Chapter 3

Introduction of ICT Strand

3.0 Introduction

Any research can hardly be completed without the details of a procedure of study to
be adopted by the researcher. In fact, this is the soul and substance of a research.
Unless researchers have clearly visualized and definitely outlined the sequential steps
by which they will study a problem in their view, researchers can hardly accomplish
the task. Plan and procedure includes method of investigation, selection of sample,
tools and/or technique to be used, aspects of research design and data collection. It
bears a very close relationship with the purpose and objectives of the study.
Methodology is the part of the plan and procedure. It is desirable to have a proper
methodologically designed research plan. An appropriate methodology can help in
getting proper research outcomes. The present study is developmental cum
experimental in nature; the procedure of scientific research has been followed as
presented below.

3.1 Objectives of the Study

1. To develop multimedia learning package for enhancing ICT skills at pre-service

level.
2. To implement multimedia learning package for enhancing ICT skills at
preservice level.
3. To study the effectiveness of the developed multimedia learning package with
respect to academic achievement in pre-test and post-test of student-teachers of
experimental and control group.
4. To study effectiveness of multimedia learning package in terms of ICT based
lesson plan developed by student-teachers of experimental group.
5. To study the change in perception of student-teachers of control and
experimental group with respect to ICT skills and application of ICT in
Education
6. To study the reaction of the student-teachers of experimental group on
developed multimedia learning package.

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3.2 Hypothesis of the study

• There will be no significant difference in the mean achievement score of

the student-teachers of experimental and control group in pre-test and
post-test.

• There will be no significant difference in the perception of the student-

teachers regarding ICT skills and application of ICT in Education of
experimental group before and after intervention.

• There will be no significant difference in the perception of student-

teachers regarding ICT skills and application of ICT in Education between
control and experiment group.

3.3 Methodology

Researcher adopted experimental design for the present study presented as follows.

3.3.1 Design of the Study

The present study was experimental in nature. The researcher adopted

Quasiexperimental Design. Pre-test Post-test Nonequivalent group Design was chosen
for the present research. The researcher did the real-time experiment for the present
study, where it was difficult to use randomization for the selection of samples for
experimentation and thus the researcher took the sample purposively. The
experimental design of the present study is presented in figure 3.1 as below.

Quasi Experiential Design of the Study

Present study has two variables- 1) Dependent Variable: Academic achievement,

Perceptions 2) Independent variable: Multimedia learning package.

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With the help of pre-test and post-test, the academic achievement of student-teachers
was measured before and after the experimentation respectively for both the
experimental and control group. First pre-test was implemented to both experimental
and control group. Then the experimental group was subjected to intervention. Finally
post-test was given after the intervention. Students teachers of experimental and
control group were also given perception scale before and after intervention program.
After testing, effectiveness of the multimedia learning package was studied by
applying appropriate data analysis technique. The student-teachers of experimental
group were also given reaction scale to study their views on multimedia program.

3.3.2 Population of the Study

The population for the present study consisted all B. Ed. Student-teachers studying in
English medium B.Ed. Institutions of Gujarat.

3.3.3 Sample of the Study

Sample for the present study was selected purposively considering the experimental
nature of the present study and keeping in mind the feasibility aspect of the
experimentation. Two teacher education institutions of Vadodara city were taken
purposively as the sample for the present study. Student-teachers of the Department of
Education, The Maharaja Sayajirao University of Baroda were selected as
experimental group and student-teachers of Navrachna University were selected as
the control group. There were 48 and 47 student-teachers in the sample of
experimental and control groups respectively having Science/Chemistry/Physics/
Biology as one of their method. Pre-test was administered to both control and
experimental group. Total 34 student-teachers attended intervention program fully
while 32 student-teachers of Navrachna University attended both the pre and posttest.
So, the sample comprised of 34 student-teachers of The Maharaja Sayajirao
University of Baroda considered as experimental group and 32 student-teachers of
Navrachna University considered as control group.

