Article

Journal of Educational Technology

Systems
Effect of Smart 0(0) 1–14
! The Author(s) 2019
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Achievement at DOI: 10.1177/0047239519870721
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Higher Education

Seuk Yen Phoong1 ,

Seuk Wai Phoong2,
Sedigheh Moghavvemi2, and
Ainin Sulaiman2

Abstract
Smart classroom is a technology-based learning that is proposed as a solution to
increase the capabilities of students. This mode of teaching and learning make the
education system more attractive and interactive, in addition to help educators to
develop an engaging session. The objective of this study is to determine the effect of
smart classrooms among Mathematics undergraduates. The study involved 72 stu-
dents, and the data were analyzed using t test. The results show a significant differ-
ence among the students’ academic performance in the conventional and smart
classroom. In addition, the use of smart classroom has greatly improved students’
performance.

Keywords
smart classroom, academic performance, technology-based learning, undergradu-
ates, technology

1
Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris,
Perak, Malaysia
2
Department of Operations and Management Information Systems, Faculty of Business and Accountancy,
University of Malaya, Kuala Lumpur, Malaysia
Corresponding Author:
Seuk Yen Phoong, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak 35900, Malaysia.
Email: phoong@fsmt.upsi.edu.my
2 Journal of Educational Technology Systems 0(0)

Introduction
Applying information technology (IT) for teaching and learning and improving
the education system is of recent importance, which is becoming more evident
due to increased amounts of research on the topic. IT created a new trend in
education (Schacter & Jo, 2017). The use of social network and collaborative
learning (Barnes et al., 2007), online learning (Takawale & Kulkarni, 2016),
smart classroom (Taleb & Hassanzadeh, 2015), and Flipped Classroom (FC;
Smallhorn, 2017) proved that changes are taking place via the introduction of IT
in education. The nature of education is changing due to integrated technologies
and new pedagogical approaches and learning space (flexible learning space),
places, informal learning opportunities, and personalized learning pathways
(Spector & The Smart Learning Futures Group [SLFG], 2018). Learning is
increasingly taking place online, and students utilize online resources to com-
plement textbooks, while teachers are regarded as “Guide on the side” instead of
being the primary (and sometimes only) source of information (Caleb &
Aloysuis, 2016; Spector & SLFG, 2018). These new approaches altered class-
room interactions, rendering students more active and participative in a class-
room. Given these changes and the seamless integration of technologies to
complement teaching, it make no sense to continue utilizing traditional methods
to teach, where the teacher plays the role of “sage on the stage” (Jenkins et al.,
2018; Spector & SLFG, 2018). Some research proposed smart schools as a
means to increase academic performance and capabilities of students in the
era of Information and Communication Technology (ICT; Taleb &
Hassanzadeh, 2015). Therefore, some countries began equipping schools with
related facilities to accommodate this shift toward smart classroom for teaching.
Taking into account this trend and the experience of other countries in using
technology for teaching and learning, the Malaysian Smart School
Implementation Plan (1997) was developed to improve the country’s education-
al system (Phoong, Phoong, & Tan, 2018). Some of the efforts under this banner
include collaborating with technology providers and launching Samsung
SMART classroom at one of the school (SK Ayer Lanas), which is in line
with the Malaysia Education Blueprint 2013–2025 aims’ of improving the qual-
ity of education system and the provision of personalized teaching in school.
The Ministry of Education (MoE) is planning to upgrade 1,000 schools with
smart learning capabilities and classrooms. In the initial plan, each school will
be equipped with two smart classrooms . Consistent with this plan, some school
received sponsorship from parents for technological equipment. However, the
implementation is very slow, and only a few schools and universities have smart
classrooms. There are a few researches investigating the effectiveness of smart
classrooms in the context of Malaysia.
The aims of this study are (a) to investigate the effectiveness of smart class-
room on students’ performance and (b) to compare the academic performance
Phoong et al. 3

of students taught in smart classroom and a conventional classroom. The results

of this study will contribute new knowledge to the effectiveness of smart
classroom and students’ perception toward using technology (computer and
Internet) for teaching and learning.

