allah creates the man and send on to earth. (Al Baqarah ; 225)

Any progress of country depends upon education. Early countries have a

good status due to progress in quality of education. Education is a social activity which

gives awareness to humankind.

Education is not just to read and write. It is about using education for their

own advantages and utilize their knowledge for their growth. Also one a lead their own

life without depending on others. It is not about making people literate literacy is an

entirely difference education.

The role of education in our life does not mean to give bookish knowledge to

students, but also to provide different kind of knowledge in different kind of skills like

painting drawing singing morals.

Education is not preparation for life education is life itself (John Dewy).

Education is movement from darkness to light (Allan Bloom).

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1.1 BACKGROUND OF STUDY

With changing time in education different changing take place with special needs

and interest. Educators trying to overcome the challenges face by education. Teachers

education, teacher training, motivation, teaching methods, effective teaching and learning

students engagement, develop skills. Invent new education ideas and theories. Educators

find out the way to improve teaching and learning situations.

Information and technology has a major role to play in forming the world wide

economy to deliver to fast changing in the society. Within the previous decades ICT has

advanced and changed at such a speed, the developing countries have not be enable too

caught up with a revolution and have been left behind and thus lag in their

communication with the develop countries. ICT act as a foundation stone of

contemporary world; thus, understanding this technology and its fundamental concepts

this considered as a part of core of education (UNESCO, 2002). Technology has the

potential to renovate the ways of instruction, where and how learning occurs and the roles

of students and educators instructional process. ICT is transforming procedure of

instructional process by contributing components of strength to learning situation

involving virtual environment. It is the effective and influential instrument for providing

educational opportunities; thus, it is difficult to envision future learning situation that are

not bolstered by information and communication technology.

Educational institution may utilize enrich the students with skills and

knowledge for 21 century (Andoh, 2012), such that it can at to worldwide convenience to

education, educational equality, broadcasting of quality teaching learning programs,

educators, professional growth and to help in obtaining a more effective educational

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management. Hence, accessibility, inclusion and standard being the key issues of

education, and be comfortably addressed through ICT. ICT improves the standard of

education by encouraging learning to ongoing discussion, delayed time discussion direct

instruction, self-learning, critical learning, data seeking and analysis (Wong 2003),

utilization of ICT can enhance outcomes, instructions, administration and create

important abilities in underprivileged groups (Faaz, 2003 ), and at the same time

educational instructions and research process ( Yusuf, 2005).

In classroom teaching and learning process, the use of ICT is imperative as

it gives chance to instructors and learner to operate, store, control and retrieve data other

than to promote self-regulate and active learning (Ali, Muhammad 2013). ICT based

learning includes and expanded propensity towards collaborative learning among learners

and educators, not just in specific classroom. This kind of collaboration is in contrast to

the conventional learning environment, for example, distance learning inspire educators

and learner to engage in learning even after school time (Ali,Muhammad, 2013). The

system helps instructors to plan and prepare lesson and design such as course content

(Ali, Muhammad 2013). The rapid development of this system has prompt a rebellion in

learning as new technological advancement in education has involved the review of

technique and instruments and instructional process.

Different technologies has been implemented in educational system in

schools ever last few decades and it has been subject of debate whether the use of

technology enhance students educational out comes. (Kins and Reeves 2007) stated that it

is necessary that educators select and integrate technologies by considering their potential
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contribution to pedagogical effectiveness instead of making generalized assumptions

about the preference of their students.

“Kins” and Ravees also stated that it is important to assist the educators

and learners to use technology and cognitive resources to improve academic skills, such

as critical thinking problem solving. Information and collaboration Students need to

understand and be guided by educators who understand that technology and technology is

not simply for entertainment purpose but it is necessary for academic development.

(Head and Eisenberg.2009, National Educational Association 2012)

Norman (1993) stated that the impact of technology in education field has been

misunderstood. To the past many teachers looked upon integrating technology as just

something else to learn without understanding benefits for both teacher and students.

(Norman 1993) also stated that the lack of support and training has become a

barrier in integrating technology into classroom curriculum. Researchers, psychologists

and theorist have posited that technology will eventually change the inertia that

individual possess and become driving force behind that change (Norman 1993). Norman

also stated that the technology require supporting staff who are agreeable to use

technology experientially in order to determine its success. Earlier researchers by

Phillips, Alfred, Bruli and Shamk (1990) indicated that teacher attitude were dominant in

how the curriculum was delivered. To double act, there has little improvement in teacher

attitude in student’s maintenance in classroom.