3.4 Tools and Techniques for Data Collection

Achievement Test: The researcher constructed achievement test as a pre and posttest
to test academic achievement in ICT Skills among student-teachers. Achievement test
was developed based on blue print of the achievement test. The achievement test
constituted the questions covering different aspects like knowledge, understanding
and ICT Skill. It covered all types of questions related to awareness about the use of

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ICT in Education, knowledge about educational software packages in Education, ICT
skills and application of Web 2.0 tools in Education. The constructed achievement test
was given to the experts in the field of Technology and Education for the purpose of
its validation. The suggestions of the experts were noted down and incorporated then
it was revised. The achievement test is given in appendix I and Blueprint of the
achievement test is given in appendix II.

Perception Scale: Perception Scale was prepared by the researcher to study the
perception of student-teachers regarding Information and Communication Technology
and related skills. Perception scale having twenty five statements covering statements
comprising of skills of data processing, skills of technology integration, skills of
media design, skills of communication and collaboration in education, skills of web
enhanced learning environment etc. Student-teachers marked their perception on a 5
point Likert scale ranging from „strongly agree‟ to „strongly disagree‟ through
„agree‟, „can‟t say‟, and „disagree‟. Student-teachers were supposed to show their
reaction by putting a tick mark (√) in the appropriate box for each statement. For
validation, the perception scale was given to the experts from the field of Education
and ICT for their suggestions and accordingly their suggestions were incorporated in
the perception scale. The perception scale is given in Appendix III.

Reaction Scale: Reaction Scale was prepared by the researcher that was of 5 point
scale to know reaction of the student-teachers toward developed multimedia learning
package used for developing ICT Skills among student-teachers. Reaction scale
having twenty five statements covering various aspects of the multimedia learning
package like clarity of concepts presented under package, comprehensiveness of the
package, ICT skill development through package, usability of the package, utility of
the package etc. The five points of reaction were ranging from „strongly agree‟ to
„strongly disagree‟ through „agree‟, „can‟t say‟, and „disagree‟. Student-teachers
were supposed to show their reaction by putting a tick mark (√) in the appropriate box
for each statement. For validation, the reaction scale was given to the experts from the
field of Education and ICT for their suggestions and accordingly their suggestions
were incorporated in the reaction scale. The reaction scale is given in Appendix IV.
Rubrics: Rubrics was prepared to assess developed digital lesson plans and
Powerpoint presentation by the student-teachers. There were total 25 marks assigned
in the rubrics for all the items and components of developed lesson plans and 25
marks for the Powerpoint presentation too. Rubrics to assess digital lesson plan
containing assessment criteria for the items of the digital lesson plan like unit
summary, design of instructional objectives, design of instructional strategies, use of

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materials, organization and presentation, use of technology, way of assessment etc.
Rubrics to assess powerpoint presentation containing assessment criteria for title
slide, content presentation, organisation of content, use of audio and video, use of
images/charts/smartArt, use of animation and slide design, references and websites
referred etc. Digital lesson plan and PowerPoint presentation were analyzed based on
rubrics and marks were given out of 25 marks for the developed lesson plan and
PowerPoint presentation. Rubrics to assess digital lesson plan and Powerpoint
presentation is given in appendix V.

3.5 Development of Multimedia Learning Package

The researcher developed multimedia learning package for enhancing ICT skills. In
order to develop a multimedia learning package the researcher followed different
stages of its development.
• Selection of the content and categorization in terms of topics and sub topics 
• Assembling the features with text, pictures, audio, video graphics in multimedia
learning package
• Developing video script and video of the content to be presented in the
package
• Validation of Multimedia Package 
• Tryout- The pilot study

3.5.1 Planning and Analysis of Content

The researcher identified thrust area of ICT in Education by considering

recommendations of NPE (1986), National Policy on Information and
Communication Technology (ICT) in School Education (2011), NCFTE (2006),
UNESCO (2002, 2009), UNESCO ICT-CFT (2011), NKC (2009), FICCI (2009)
towards use of ICT to deliver his/her lesson more effectively by using different media
like Audio, Video, Animation, Picture etc. Researcher developed learning material for
the following topics.
Table 3.1
Selected Topics and Subtopics
Sr. No. Content Sub point
1 Microsoft office 2010 Word Processors, Spread sheets, Powerpoint
presentation, Publisher