Literature Review
Integration of Technology in Education
The integration of technology in the education system creates an effective, effi-
cient, flexible, personalized, and comfortable learning system for learners. These
integration enable to attract students’ attention and increase their interest in the
process of teaching and learning. It is also able to provide models and visuals to
the students in helping them to understand the Mathematical concepts.
Interactive tools, information on the Internet, and communication tools provide
opportunities for students to build their knowledge, as students will work togeth-
er to solve problems and determine the learning process, and they will play a role
and manage their learning environment (Domingo & Marques, 2011).
To create a blended approach, different technologies are utilized in educa-
tion, such as Cloud classrooms, Online Courses, Smart Classrooms, and many
others (Kyriakides, Mavrotheris, & Prodromou, 2016). Smart classrooms are
being implemented by certain schools with the purpose of improving teaching
and learning (Malik & Shanwal, 2017). Using technology and smart education
and improving the education system via technology is becoming a new trend in
the global education system. Technology plays an important role in smart edu-
cation, and implementing the right technology based on the needs and capabil-
ities of the students is important via smart classrooms. Gwak (2010) pointed out
that smart learning is an effective and intelligent method, which can be tailored
for learning based on advanced IT infrastructure while focusing on learners
achievements.
The application of technology in teaching and learning can provide a positive
impact in students’ achievement, interest, motivation, and so forth. This is sup-
ported by Othman (2007) that a computer-assisted teaching method has a pos-
itive effect on students’ achievement in Geography subjects for students in urban
or rural areas. Meanwhile, Bharathy (2015) found that the use of Computer-
Assisted Teaching and Learning methods helps to address the teaching as well as
learning process.
The effectiveness of technology integration in education can be referred to
Hussein (2006) that a quasi-experimental method is used to study the effective-
ness of multimedia software utilization in teaching and learning Mathematics
subject for Form Two students. The findings showed that the application of
multimedia software in teaching the topic of the Loci in Two Dimensions can
attract and also improved students’ performance. This can be supported by Min,
4 Journal of Educational Technology Systems 0(0)

Bryant, and Bryant (2019) that computer-assisted learning method helped to

improve the students’ understanding and performance in Mathematics.
The benefit of using technology-aided teaching materials is to create inter-
actions among students during teaching and learning sessions. Teacher acts as a
facilitator and student-centered learning process with the help of technology as
learning tool (Condie & Munro, 2007). Furthermore, the application of tech-
nology can also increase students’ motivation and interest in Mathematics.
In addition, Neurath and Stephens (2006) showed strong evidence in which
the students perform better in the Algebraic topic by using information and
communication technology in teaching and learning process.
Others studies that discussed the integration of technology in teaching and
learning are the ones by Huang, Liu, and Chang (2012) and Taw (2013). Huang
et al. found that the students have improved their performance in solving
Mathematical questions using a system in the web network. The teaching with
technology aided was effective and students showed a high readiness when
using that system. The effectiveness of technology integration in education
also can be supported by referring to Taw. Taw examined the relationship
between the level of use of ICT with the level of student’s interest in learning
process. The findings showed a strong positive relationship between the varia-
bles and technology is an important medium to motivate and attract students to
learn Mathematics subjects.
In addition, the integration of technology in the classroom showed that there
is a positive impact to enhance the students’ understanding and their attitude
toward learning. According to Shaharuddin and Khairi (2011), the use of tech-
nology such as multimedia and visual elements in learning process can increase
the weak performance students’ interest and make them more easily understand
the content of lecture. Technology-based learning using software is a new
method that can be used as a reference material as it can be applied with various
learning activities which can attract students to learn (Shadaan & Leong, 2013).

Technology Integration in Global Education

The experiences of the other countries show that they considered technology as
a complementary tool to support the education system. Singapore considered
technology supporting education as an important part of Intelligent Nation
(iN2015) Master plan since 2006 (Hua, 2012). Based on that plan, they estab-
lished eight schools, emphasizing the creation of a diverse learning environment.
Australia collaborated with IBM in 2012 to build a smart and multidisciplinary
student-centric education system, which is able to create adaptive learning pro-
gram for students, collaborative technologies for teachers, and online learning
resources for teachers and students (Loong & Herbert, 2018).
Meanwhile, South Korea reformed its educational system (Choi & Lee, 2012)
and provided customized learning systems to increase students’ self-directed
Phoong et al. 5

