International Journal of Teacher Educational Research (IJTER) Vol.4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
ATTITUDE OF THE B.Ed., STUDENTS TOWARDS SMART CLASS ROOM IN ARNI TALUK
Mr.H.PRABHU,
Ph.D., Research Scholar (EXT),
Bharathiar University, COVAI.
Sri Balaji College of education
Arcot Road, ACS Nagar,
Irumbedu, Arni Taluk. 632 317.
Tiruvannamalai district, Tamilnadu.
[email protected]
Mrs.G.REENADEVI
Assistant professor
Sri Balaji College of education
Arcot Road, ACS Nagar,
Irumbedu, Arni Taluk. 632 317.
Tiruvannamalai district, Tamilnadu.
[email protected]
Dr.P.VAIYAPURI RAJA, Ph.D
Assistant professor for M.Ed.
Sri Balaji College of education
Arcot Road, ACS Nagar,
Irumbedu, Arni Taluk. 632 317
Tiruvannamalai district, Tamilnadu
[email protected]
ABSTRACT
Smart Classrooms are technology enhanced classrooms that foster opportunities for teaching and
learning by integrating learning technology, such as computers, specialized software, audience response
technology, assistive listening devices, networking, and audio/visual capabilities. Smart classroom is
flexible and can be customized to meet the individual needs of the learners. Smart classroom encourages
students to take personal responsibility for their own learning. When learners succeed, it builds selfknowledge and self-confidence in them. So, the present study has high need and importance. The present
study has been done so as to study the Attitude towards Smart Classroom of the B.Ed., students as they
were the persons to teach the budding students of the digital world. Random sampling technique has been
used in the selection of the sample of as many as 200 B.Ed., students and the Attitude towards smart
classroom scale constructed and validated by Prabhu, H., et.al., (2014) has been distributed to them and
the responses were collected and computed according to the objectives framed. The findings of the study
revealed that the B.Ed., students show favourable attitude towards smart classroom and the same trend
has been seen in respect of the sub-samples, too.
ATTITUDE TOWARDS SMART CLASSROOM
The technologies have educational utility and can be integrated into a smart classroom. There is no
standardized list of digital equipment for smart classrooms. The present study has been done so as to
study the Attitude towards Smart Classroom of B.Ed., students as they were the persons to teach the
budding students of the digital world. Smart Classrooms are technology enhanced classrooms that foster
opportunities for teaching and learning by integrating learning technology, such as computers, specialized
software, audience response technology, assistive listening devices, networking, and audio/visual
capabilities. Smart classroom is flexible and can be customized to meet the individual needs of the
learners. Smart classroom encourages students to take personal responsibility for their own learning. When
learners succeed, it builds self-knowledge and self-confidence in them. So, the present study has high
Attitude of B.Ed. students towards Smart Classroom in Arni Taluk
10
International Journal of Teacher Educational Research (IJTER) Vol.4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
need and importance. The present study has been done so as to study the Attitude towards Smart
Classroom of the B.Ed., students as they were the persons to teach the budding students of the digital
world.
OBJECTIVES OF THE STUDY
The following were the objectives framed for the present investigation.
1.
To study the B.Ed., students‟ attitude towards smart classroom.
2.
To study if there is any significant difference in attitude towards smart classroom
between the male and female B.Ed., students.
3.
To study if there is any significant difference in attitude towards smart classroom
between the B.Ed., students studying in the colleges located in the urban area and in
the rural area.
4.
To study if there is any significant difference in attitude towards smart classroom
between the B.Ed., students residing in the urban area and in the rural area.
HYPOTHESES
The following were the hypotheses for the present investigation formulated from the framed
objectives.
1.
The B.Ed., students‟ shows a favourable attitude towards smart classroom.
2.
There is no significant difference in attitude towards smart classroom between the male
and female B.Ed., students.
3.
There is no significant difference in attitude towards smart classroom between the
B.Ed., students studying in the colleges located in the urban area and in the rural area.
4.
There is no significant difference in attitude towards smart classroom between the
B.Ed., students residing in the urban area and in the rural area.
METHOD
Normative survey method has been employed in the present study.
TOOL USED
The tool used for the present study was, attitude towards smart classroom scale constructed and
validated by Prabhu, H., et.al., (2014) was used in the present investigation. The scale consists of 20 items.
