Effectiveness of Educomp Smartclass Program in terms of Intelligence and Academic Achievement of Middle Level School Students of Jabalpur

 

Mrs. Monika Vaidya1*,  Dr. (Mrs.) Himani Upadhyaya2

1Research Scholar, (Edu.), RDVV,  Former Asst. Prof. of Hitkarini B. Ed College, Jabalpur(M.P.) .

2Sr. Asstt. Prof. and HOD (Edu.), Hawabagh Women’s College , Jabalpur (M.P.)

 

ABSTRACT:

This research explores the effect of  Educomp Smartclass program on the Academic Achievement of middle level school students by taking their intelligence as covariate. The sample consisted of two groups  (Educomp Smartclass program) 1.CBSE Schools who using Educomp smatclass program [Treatment Group],2.CBSE Schools who do not using smart class program [Control Group].Sample size was 755 of students of class 6th ,7th and8th .For getting desired results Purposive Random sampling technique and a self made questionnaire were used as data collection tool . Further an Achievement test was administered to both the groups for the evaluation of both teaching methods.Analysis of the result revealed that The  Educomp Smartclass program has a positive impact on students since curiosity is generated among majority of the students through increased visualization. According to majority of researches students show the impact of Smartclass was thought to have a higher impact on Middle standards.

 

INTRODUCTION:

“The new age” of research - a focus on learning environments that is "tech age". Children of the same age group may be found in the different stages of cognitive development as shown by the researches of Swiss Psychologists Jean Piaget and his collaborators together with many other researchers from developed as well as developing countries. This observation also applies for the variable of Intelligence of children.Intelligence influencing academic achievement. Academic achievements have been linked to differences in intelligence. Students with higher mental ability as demonstrated by IQ tests (quick learners) and those who are higher in conscientiousness (linked to effort and achievement motivation) tend to achieve highly in academic settings. Researcher found the students taught by smart class method exhibited superior performance as compare to their counterparts taught by traditional classroom teaching method.

 

OBJECTIVE:

To study the effect of Treatment, Gender and their interaction on Academic Achievement of class VI, VII and VIII students separately by taking their Intelligence as covariate.

 

 


HYPOTHESES:

I.     “There is no significant effect of Treatment, Gender and their interaction on Academic Achievement of class VI students by taking their Intelligence as covariate.”

II.    “There is no significant effect of Treatment, Gender and their interaction on Academic Achievement of class VII students by taking their Intelligence as covariate.”

III    “There is no significant effect of Treatment, Gender and their interaction on Academic Achievement of class VIII students by taking their Intelligence as covariate.”

 

METHODOLOGY:

Method:-Ex-post facto Research Method was used.

Tools:-

(A)         Independent Variable,

Standard progressive Matrices Prepared by J.C. Raven test to identify the intelligence score of middle school students.

(B)         Dependent Variable,

Academic achievement, Academic scores measured by a self made questionnaire.

 

Sample:

In the present research work the investigator selected 755 middle school students of class VI,VII andVIII of 12 to 15 years age of Jabalpur for both groups.

 

The objective was to study the effect of treatment,  gender and their interaction on academic achievement by taking intellgence of class VI students as covariate

 

Table No. 1

Summary of 2X2 Factorial Design ANCOVA of Academic Achievement by taking Intelligence of Class VI students as covariate

Source of Variance

Df

SS

MSS

F-Value

Remark

Treatment (A)

1

56.89

56.89

6.77

P<0.01

Gender (B)

1

12.87

12.87

1.53

 

AXB

1

1.25

1.25

0.15

 

Error

260

2185.52

8.41

 

 

Total

264

 

 

 

 

 

 

INTERPRETATION AND DISCUSSION

[Table No. 1 and Graph No.1]

From the above Table No.1, it is clearly shown that “significant effect of Treatment on Academic Achievement of class Vl Students when their Intelligence was taken as covariate.”Result indicates that Educomp smart class program (Treatment) was found to have significantly better than lecture method, because of educomp smartclass program makes learning joyful and a real life experience so that it makes knowledge permanent in nature. It is also clearly visible in the Graph No.1. Javier Gil Flores, Juan Jesús Torres Gordillo, Víctor Hugo Perera Rodríguez (2012)  explaining digital reading performance, online experience in information-searching activities is shown  relevant. It may therefore be said that using multimedia in the teaching learning process become more effective as Roblyer and Edwards,2000, Jonassen et.al,1999 using of technology stated that student can better prepare with a skill set for real life work situations, support present findings .          