learning ability and enjoyments of using technology for learning. Finland

focused on the smart education process through a pedagogical network of edu-
cational institutions (value network) to implement user-driven and motivational
learning solutions to promote 21st-century learning (Kankaanranta & M€akel€a,
2014; Zhu, Yu, & Riezebos, 2016). The smart school project in Iran began in
2004, with the express aim of equipping schools with computer hardware, soft-
ware, network connectivity, and improving students’ academic performance
(Taleb & Hassanzadeh, 2015). However, these researches also highlighted the
barriers toward the successful integration of the technologies in classrooms. The
listed factors include the lack of senior management support, lack of planning,
limited access to the technology, school firewall ( Hramiak & Boulton, 2013),
teachers’ low confidence, resistance to change, lack of time, lack of technical
support (Bingimlas, 2009; Murray, Nuttall, & Mitchell, 2008), teachers’ skill
attitude and beliefs, students’ skill (Gaffney, 2010), and access to technology
(Boulton, 2015; Hammond et al., 2009; Pelgrum & Doornekamp, 2009). The
research conducted among Iranian students shows that the lack of necessary
rules and regulation and the traditional structure of Iranian schools were the
main barriers toward the successful implementation of smart schools
(Mahmudi, Nalchigar, & Ebrahimi, 2008; Taleb & Hassanzadeh, 2015).

Smart Classroom
Smart classroom is defined as a classroom equipped with a computer and audio-
visual equipment that allows teachers to use a variety of media. The visual
aspect of the smart class and different media can bring a dynamic perspective
to education, which provides a clear understanding of the subject. The use of the
Internet is invaluable for students, as they are able to access data related to the
subject(s). Online sources will create curiosity and interest to explore learning
among students. Students can find answers to their questions immediately online
and do not have to ask their teachers about it if they do not want to. They can
also explore a variety of related information, which increases the engagement,
learning, analysis, and create a better outcome, while also assimilating informa-
tion conveyed via the teacher and other complementary tools used in the class.
A smart classroom is suitable for students with different IQs, as it uses different
forms of media and sources, which allow students to adjust and benefit from it.
The smart class creates an interactive environment that increases the students’
interest and engagement in learning inside the classroom. It will simplify the
concept that is difficult for students to visualize without the use of the technol-
ogy, which will subsequently improve learning and academic performance
(Chachra, 2015). Kumari and Denisia (2013) indicated that smart classroom
enables students to set his or her own pace of study, is interactive, encourage
them to collaborate, encourage creativity, and students are able to use the web
portal to search for information (Malik & Shanwal, 2017). From another
6 Journal of Educational Technology Systems 0(0)

perspective, smart classroom helps teachers develop students’ abilities and per-
formance, access multimedia content, and information that can complement
teaching. Students can understand and visualize the context easier, which will
subsequently improve their performance (Menon, 2015).
Zengin (2017) conducted a study involving 28 students in a Mathematics
teaching program in Turkey using the FC model to show that the FC learning
environment increased students’ academic performances (Zengin, 2017). In a
similar research, Zhonggen and Wang (2016) used the FC model to determine
its effectiveness in English writing courses, and the results showed that students
scored higher relative to students in the control group, who were taught using
traditional methods. Contrarily, Cabi (2018) used the Flipped classroom model
to show that the FC method did not affect students’ score and does not impact
students’ academic performances. Sharma (2016) investigated the use of the Edu
comp Smart class room for teaching Mathematics in elementary school using a
sample of 40 students and indicated that the academic performance exceeded
that of the control group Chachra (2015) compared the academic performance
of students in traditional and smart classrooms, and the results show that tech-
nology attract students and they prefer smart classroom, and were willing to
undergo extra hours of teaching and did not report any distraction when study-
ing. It also helps them understand the topic better. Bano and Ganaie (2016)
compared science students’ academic performance in smart and traditional class-
rooms and concluded that students in the former scored better than those in the
latter. They listed some factors that caused this, such as the supplementary mate-
rials provided to students, motivation and reinforcement given to all students for
each improvement, stress-free test, and an enjoyable environment in the class-
room (Bano & Ganaie, 2016). A study by Taleb and Hassanzadeh (2015) involv-
ing students in Mathematics course shows that student learning improved due to
the use of the smart training method. A similar study among Mathematics stu-
dents by Zameni and Kardan (2011) reported that the use of ICT improved the
learning of Mathematics.
However, Marcellus and Ghrayeb (2002) suggested that a combination of the
conventional classroom and smart classroom should be used. Smart classroom
is suitable to show solution and other large volumes of information. But, some
of the students feel that it is difficult to concentrate during a smart classroom
because they already knew the following content of slides. Some students
remarked that it allows them to skip class without serious consequences since
the entire lecture notes already well prepared.