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1.2 LITERATURE REVIEW

ICT is an amplified term for information technology (IT) which emphasize on the role of

integrated communication (Murray, 2010) and the integration of telecommunications

(telephone lines and wireless signals),computer and other initiatives

software(Foldoc,2008).Singh (2013) define ICT as a collection of technical devices and

resources which are used to convey. Store and manage information; however the

utilization of ICT in the educational process has been separated into two general

classifications: ICT for education and ICT in education. ICT suggests the development of

ICT particularly for teaching and learning purposes and ICT in education includes

implementation of general parts of ICT in the educational process (Okoro , 2016).

1.2.1 ICT IN EDUCATION

The advent of ICT has changed the existence and activities of current man particularly in

the setting of globalization (Evey, Emmanuael, Joseph, Denis, 2010). In recent time, there

was been and extraordinary support both nationally and internationally for the use of ICT

and instructional and learning process (Okoro, 2016).the educational field has been

influenced by ICT, which has clearly influenced instructional process and research. Davis

and Tarle, 1999 (As sited in Yousaf, 2005) believe that ICT has strength t0 speed up,

improve and extend talent reforms as it was capacity to increase teaching by inspiring and

engaging learners, and help school reforms by assisting school in understanding financial

and functional practice.

Ashley (2016) repeats that technology helps educators in preparing for real world setting

and stresses that as our countries turn out to be progressively more technology depend, it
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become significantly more essential to be good citizens, students must figure out how to

be well informed about ICT. Utilization of ICT in teaching is a valid and practical method

for providing education to learners that will enrich them with the required abilities with

regards to the world of work.

It offers totally new and advanced learning environment for learners: therefore they

acquire various talent sets in order to be fruitful and successful. Critical thinking research

and appraisal talent a developing significantly as learner have expending scopes of

information from number of source deal with in establishment of ICT in instructional

process is believed as medium is which a number of methodologies and pedagogical

theories might be implemented; however, ICT as a teaching aid is more difficult and

complex as it needs positive attitudes for educators (Salah,2012).

1.2.2 ICT IN SCHOOLS

ICT in schools gives a chance to instructors to change their practices by providing them

with enhanced educational content and more powerful educating and learning techniques.

ICT enhanced the instructional process through the arrangement of educational material

that increase learner motivation and encourage easy achievement of fundamental skills.

Utilization of different multimedia tools such as TV, recording, videos and computer

application provides more challenging and attractive learning troposphere for learners of

any age (Haddad)

Furthermore, it increase the flexibility of communicating education with the aim that

learners can get information on every event and from any place. It may affect the

methodologies through which the learners are educated and how they learn, as the
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instructional process are learner driven and they will therefore be prepared for effective

learning and the quality of learning will be improved (Moore,1996).

One more advantage of introducing ICT in school is that the learners who do not have

approachability at homes may have opportunity to utilize them in schools. It can utilized

as a learning device to give instructions to enhance the students learning and maintenance

(Aslan.1993).This technology motivates and conveys dynamics to the classroom and

reduces time in learning. ICT can upgrade the nature of instruction by intensions learner

inspiration and instructor training which are the establishment of higher order thinking

aptitude (Aslan.1993).

Basically the ICT has changed the learning behavior where it has entered the classroom

to be a part of education and learning process (Agrahari and Singh, 2013). It is

considered to be the most effective medium of mass communication, which has altered

the instructional process in many ways. Poulter, and Beresford, (2003) state that ICT is an

training device and it’s potential for enhancing the quality and the principles of students

education in remarkable. The ICT program is more practical than the straight teaching

approach in the term of student’s achievements scores.

1.2.3 TEACHING THROUGH ICT

For the effective addition of ICT in the instructional process, it can be indirect that the

factors that teachers attitude, ICT competence, computer self-efficacy, professional

development, teaching experience, educational level, technical support, accessibility,

leadership support, pressure to use technology, government policy regarding ICT

education and technological characteristics positively affect teachers and administrator

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use ICT in education (Ali, Haolador, Muhammad, 2013). Andoh (2012) conducted a

study to review literature regarding factor; (a) teacher level (b) school level, (c) system

level barriers.

Teacher level interruption comprise teacher in ability of ICT use , lack of teacher self-

confidence lack of teacher professional and pedagogical training and lack of

differentiated training programs. School level interruptions includes specially designed

infrastructure for ICT use , old or ineffectively maintenance of equipment, absence of

appropriate instructive programming and software , poor accessibility to ICT , poor

project related to understanding , and lack of ICT mainstreaming into school policy.

School System level interruption embracing unbending structure of straight education

system, traditional appraisal, obstructive curricula and limited organizational structure.

Knowing the degree to which these interruption influence organizations may help in

deciding how to handle them (Andoh, 2012).