2 Search Engine Google

3 Development of Movie Windows Movie makers, PICASA Software

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4 Development of Google Site
Educational Websites
5 Web 2.0 Tools Facebook, Twitter, Edublog, Skype

All five topics of ICT integration in Education namely, Microsoft Office 2010 and
educational implications, effective searching in Google search engine, development of
movie, development of educational websites, Web 2.0 tools etc. were taken for the
study and development of multimedia learning package. The researcher developed
learning resource draft of content. After initial planning and analysis of the content,
the researcher drafted the blueprint for the multimedia package by outlining the
content. Initially learning material was developed of all the content and sub topics.
For information collection to design learning resources and the layout for multimedia
package, the researcher browsed the topics on the Internet and in the books/ articles
like-

Books/Articles:

 The Cambridge handbook of multimedia learning (Mayer, 2005)

 Creating instructional multimedia solutions: Practical guidelines for the real
world (Fenrich, 2005)
 Multimedia for learning: Development, application, evaluation (Gayeski, 1993)
 Teachers as multimedia designers? Rethinking prospective teachers making
multimedia learning packages (Hu, 2005)
 Digital Teaching Skill (March, 2009)
 Multimedia Learning (Mayer, 2001)
 Interactive Multimedia in Education and Training (Mishra & Sharma, 2005)
 Methodology of Multimedia Production (Pant,1998)
 Educational characteristics of multimedia: A literature review (Stemler, 1997)
 Theoretical foundations of multimedia (Tannenbaum, 2000)
 Teacher motivation and the use of computer-based interactive multimedia (Toth,
2002)

Websites:

 GCF- LearnFree.org
 http://herinst.org/sbeder/home.html#resources (Beder, 2001).
 www.gesci.org/old/files/docman/TPD_Workshop-Concept_Note.doc
(Hooker,
2008)

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Learning material was developed with the help of snapshots and images along with
the text.

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Step by step procedure was presented with the help of is. On completion of initial
planning and analysis of the content, the researcher drafted the script for the
multimedia package by outlining the content.

Figure 3.3
Draft of Learning Resources

3.5.2 Assembling Developed Learning Materials

The researcher developed the text material along with pictorial presentation. Learning
resources were assembled and assimilated in the Adobe Acrobat software to create
multimedia learning package. Researcher used trial version of the Adobe Acrobat to
create multimedia learning package. The principles for the development of
multimedia package were taken into consideration by the researcher during
development of the multimedia package. Researcher studied and considered
characteristics of the components of multimedia like background color, text size,
color, size of pictures etc. for the effective presentation of the multimedia learning
package. Content presented in the form of text and pictures simultaneously. The
Multimedia learning package had enough scope for the student-teacher to learn
concept effectively. It had enough scope for self-learning.

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Figure 3.4
Draft of Multimedia Learning Package

Researcher developed content and assemble in multimedia learning package. Each

graphic was edited for proper matching of images and text. The developed package
was given to the experts in the field of Education and Technology and package was
validated. The appropriate changes were made in the package as per the suggestions.
Pilot study was also carried out by the researcher to ascertain its utility.

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Figure 3.5
Organization of Topics and Subtopics in Multimedia Learning Package For
the effective presentation of the content, number of links were presented in
multimedia learning package. e.g. by clicking on “Microsoft Word” button takes
one to the tutorial of Microsoft Word. Each unit was divided into subunits. By
clicking on particular sub topic, student-teachers could go to that sub unit. e.g.
By clicking on subunit “Text Basics” they could go to a particular section.

Figure 3.6
Layout of Subtopic in Multimedia Learning Package
The navigational bar containing the icons placed at the bottom of the screen and the
Buttons with the icons like Home, Next, Previous, Exit were given that remained
constant throughout the package.