Materials and Methods

The research was conducted in a Malaysia university among 72 Mathematics
undergraduate students. The students were from two groups in a Mathematics
course, with 32 students assigned to the control group and 40 students assigned to
Phoong et al. 7

the experimental group. The control group was taught using the conventional
method of teaching, while the experimental group was taught using the smart
classroom approach. The CGPA of the students is regarded as a control variable,
and both classes have students with different CGPAs (high, medium, and low).
The smart classroom was equipped with a computer, and instructors asked
the students to search the Internet on the topics that given by the instructor.
At the end of the class, the instructor tested the students’ understanding by given
a quiz (this group is later known as experimental group). The same topic was
taught to the control group, where the instructor was the only speaker in the
class, and at the end of class, the students were tested for their understanding of
the subject matter. A quiz is given by the instructor (same questions with
the experimental group). After the test, the instructor requested the students
elaborate their feelings or comments on the teaching and learning process.
The comments are recorded and reported in the Results and Discussion section.
A quantitative analysis was used in this study to determine the effectiveness
of technology in teaching and learning. An experiment was conducted to address
the research question on how effective technology is in the context of teaching
and learning. A total of 72 respondents were involved in this study. Then, a
pretest and posttest were given to the respondents to evaluate how far the
implementation of technology affected students’ performance. A paired
sample t test was used in this study to determine the mean difference between
both tests. The paired sample t test, also known as the dependent sample t test, is
a statistical method that can be used to determine the mean difference between
paired observations.
The reason for using the paired sample t test is to evaluate the effectiveness of
technology by measuring the performance of a sample of undergraduates before
and after completing the course using technology as teaching aids and thereafter
analyze the differences using the paired sample t test. A paired sample t test is a
parametric statistical technique that is more effective, but it makes assumptions
about the data that are more stringent. The assumptions of the paired sample t test
are as follows: (i) the dependent variable (student’s score) must be continuous, (ii)
the observations should be normal/approximately normal, (iii) the dependent var-
iable should not contain any outlier, and (iv) the observations are independent of
one another. Descriptive analysis was conducted to determine whether the assump-
tions are violated or not. If the data meet the assumptions, then the dependent t test
can be used to analyze the data. The hypotheses for the paired t test are as follows:

H0: There is no difference in mean between pre- and postmarks.

H1: There is a difference in mean between pre- and postmarks.

In addition, the measurement of effect size is used to determine the magnitude of

the difference between groups. The absolute effect size is the difference between the
8 Journal of Educational Technology Systems 0(0)

average outcomes in the two different intervention groups. Sullivan and Feinn
(2012) reported that effect size is the main finding of a quantitative study. The
absolute effect size is important when the variables have intrinsic meaning.
Furthermore, measuring the effect size indices is also useful when the measurements
have no intrinsic meaning in the context of variability in the population under study
or when the study cannot directly be compared based on its respective scores. Kline
(2004) highlighted that the effect size is useful to indicate how much the treatment
affect people. This supposition is supported by Sullivan and Feinn (2012), where
excellent interpretation of findings should describe the results in terms of measures
of magnitude, not just the effect of treatment on people. The level of effectiveness is
also important. Therefore, effect size is calculated in this study.

Results and Discussion

Dependent t test
The descriptive analysis for pre- and posttests are shown in Table 1. It can be
seen that the mean values for both pre- and posttest are 3.58 and 11.36, respec-
tively, for 72 respondents. The standard deviation for the pretest is 2.30, and
3.449 for the posttest.
After describing the basic information for the data, a paired t test was used to
analyze the difference in the mean between pre- and posttests (see Table 2).
Table 2 showed that the t statistics, t ¼ –16.186, and p ¼ .000, indicating that
the implementation of technology in teaching and learning improve students’
performance. The 95% confidence interval for the difference is [–8.736, –6.820].

Table 1. Descriptive Statistics.

Skewness Kurtosis
N Mean SD
Statistic Statistic Statistic Statistic SE Statistic SE

Pretest 72 3.58 2.300 .758 .283 .078 .559

Posttest 72 11.36 3.449 .327 .283 –.472 .559
Valid N (listwise) 72

Table 2. Paired Samples Test.