Safdar, yousuf, Parveen and Behol (3011) conducted an experimental study to identify

the effectiveness of ICT in teaching mathematics at secondary level and they found that

information and communication technology is very effective in teaching mathematics as

compared to traditional teaching method. Ziden, Spain, and Kumutha, (2012) carried out

an experimental study and concluded that ICT has a positive effect on the academic

accomplishment of students in science subjects. They study found that male students

showed better performance as compared to female students.

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1.2.4 TYPES OF ICT USED IN EDUCATION

ICT stand for information communication technology and are defined for the purposes of

this reader, as diverse set of technological tools and resources used to communicate, and

to create publish store and manage information. These technologies includes computers,

the internet, broad costing technologies (radio and television) and telephony.

In recent years there has been a rise of interest in how computer and the internet can best

be connected to improve the efficiency and effectiveness of learning all levels and in both

formal and non-formal setting. But the ICT more than the just these technologies;

technologies such as the telephones, radio , and television have for over forty years being

used for open and distance learning , although print remain the cheapest, most accessible

and there for most dominant delivery instrument in both developed and developing

countries, the use of computers and internet is still in its infancy in developing countries,

if these are used at all , due to limited infrastructure and the attendant high cost of access,

(Aribamikan , 2007).

1.2.5 WHAT IS E-LEARNING?

Although most commonly associated with higher education and corporate training. E-

learning encompasses learning at all levels , both formal and non-formal, that uses an

information network the internet , an internet (LAN) or extranet (WAN) whether wholly

or in part, for course delivery interaction , evaluation and facilitation .others prefer the

term online learning. Web-based learning is a subset of e-learning and refers to learning
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using an internet mainly using a browser it can also be used as learning through the use of

electronic devices.

1.2.6 WHAT IS BLENDED LEARNING

Another term that is gaining currency is blended learning. This refers to learning models

that combine traditional classroom practice with e-learning solution, for example students

in a traditional method can be assigned both print based and online material have online

mentoring session with their teacher through chats and subscribe to a class email list.

A web based training course can be enhanced by periodic face to face instruction.

Blended is prompted by the recognition that not all learning is best achieved by an

electronic facilitated environment, particularly one that distribute with a live instructor all

together. instead , attention must be given to the subject matter , the learning objectives

and outcomes , the characteristics of the learners, and the learning context in order to

arrive at the optimum mix of the instructional and delivery methods .(Asiabeka, 2012).

1.2.7 WHAT IS OPEN AND DISTANCE LEARNING?

Open and distance learning is defined by the common wealth of learning as a way of

providing learning opportunities that is characterized by the irregularity of teacher and

learner in time or place, or both time and place; learning that is certified in some way by

an institution or agency, the use the variety of media, including print and electronic; the

possibility of occasional face to face meeting; and specialized division of labor in the

production and delivery of courses.

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1.2.8 ADVENT AGES OF ICT

Information and communication technology have recent gained rise of internet. It is a

significant research area or many scholars around the globe. Their nature has highly

changed the face of education over the last few decades, for most European countries the

use of ICT in education and training has become a priority during the last eras. However

very few have achieved high levels of effective use of ICT to support and change the

teaching and learning process in many subject area, others are still in the early phase of

information and communication technologies adoption.

Many teachers use ICT to support traditional learning methods, for example, information

recovery in which students are lifeless learners of knowledge instead active producers

able to take part in the learning process. In the documents entitled teaching and learning

with ICT, Gelea,(2002) explain how ICT can promote teaching and learning. According

to her there are two main reasons behind increasing the use of ICT in education in UK

firstly ICT can change the lessons pace she stated that children in modern countries need

to develop sufficient potential and skills that enable them to take full advantage from the

new opportunities that ICT offer.

Second there are feelings of interest of academic researchers in UK in how technological

tools can enhance the quality of teaching and learning in the schools, and so help learners

to achieve better outcomes. Most advanced it has been proved that new technologies have

lots of benefits on the students (Lawsent.1995).

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1.3 STATEMENT OF THE PROBLEM

Students learning remain central in any academic achievement debate. ICT

provide the opportunity for educational institution. The academic institution still face the

challenges that how to transform students learning process to provide students with the

skill to functions effectively in the dynamic information rich and continuously changing

environment. This study explore the role of ICT in students learning at elementary levels

of private sector of Rawalakot city.

1.4 OBJECTIVE OF THE STUDY

I. To evaluate the degree to which the school have adopted ICT.

II. To find out the use and need of ICT at elementary level in Rawalakot city.

III. To describe the challenges in the way to use ICT at elementary level in private

schools of Rawalakot city.

1.5 RESEARCH QUESTIONS

I. What percent of schedule use ICT for gaining information?

II. How does ICT relate with student academic achievement at elementary level?

III. What was the challenges face by the schools for the using ICT at elementary

level?
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1.6 SIGNIFICANCE OF THE STUDY

The study should be of great importance to the policy makers and school administrators

of Rawalakot city schools helping them to realize the usefulness of ICT in learning so as

to come up with policies that promote ICT in learning.