Each item has been set against five responses i.e. “Strongly Agree”, “Agree”, “Undecided”, “Disagree” and
“Strongly Disagree”. The statements were scored as 5, 4, 3, 2 and 1 for the positive statements and the
Attitude of B.Ed. students towards Smart Classroom in Arni Taluk
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International Journal of Teacher Educational Research (IJTER) Vol.4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
scoring has been reversed for the negative statements. In this way all the items in the scale should be
scored. The maximum score for this scale is 100 and the minimum score is 20. Those who obtain the score
upto 31 were said to have an unfavourable attitude towards smart classroom, those who score above 31
upto 74 were said to have a neutral attitude towards smart classroom and those who score above 74 were
said to have a favourable attitude towards smart classroom. The attitude towards smart classroom scale
has construct validity as the items selected were having the„t‟ value of more than 1.75 (Edwards, 1957). Its
intrinsic validity was found to be 0.90. The reliability of this scale by split-half technique is found to be 0.81.
Thus the attitude towards smart classroom scale has validity and reliability.
SAMPLE
Random sampling technique has been used in the selection of the sample of as many as 200
B.Ed., students studying in education colleges situated in the Arni taluk of Tamilnadu, India.
STATISTICAL TECHNIQUES USED
The mean and standard deviation for the entire sample and its sub-samples were computed for
attitude towards smart classroom scores. The test of significance („t‟ test) was used in order to find out the
significance of the difference between the means of the attitude towards smart classroom score. The
collected data were computed with the SPSS 11.5 and the results were furnished accordingly in the Table 1
and Table 2.
TABLE 1
THE MEAN AND THE STANDARD DEVIATION OF THE ATTITUDE TOWARDS SMART CLASSROOM
SCORES OF THE ENTIRE SAMPLE AND ITS SUB-SAMPLES
STANDARD
‘t’
SIGNIFICANCE
S.NO SAMPLES
SUB-SAMPLES
N
MEAN
DEVIATION
VALUE AT 0.05 LEVEL
1
2
3
4
Entire sample
Male students
Sex
Female students
Rural area
College
locality
Urban area
Rural area
Residence
Urban area
200
101
99
119
81
96
58.15
61.50
54.72
58.17
58.11
59.56
28.67
27.94
29.14
28.84
28.59
28.11
104
56.84
29.24
1.68
Not significant
0.02
Not significant
0.67
Not significant
Attitude of B.Ed. students towards Smart Classroom in Arni Taluk
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International Journal of Teacher Educational Research (IJTER) Vol.4 No.4 April, 2015 ISSN: 2319-4642
www.ijter.com
TABLE 2
THE LEVELS OF ATTITUDE TOWARDS SMART CLASSROOM SCORES OF THE ENTIRE SAMPLE
AND ITS SUB-SAMPLES
ATTITUDE LEVELS
S.NO SAMPLES
SUB-SAMPLES
UNFAVOURABLE
NEUTRAL
FAVOURABLE
1
Entire sample
2
Sex
3
College
locality
4
Residence
74 (37.0%)
43 (21.5%)
83 (41.5%)
Male students
Female students
Rural area
Urban area
Rural area
30 (29.7%)
44 (44.4%)
46 (38.7%)
28 (34.6%)
32 (33.3%)
24 (23.8%)
19 (19.2%)
22 (18.5%)
21 (25.9%)
23 (24.0%)
47 (46.5%)
36 (36.4%)
51 (42.9%)
32 (39.5%)
41 (42.7%)
Urban area
42 (40.4%)
20 (19.2%)
42 (40.4%)
FINDINGS OF THE STUDY
The following are the important findings of the present investigation which were inferred from the
Table1.
1.
Majority of the B.Ed., students‟ shows a favourable attitude towards smart classroom.
The same trend has been seen in respect of the sub-samples, too, except the female
students as they show unfavourable attitude towards smart classroom in majority.
2.
There is no significant difference in attitude towards smart classroom between the male
and female B.Ed., students.
3.
There is no significant difference in attitude towards smart classroom between the
B.Ed., students studying in the colleges located in the urban area and in the rural area.
4.
There is no significant difference in attitude towards smart classroom between the
B.Ed., students residing in the urban area and in the rural area.
CONCLUSION:
The present investigation revealed that majority of the B.Ed., students studying in the Arni Taluk,
Tamilnadu, India, shows a favorable attitude towards smart classroom which in turn gives a very high level
of achievement for the B.Ed., students in their career.
REFERENCES
Best, John. W., (1963), “Research in Education”, Prentice hall of India (p.t) Ltd, New Delhi.
Prabhu, H., Reenadevi, G., and Vaiyapuri Raja, P., (2014), “Construction and validation of the attitude
towards smart class room scale”, www.jiepissn.com.
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