95% CI of the Difference

SE Sig.
Mean SD Mean Lower Upper t df (two-tailed)

Pretest to –7.778 4.077 .481 –8.736 –6.820 –16.186 71 .000

Posttest
Phoong et al. 9

Effect Size
Effect size is a quantitative measure that can be used to estimate the magnitude
of a phenomenon. The following formula represents the measurement of
effect size:

X post  X pre
d^ ¼
Spre
11:36  3:58
¼
2:30
¼ 3:3826

The effect size can be computed from the difference between the mean of the
post- and pretests, divided by the standard deviation of the pretest (see Table 1).
The effect size was determined to be 3.3826, indicating a huge effect
(Sawilowsky, 2009). It can be concluded that the implementation of technology
in teaching and learning greatly affect students’ performance.
The results supported previous research highlighting the effectiveness of smart
classroom for teaching and learning (Kumari & Denisia, 2013; Malik & Shanwal,
2017; Zengin, 2017), while contradicting research indicating that the use of tech-
nology does not influence students’ performance (Cabi, 2018). This shows that
using technology in different contexts and settings can result in different out-
comes, suggesting that the successful use of technology for teaching and learning
rely on many other factors, such as familiarity of the students and instructors
with the technology, attractiveness of the course for the students, student engage-
ment, and the process of exploration and knowledge sharing between the instruc-
tors and students. Technology provides many benefits toward the enhancement
of education; however, technology integration needs to be based on appropriate
planning. Students’ comments show that they like the use of technology (smart
classroom for teaching and they found it more effective compared to conven-
tional methods). They commented that “using computers help me focus and
explore the subject more”; “It can lead me to understand the concept the lec-
turers’ teaching and stave off the feeling of boredom”; and “Using a computer in
the class can be very helpful for me to explore and learn new things.” They
highlighted the enjoyment of using the technology, with some pointing out
that “It is more enjoyable”; “It is attractive to me and increase my knowledge”;
and “when using a computer it makes it easier to understand and it’s more fun.”
Using computers increase students’ curiosity and exploration, where they
highlighted that “It enhances my exploring sense”; “I can search for more infor-
mation when using computers in class”; and “It makes the students explore and
not get bored in the class.” The comments from students show that they found
smart classrooms is interesting and fun, which help them focus and explore more,
subsequently increasing their understanding and performance.
10 Journal of Educational Technology Systems 0(0)

Conclusion
This study determined the effectiveness of smart classrooms on students’ aca-
demic performance. The data collected from students in a smart (experimental
group) and conventional classrooms (control group) and comparisons between
the two groups show that students in smart classrooms perform better.
This contributes to the body of knowledge via the effectiveness of using tech-
nologies for teaching and learning, and the use of smart classrooms in the con-
text of Malaysia. The results obtained revealed that the smart classroom using
technology and student-centered learning received positive responses from stu-
dents. Thus, it can be concluded that smart classroom helps educators to make
learning more interesting, attracting, easily understand, provide opportunities to
students to explore and learn new things. Moreover, the use of smart classroom
also helps in the process of teaching and learning in the classroom where learn-
ing becomes more effective and flexible.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research,
authorship, and/or publication of this article.

Funding
The authors disclosed receipt of the following financial support for the research, author-
ship, and/or publication of this article: This work was supported by the University of
Malaya (Grant number ED002C-17SBS).

ORCID iD
Seuk Yen Phoong https://orcid.org/0000-0002-9978-9771

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14 Journal of Educational Technology Systems 0(0)

Author Biographies
Seuk Yen Phoong is a senior lecturer in Department of Mathematics, Faculty
Science and Mathematics, Sultan Idris Education University, Malaysia. Her
research interest are Mathematics Education, Statistics and Econometric.

Seuk Wai Phoong is a senior lecturer in Department of Operations and

Management Information Systems, Faculty of Business and Accountancy,
University of Malaya. Her research areas are Education, Time Series, Applied
Statistics and Statistical Modeling.

Sedigheh Moghavvemi is a senior lecturer in Department of Operations and

Management Information Systems, Faculty of Business and Accountancy,
University of Malaya. She has a wide interest in information system, adoption
behavior, entrepreneurship and tourism research.

Ainin Sulaiman is a professor in the Department of Operations and Management

Information Systems, Faculty of Business and Accountancy, University of
Malaya. Her areas of research interest include social network dynamics, tech-
nology adoption and usage, digital divide and organizational performance.