The findings and recommendations of the study should be of importance to middle school

lecturers and other lecturers of higher institution of learning on the use of ICT to aid

learning.

The researcher hopes that result of the study may be useful to future researchers with

interest in examining further the role of ICT on students learning. This should lead to the

production of new ideas for the better implications of ICT into learning process.
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CHAPTER 2

RESEARCH METHODOLOGY

A quantitative research methodology was used for this study. A survey was

administered to a selected sample from a random population identified by the private

schools of city Rawalakot.

Quantitative method aims to estimate the problem by Generating statistical information

or the data that can be converted into functional statistics. The term ‘survey’ in research is

usually applied to a methodology designed to collect data from a particular population, or

a sample, and classically uses questionnaires or an interview as the survey tool (Robson,

1993).

Furthermore, surveys are used to collect data from persons about themselves, their

households, or about larger organizations group such as schools, offices. Sample surveys

are significant instrument for gathering and analyzing data from the selected individuals.

Therefore as quantitative research method is basically about collecting numerical data to

clarify a specific phenomenon; the specific questions seem to be answered instantly using

the quantitative research method. Some of the kinds of questions are how many females

get first class result compared to the males? Has the students achieved greatly in English

language studies? These are the kind of questions that can be asked quantitatively as the

data needed are already in the numerical form (Groves, Fowler Jr, Couper, Lepkowski,

Singer and Tourangeau, 2013).

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2.1 POPULATION

The total population of private schools in Rawalakot city is about 85 in which the

numbers of teacher at elementary level are approximately 900. So my population was

900 teachers of 85 private schools of elementary level of city Rawalakot. So Sample size

is significant in order to achieve the reliability, validity and generalize the result.

Signifying competency of the population and satisfactory sample error are the main

standards for the sample size. Approximately 150 teachers of elementary level are

sufficient for the study. According to the above, the sample size of the study is

satisfactory enough for all the study and statistical analyses applied in this study.

2.2 SAMPLE

In this study, random sample was used for the methodology of teachers in private sector

of Rawalakot city. Gay (1987), states that “Random sampling

method is the utmost single way to acquire a descriptive sample”. Although no method

including random sampling that assures a representative sample, but the possibility of

using random sample for this procedure is higher than any other method.

Gay also said that random sampling is an appropriate methodology to make the

population balanced and make meaningful correlation between sub-groups. He also said

that sampling theory backings random sampling as an effective choice because stratified

the samples are possible closer to the mean of the population overall. Lastly, Leary

(1995) point out that a random sample will classically reveal the characteristics of the

population as a whole. As the population was very large researchers selected the samples

as much as possible to generalize the study and to approach better result researcher
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selected 150 teachers of elementary level from the selected area to make the research up

to the mark.

2.2.1 SAMPLING TECHNIQUES

Population of the city was very large and it was not possible to cover whole population.

Researchers have to investigate the role of ICT in student achievement at elementary

level in private schools of city Rawalakot. Random sampling technique was used to

collect samples .The used technique make the researcher able to identify accurate sample

those faced barriers to education in real context.

2.3 RESEARCH INSTRUMENTS

For the data collection questioner was used including both open and close ended

questions .The questioners including 30 questions to cover all area of research.

Questioners were a tool for the data collection which was filled by the researches from

the represents through face to face situation. The researchers did his best to win

confidence of the represents as there is always need to win respondents confidence so that

the respondents may give their opinion frankly on the questions asked. The

questionnaires were formulated in English.

2.4 DATA COLLECTION

Questionnaires were distributed to 150 teachers in private schools of elementary level for

the study Recipients were requested to complete the questionnaire and to return it back

immediately they finished filling it. There were 150 questionnaires, all were translated to

English language. The researcher was careful to avoid constructing a complex and
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lengthy questionnaire so the respondents will be comfortable and answer the

questions in lesser time.

2.5 DATA ANALYSIS

There were 130 questionnaire return back to the researcher from 150. The data obtained

through questionnaire were scored by distributing and taking percentage of each question

and frequency.

2.6 SUMMARY

The aims of this chapter was to explain the research methodology of the study, describe

the sample selection, describe the procedure used in designing the instrument and

gathering the data, and provide an enlightenment of the statistical processes used to

analyze the data.

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Chapter 3

RESULTS

1. Do you have a computer in your classroom?

Responses Frequency Percentage

Yes 80 61.53%
No 50 38.46%

Table no 01; according to this the 61.53 percent teachers were using ICT in

classroom teaching and 38.46 percent teachers were not using ICT.