Home Next Page Previous Topic Home Exit

Page Button Page Button Page Button Button
Button

Figure 3.7
Layout of Navigation Bar
Home: Home button brings to Home page of the package.
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By clicking on Home
button, you can go to
Home page

Figure 3.8
Use of Home Page Button in Multimedia Learning Package Next:
Next button brings to next sub topic of the section.

By clicking on
Next button, you
can go to Next sub
topic of the section

Figure 3.9
Use of Next Page Button in Multimedia Learning Package
Previous: Previous button brings to previous sub topic of the section

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Figure 3.10
Use of Previous Page Button in Multimedia Learning Package Topic
Home: This button brings back to homepage of that respective topic.

By clicking on Word
Home you can go to
Home page of that
section.

Figure 3.11
Use of Topic Home Page Button in Multimedia Learning Package

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Exit: Exit button to come out of the package.

By clicking on Exit button

you can exit the package.

Figure 3.12
Use of Topic Home Page Button in Multimedia Learning Package As
showing in figure 3.13, there are options of zooming, move from one page to another,
view mode etc. under Menu Bar that help student-teachers to move from one page to
another easily.

Zoom In

Total Pages, by typing page Zoom out View Mode

number there you can
directly jump to that page

Figure 3.13

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Use of Home Tab of Adobe Reader Software
Navigation pane on the left side of the screen
helps student-teachers to jump directly from
one page to another by clicking on it. You can
also hide or explore this navigation pane as per
the requirement.

Figure 3.14
Use of Navigation Pane of Adobe Reader Software

3.5.3 Drafting Video Script and Development of Video

The content of each topic is to be presented with the help of video. The learning
resources in form of text for all content were converted to voice recording to
incorporate in the package.

The researcher tried his best to give better tone and style to the speech and recording.
It was really challenging to incorporate video file of high memory size and there were
error of the software while incorporating. Thus, video file is given separately in given
CD of multimedia.

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Figure 3.15
Presentation of the Content with the help of Video

3.5.4 Tryout of the Multimedia Learning Package

Pilot Study is a testing phase to ensure reliability and validity of the multimedia
learning package. The pilot study of the package was conducted on the
studentteachers of the Maharaja Sayajirao University of Baroda during academic year
201314. The researcher implemented multimedia learning package and collected their
observation in the form of students reactions, their participation, recorded their view
to improve applicability and usability of the package. After discussion, suggestions
were incorporated in the package. The soft copy of multimedia package is provided
with the thesis.

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Figure 3.16
CD-ROM of Multimedia Learning Package

3.6 Procedure of the Study

Selection of Sample

Development of Multimedia Learning

Package

Implementation Implementation
of Pre-test and Implementation of of Post-test,
Perception Multimedia Learning Package Perception Scale
Scale and Reaction
Scale

Effectiveness of the Program

Figure 3.17
Procedure of the Study

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Phase 1: Development of Tools for Data Collection

Present research has total four tools to collect data from the student-teachers.
Researcher developed tools like Achievement test, Reaction scale, Perception scale,
Rubrics for the data collection. Researcher identified components of the tools. After
identification of the components, researcher designed blueprint for the achievement
test, outline of the perception scale, reaction scale, and rubrics. After drafting and
reviewing many time, draft of the tools were prepared. Experts from the field of ICT
and Education validated the tools. Valuable suggestions were collected and noted
down. Suggestions were incorporated after discussion with guide. After drafting tools
many times, final draft of the tools was prepared. All the tools- achievement test,
perception scale, rubrics, reaction scale are given in the appendix I,III,,IV and V
respectively.

Phase 2: Development of Multimedia Learning Package

Multimedia learning package was developed in the subject of ICT in Education as a

combined output of varied aspects in the form of text, audio, video and animation.
During design integration of ICT components and content were the main constituents.
Along with this context is also vital while integration of technology. So it was
important to select appropriate media and learner control along with content selection.
The researcher took care of all these components, selected topics and designed
learning material carefully, took care while use of text, images, audio and video
carefully. Researcher also took care of learner control during development of the
package. Researcher used language that is understandable for all learners. Necessary
software like M. S. Office 2010 package, Adobe Reader, Picasa, Skype, VLC player
etc. were also given along with Fonts setup CD provided to the student-teachers.
User‟s Manual was also given along with CD.