2. Did you integrate technology in your curriculum before you took the class?

Responses frequency Percentage

Yes 90 69.23%

No 40 30.76%

According to table no 02; the 69.23 % teachers have computer skill in use the

computer and ict in classroom teaching and most of the responses were positive and

they know the use of ict very well and 30.76 % responses were negative.

3. Have you any computer related skill?

Responses frequency percentage

Yes 50 38.46%
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No 80 61.53%

According to table no 03; 38.46 % respondents integrate technology in their

curriculum before took the class and 61.53 % respondents do not integrating the

technology in their curriculum before they took the class.

4. Did you use most recently use a computer or internet within three months?

responses Frequency Percentage

Yes 32 24.61%
No 98 75.30%

According to table no 04; 24.61 % respondents’ used computer or internet in

three months and 75.30 % did not respondents use computer or internet in three

months.

5. Did you use mobile device in the class to giving information to the students?

Responses frequency Percentage

Yes 105 80.76%
No 25 19.23%
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According to the table of 05; the 80.76 % respondents were using the mobile device in

the class to giving information to their students and 19.23% respondents were not use the

mobile device in class to giving information.

6. Is there one or more students you will maintain contacts with after the class?

Responses frequency percentage

Yes 45 34.61%
No 85 65.38%
According to the table no 06; the 34.61 % respondents have maintain the contacts with

their students after the class and 65.38% teachers have negative response.

7. ICT can aid teacher self-learning in subject matter.

Response Frequency percentage

S.A 37 26.15 %
A 69 50.76 %
U.D 12 6.92%
D.A 09 4.61 %
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S.D.A 03 00 %

According to the table no 07; 26.15 % respondents were strongly agree , 50.76

% respondents were agree , 6.92 % respondents were undecided,4.61% were

undecided and no one strongly disagree for ICT can aid teacher self-learning in

subject matter.

8. Use of ICT by teachers to develop critical thinking among students.

Response frequency percentage

S.A 20 15.38 %
A 98 75.38 %
U.D 07 5.38 %
D.A 03 2.30%
S.D.A 02 1.53 %
According to the able no 08; 15.38% responses are strongly agree to the statement “use of

ICT by teacher develop critical thinking among students.” 15.38 % responses were agree,

5.38% responses are remain undecided and 1.4 are strongly disagree with the statement.
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9. ICT can enable teacher to transform their teaching practice.

Response Frequency Percentage

S.A 20 15.38 %

A 95 73.07 %

U.D 15 11.53 %

D.A 00 00%

S.D.A 00 00%

According to the able no 09; the 15.38% respondents were strongly agree, with the

statement “ICT can enable respondents to transform their teaching practice.” 73.07%

respondents were agree and 11.53% teachers were undecided.

10. ICT provide batter concepts for students in learning situation.

Response Frequency percentage

S.A 35 26.92 %

A 80 61.53 %

U.D 05 3.84 %

D.A 10 7.69%

S.D.A 00 00%

According to the table no 10; 26.92% responses were strongly agree, 61.53% responses

were agree and 7.69% responses were disagree with this statement and 3.84% remain

undecided.
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11. Assessment more easy and effective through ICT.

Response Frequency Percentage

S.A 50 38.46 %

A 75 57.69 %

U.D 05 4.61 %

D.A 00 00%

S.D.A 00 00%

According to the table no 11; 38.46% responses were strongly agree and 57.69%

responses were agree with that “the assessment more effective and easy through ICT”.

12. Use of ICT to motivate students to learn.

Response Frequency Percentage

S.A 90 69.23 %

A 35 26.92%

U.D 05 3.84%

D.A 00 00 %

S.D.A 00 00 %

According to the table no 12; The 69.23% responses were strongly agree and 26.92%

percent responses were agree with use of ICT to motivate students to learn.
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13. Students become more active participant and collaborative environment will

created.

Response Frequency Percentage

S.A 62 47.69 %

A 48 36.92 %

U.D 00 00 %

D.A 20 15.38 %

S.D.A 00 00 %

According to the table of 13; there were 47.69% respondents were strongly agree,

36.92% respondents were agree 00% teachers are undecided and 20% teachers were

disagree with this statement.

14. Teacher content mastery and understanding of the students comprehension

make ICT use more effective.

Response Frequency Percentage

S.A 45 34.61 %

A 70 53.84 %
 31

U.D 00 00 %

D.A 15 11.53 %

S.D.A 00 00 %

According to the table no 14; 34.61% responses were strongly agree , 53.84% responses

were agree 00% responses were undecided and 11.53% responses were disagree with this

statement.

15. ICT seen as a tool to help teacher create more “learner-centric” learning

environment.

Response Frequency Percentage

S.A 45 34.61 %

A 75 57.69 %

U.D 00 00%

D.A 10 7.69 %

S.D.A 00 00%
 32

According to the table no 15; there were 34.61% respondents strongly agree ,52.69% teachers

agree and 7.69% percent teachers were disagree with the statement.

16. Teachers who have assessed to ICT resources are likely to integrate technology into their

teaching practice.

Response Frequency Percentage

S.A 36 27.69 %

A 84 84.61 %

U.D 04 3.07 %

D.A 06 4.61 %

S.D.A 00 00%
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According to table 16; 27.69% respondents were strongly agree, 84.61% respondents were agree

and 3.07% teachers were undecided response about this statement.

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17. Higher institutions should replace the traditional teaching aids by New ICT tools to

improve the teaching learning.

Response Frequency percentage

S.A 60 46.15 %

A 70 53.84 %

U.D 00 0%

D.A 00 00%

S.D.A 00 00%

According to the table 17; there were 46.15% respondents strongly agree and 53.84% are

respondents agree with this statement.

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18. Not enough resources.

Response Frequency percentage

S.A 69 53.07 %

A 26 20 %

U.D 16 12.30 %

D.A 11 8.46 %

S.D.A 08 6.15 %

According to the table 18; there are 53.07% teachers were strongly agree, 20% teachers are agree,

12.30% teachers were undecided, 8.46% teachers were disagree and 6.15% teachers were strongly

disagree with this statement.

 36

19. Teacher qualification matter in using ICT.

Response Frequency percentage

S.A 46 35.38 %

A 52 40 %

U.D 16 7.69 %

D.A 11 8.46 %

S.D.A 05 00 %

According to table 19; there are 35.38% teachers were strongly agree, 40% teachers were agree,

7.69% teachers were undecided and 8.46 % teachers were disagree to this statement.
 37

20. ICT can empower teachers and learner.

Response Frequency percentage

S.A 65 50%

A 56 38.46 %

U.D 09 6.92 %

D.A 00 00 %

S.D.A 00 00 %

According to the table 20; there were 50% teachers were strongly agree, 38.46% teachers were

agree and 6.92% teachers were undecided to above statement.

 38

21. Positive impact more likely when linked with pedagogy.

Response Frequency percentage

S.A 74 56.92 %

A 28 21.53 %

U.D 11 8.46 %

D.A 10 7.69 %

S.D.A 07 5.38 %

According to the table of 21; there are 56.92% teachers were strongly agree, 21.53% teachers were

agree, 8.46% teachers were undecided, 7.69% teachers were disagree and 5.38% teachers were

strongly disagree with above statement.

 39

22. Computer Aided instruction has been seen to slightly improve student performance on

multiple choice standard testing in some areas.

Response Frequency percentage

S.A 61 46.92 %

A 39 30 %

U.D 13 10 %

D.A 11 8.46 %

S.D.A 06 4.61 %

According to the table of 22; there were 46.92% teachers were strongly agree, 30% teachers were

agree, 10% teachers were undecided, 8.46% teachers were disagree and 4.61% strongly disagree

with above statement.

23. ICT provide clear goals.

Response Frequency Percentage

 40

S.A 46 35.38 %

A 57 43.84 %

U.D 16 12.30 %

D.A 11 8.46 %

S.D.A 00 00 %

According to the table 23; there were 35.38% teachers were strongly agree, 43.84% teachers were

agree, 12.30% teachers were undecided and 8.46% teachers were disagree with above statement.

24. ICT are used in differently in different subject.

Response Frequency Percentage

S.A 75 57.69 %

A 45 34.61 %

U.D 00 00 %

D.A 10 7.69 %

S.D.A 00 00 %

According to the table 24; there were 57.69% teachers were strongly agree, 34.61% teachers were

agree, and 7.69% teachers were disagree with above statement.

25. Access outside of school effects impacts.

Response Frequency Percentage

S.A 50 38.46 %
 41

A 53 40.76 %

U.D 16 12.30 %

D.A 11 8.46 %

S.D.A 00 00 %

According to the table 25; there were 38.46% teachers were strongly agree, 40.76% teachers were

agree, 12.30% teachers were undecided , 8.46% teachers were disagree with above statement.

26. ICT make Positive change in learning.

Response Frequency percentage

S.A 72 55.38 %

A 47 36.15 %

U.D 11 8.46 %

D.A 00 00 %

S.D.A 00 00 %

According to the table 26; there were 55.38% teachers were strongly agree, 36.15% agree, and

8.46% undecided from above statement.

 42

27. Motivate student and learner

Response Frequency percentage

S.A 75 57.69 %

A 35 26.92 %

U.D 20 15.38 %

D.A 00 00 %

S.D.A 00 00 %

According to the table 27; There were 57.69% teachers strongly agree 26.92% teachers were agree

and 15.38% teachers were undecided this statement.