Phase 3: Administration of the Pre-test and Perception Scale

Researcher took the required permission from teacher education institutes of the
control and experimental group to conduct study (Permission letter is given in
Appendix VII and VIII). Researcher administered pre-test and perception scale on
student-teachers of the control and experimental group. Both the control and
experimental group students were informed about the test before implementation.
Time duration of the test was fifty minutes for the 50 marks‟ achievement test, and 20
minutes for the perception scale.

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Phase 4: Implementation of the Multimedia Learning Package

Implementation of the developed multimedia learning package was done after the
administration of pre-test and perception scale. Researcher managed total 40 periods
in the morning time before college time and in regular classes in the timetable each
with the duration of 45 minutes from August to March month during the academic
year of 2014-15 for the implementation of the multimedia package. The researcher
taught to the whole experimental group for the eight months period with the help of
the developed multimedia learning package. Initially orientation was given about the
program and multimedia learning package. Researchers took sessions and taught
student-teachers of experimental group. Along with the process of teaching-learning
the researcher acted as a facilitator and guide while practical work. To facilitate self
learning, CD of the multimedia learning package was given to all the student-teachers
of the experimental group. During the same duration the control group was taught by
their own teacher through traditional method.

Phase 5: Post-Test

After intervention of the program, the student-teachers were given post-test,

perception scale and researcher collected Digital lesson plan and PowerPoint
presentation developed by the student-teacher in Science subject. Along with that
researcher also implemented reaction scale to seek the reaction of the student-teachers
of the experimental group about multimedia learning package.

In the last week of March 2015, researcher completed the implementation program for
experimental group through multimedia package. After intervention researcher
implemented same achievement test and perception scale as a post test on both the
control and experimental group. Same time was given to answer achievement test (50
mins) and perception scale (20 mins). The reaction scale was administered only on
experimental student-teachers of experiment group. Enough time was given to the
student-teacher to mark their opinion. Similarly Digital lesson and Powerpoint
presentation were collected from the student-teachers of experiment group in the form
of CD.
3.7 Procedure of Data Analysis

Data collection was done in 3 Phases during Academic year 2014-15.

1) By employing pre-test and implementing perception scale before intervention
on both the control and experiment group student-teachers.

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2) By collecting developed technology based digital lesson plan from experiment
group student-teachers.
3) By employing post-test, perception scale and reaction scale after the
intervention. Post-test, perception scale was employed on both the control and
experiment group student-teachers and reaction scale administered only on
experiment group student-teachers.

Table 3.2 is providing information regarding the use of tool for objective wise data
Collection.

Table 3.2
Use of Different tools and Techniques to collect data to achieve Objectives
To achieve… Tools used for Data Collection
Objective 3 Pre-test and Post-test
Objective 4 Rubrics
Objective 5 Perception Scale
Objective 6 Reaction Scale

The data collected through pre-test and post-test was analyzed by employing
quantitative data analysis techniques. The non-parametric techniques was used to
analyze the data as the sample was taken purposively. Mann-Whitney U-test was used
to analyze the quantitative data collected through post-test as it is considered as the
most powerful non-parametric equivalent of t-test of parametric family. The
researcher calculated mean, Standard Deviation, Standard Error of Mean and
MannWhitney U-test. For testing the significance between the perceptions of
studentteachers of experimental group, non-parametric Wilcoxon Sign Rank test was
used to know significance before and after implementation of the package among
experimental group‟s student-teachers. Researcher used Wilcoxon Rank Sum Test for
two independent groups. To study level of change in perception between control and
experiment group student-teachers, intensity index (II) was used by the researcher.
Percentage, frequency and intensity index (II) for the reaction scale were used as data
analysis techniques. Digital lesson plan was analysed with the help of percentage and
frequency. Manual calculation and SPSS software were used to analyse data. The
detailed analysis and interpretation of the data is given in chapter IV.

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