 43

28. Access outside of school

Response Frequency percentage

S.A 80 61.53 %

A 35 26.92 %

U.D 00 00 %

D.A 15 11.53 %

S.D.A 00 00 %

According to the table 28; there were 61.53% teachers were strongly agree 26.92% teachers were

agree and 11.53% teachers disagree with above statement.

 44

29. Effects user confidence promote learner autonomy.

Response Frequency Percentage

S.A 56 43.07 %

A 41 31.53 %

U.D 16 12.30 %

D.A 11 8.46 %

S.D.A 06 4.61 %

According to the table 29; there were 43.07% teachers were strongly agree 31.53% teachers were

agree, 12.30% teachers were undecided and 8.46% teachers were disagree and 4.61% strongly

disagree with above statement.

 45

30. Most students use ICT positive way outside of the school.

Response Frequency Percentage

S.A 36 27.69 %

A 51 39.23 %

U.D 16 12.30 %

D.A 11 8.46 %

S.D.A 16 12.30 %

According to the table 30; there were 27.69 % teachers were strongly agree 39.23% teachers were

agree 12.30 % teachers were undecided 08.46 % are disagree and 12.30% teachers were strongly

disagree with above statement.

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CHAPTER-4

FINDINGS

I. It is founded from this study that most of the elementary schools class rooms have

not computers for students.

II. Study founded that most of elementary school teachers having no computer

related skills and they can use computer efficiently for teaching.

III. It is founded from the result that most of the teachers did not integrate technology

in their curriculum before they took the class.

IV. Study founded that most of teachers use mobile device in the class to giving

information to the students.

V. It is founded from the result that Most of teachers did not maintained contacts

with one or more students after the class.

VI. It is founded from the result that ICT aided teacher self-learning in subject matter.

VII. Study founded that Use of ICT by teachers developed critical thinking among

students.

VIII. Study founded that ICT enable teacher to transform their teaching practice.

IX. Study founded that ICT provide better concepts for students in learning situation.

X. It is founded from the result that Assessment became more easy and effective

through ICT.

XI. It is founded from the result that Use of ICT motivated students to learn.

XII. It is founded from the result that ICT seen as a tool to help teacher create more

“learner-centric” learning environment.

 47

XIII. Students become more active participant and collaborative environment will

create.

XIV. Teacher content mastery and understanding of the students comprehension make

ICT use more effective.

XV. ICT seen as a tool to help teacher create more “learner-centric” learning

environment.

XVI. Teachers who have assessed to ICT resources are likely to integrate technology

into their teaching practice.

XVII. Schools have not enough resources to effort ICT resources.

XVIII. Teacher qualification matter in using ICT.

XIX. ICT can empower teachers and learner.

XX. Positive impact more likely when linked with pedagogy.

XXI. ICT provide clear goals.

XXII. ICT make Positive change in learning.

XXIII. Motivate teachers and learners.

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SUMMARY

The Study sought to find the role of ICT in student achievement at elementary level in

private schools. The research was carried out in city Rawalakot in district Poonch in order

to find the “role of ICT in students’ achievement at elementary level in private school of

Rawalakot city”.

A questionnaire was administrated to academic teachers of elementary level for

the collection of data. Data is analyzed by using frequency and percentage method.

It was shown that ICT play a vital role in student’s achievement. ICT aided teacher self-

learning in subject matter use of ICT by teachers developed critical thinking among

students. ICT enable teacher to transform their teaching practice. ICT provide better

concepts for students in learning situation. Assessment became more easy and effective

through ICT.

Use of ICT motivated students to learn .ICT seen as a tool to help teacher create more

“learner-centric” learning environment. Students become more active participant and

collaborative environment will create. Teacher content mastery and understanding of the

students comprehension make ICT use more effective.

ICT seen as a tool to help teacher create more “learner-centric” learning environment.

Teachers who have assessed to ICT resources are likely to integrate technology into their

teaching practice .Schools have not enough resources to effort ICT resources. Teacher

qualification matter in using ICT.ICT can empower teachers and learners. Positive impact

more likely when linked with pedagogy. ICT provide clear goals. ICT make Positive

change in learning. Motivate teachers and learners. Result shows that ICT become more

important to use in teaching and learning process. There is no sufficient use of ICT in
 49

classroom due to lack of facilities provided by management and administration. Other

factor is the lack of ICT skills in teachers of elementary school of Rawalakot city.
 50

CHAPTER-5

CONCLUSION

In private schools of Rawalakot city at elementary level teachers consider ICT tools very

helpful in that it helps them to do the assignments related to teaching. Teachers see that

ICT enables students with special needs or difficulties. It also helps to develop critical

thinking among students. ICT seen as a tool to help teacher create more “learner-centric”

learning environment, reduce the social disparities between students, since they work in

teams in order to achieve a given task. By using ICT teacher plan their lessons more

efficiently. From this study we concluded that ICT plays the most essential in other words

a key role to make teaching learning more effective and energetic We also concluded that

most of teachers want to use ICT but they cannot do because of certain reasons the study

point out two main reasons that are lack of ICT facilities or resources, other is lack of

ICT usage skills in elementary school teacher.

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CHAPTER-6

RECOMMENDATION

I. We recommended that the management of institution should provide ICT facilities

and equipment in schools for the solution of specific problems of curriculum.

II. We recommended that the management of institution should recognize the impact

of ICT to enhance decision making skills or successful academic outcomes.

III. We recommended that the administrators should more interest in the use of ICT

tools for making effective teaching and learning situation.

IV. We recommended that teacher should integrate technology in the curriculum

before they took the class.

V. We recommended that the elementary teachers should be well trained, and also

ICT skills provided to them for using ICT in effective class teaching.
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CHAPTER-7

BIBLOGRAPHY

I. Article “Effects of information and communication technology on students’

academic achievements and retention in chemistry at secondary level’’ (Ishtiaq

Hussain kohat university of science and technology)

II. Web; www.olenpal.org/ict-in education/

III. web; www.roig.com/open-access/the-role-of-ict-to -make-teaching-learning-

effective-in-higher-institutions-of-learning-inuganda-php?aid=46736

IV. Wael sh.Basri, Jehan A. Alandejani,and Feras M. Almadani ; Research Article,

“Education Research Article volume 2018,Article id 1240197”

V. Web- https://www.hindawi.com/journals/edri/2018/1240197/

VI. J. S. Fu, “ICT in education: a critical literature review and its implications,”

International journal education in development using information and

communication technology (IJEDICT), Vol. 9, no. 1, p. 112, 2013.

VII. Johnston 2002, “assessing the impacts of technology in teaching and learning.

VIII. Web- www.infodev.org/articles/impact-icts-learning-achievement

IX. Muhammad Saqib Khan- PhD, Irfan Ullah khan, Siraj-u-din, (Department of

business administration, Gomal university, Dera Ismail khan, Pakistan.)

 53

“Research on humanities and social sciences ISSN (paper)2224-5766

isssn(online)2225-0484 (online) vol. 5, no. 1, 2005” Web- www.iiste.org

X. Patricia Marcino, Dissertation, “ impacts of communication and technology on

academic achievement for exceptional student education inclusion students”

XI. Teaching and learning process in secondary schools.”

 54

QUESTIONNAIRE

The role of ICT in student’s achievements at elementary level of private schools of

city Rawalakot

To fulfill the requirement of B.Ed. (Hon’s) degree. This data will be used for only

research purpose. All information will be kept confidentially.

Name: School Name:

Designation: Age:

Part I) Consist of five questions please read the questions carefully then tick yes or no

option.

Part I

S.# Question Response

1 Do you have a computer in your classroom? Yes/No

2 Have you any computer related skill? Yes/No

3 Did you use most recently use a computer or internet with in three Yes/No

months?

4 Did you use mobile device in the class to giving information to the Yes/ No

students?

5 Did you integrate technology in your curriculum before they took the Yes/No

class?

Part II
 55

b) Please read each statement and then tick the best possible option.

S.A - strongly agree

A - Agree

U.D - Undecided

D.A - Disagree

S.D.A - Strongly Disagree

S.# Statement SA A U.D D.A S.DA

1 ICT can aid teacher self-learning in subject matter.

2 Use of ICT by teachers to develop critical thinking among

students.

3 Can enable teacher to transform their teaching practice.

4 ICT can enable teacher to transform their teaching practice.

5 ICT provide batter concepts for students in learning

situation.

6 Assessment more easy and effective through ICT.

7 Use of ICT to motivate students to learn.

8 Students become more active participant and collaborative

environment will created.

9 Assessment more easy and effective through ICT.

 56

10 Teacher content mastery and understanding of the students

comprehension make ICT use more effective.

11 ICT seen as a tool to help teacher create more “learner-

centric” learning environment.

12 Teachers who have assessed to ICT resources are likely to

integrate technology into their teaching practice.

13 Higher institutions should replace the traditional teaching aids by

New ICT tools to improve the teaching learning.

14 Not enough ICT resources.

15 Teacher qualification matter in using ICT.

16 ICT can empower teachers and learner.

17 Positive impact more likely when linked with pedagogy.

18 Computer Aided instruction has been seen to slightly improve

student performance on multiple choice standard testing in some

areas.

19 ICT provide clear goals.

20 Most students use ICT positive way outside of the school.

21 Access outside of school.

22 ICT are used in differently in different subject.

23 Positive change in learning.

24 Motivate student and learners.

57