 

Second finding of present result indicates that “No significant effect of Gender on Academic Achievement” It shows that Male and Females of class VI were found have Academic Achievement to the same extent when Intelligence was taken as covariate, so here Karplus and et.al(1980) That “boys performed better than girls” is not supported the present result. Irrespective of Class, both Males and Females were found to have Academic Achievement to the same extent when Intelligence was taken as covariate as well as without it.Behind this finding the main reason is that ,in present scenario Male and Female students are having equal opportunity for growth and development which was not provided earlier.

 

The objective was to study the effect of treatment, gender and their interaction on academic achievement by taking intellgence as covariate of class vii students

 

Table No. 2

Summary of 2X2 Factorial Design ANCOVA of Academic Achievement by taking Intelligence of Class VII students as covariate

Source of Variance

Df

SS

MSS

F-Value

Remark

Treatment (A)

1

44.26

44.26

4.31

p<0.05

Gender (B)

1

2.93

2.93

0.28

 

AXB

1

2.28

2.28

0.22

 

Error

249

2554.30

10.26

 

 

Total

253

 

 

 

 

 

 

INTERPRETATION AND DISCUSSION

[Table No 2 and Graph No.2]

The present result asserted that “significant effect of Treatment on Academic Achievement of class Vll Students when their Intelligence was taken as covariate.”, It indicates that the adjusted mean scores of Academic Achievement of Educomp Smart Class Program and Lecture Method Groups differ significantly when Intelligence was taken as covariate.There was no significant effect of Gender on Academic Achievement of Class VII students when Intelligence was taken as covariate. As several studies have been reported gender differences in intelligence Furnham et al., 1999 is not supported here but Halpern and LaMay, 2000  found no sex differences in intelligence..Some researcher reported that intelligence is causally related to academic achievement Laidra, Pullmann and Allik, 2007 and Hyde, 2005; Lynn et al., 2002 found gender differences in specific cognitive abilities not supported here.

 

The objective was to study the effect of treatment, gender and their interaction on academic achievement by taking intellgence as covariate of class viii students

 

Table No. 3

Summary of 2X2 Factorial Design ANCOVA of Academic Achievement by taking Intelligence of Class VIII students as covariate

Source of Variance

Df

SS

MSS

F-Value

Remark

Treatment (A)

1

38.5

38.5

5.44

p<0.05

Gender (B)

1

0.66

0.66

0.09

 

AXB

1

1.55

1.55

0.22

 

Error

251

1775.76

7.08

 

 

Total

256

 

 

 

 

 

INTERPRETATION AND DISCUSSION

[Table No 3 and Graph No.3]

The present result indicate that the use of Educomp smartclass the learning become more enjoyable for students while improving their overall academic achievement. Joshi and Mahapatra (1995) found that student taught through software package significantly did better than taught through conventional method.

 

The adjusted mean scores of Academic Achievement of Males and Females did not differ significantly when Intelligence was taken as covariate. So there was no significant effect of Gender on Academic Achievement of Class VIII students when their Intelligence was taken as covariate. As reported by Habibollah ,et al.,(2009) there were no significance between males and females on intelligence.

 

In present research Irrespective of Class, Educomp Smart Class Program was found to be significantly superior to Lecture Method in improving the Academic Achievement of students when their Intelligence was taken as covariate as well as without it.

 

REFERENCES:

Aroyo, L.,and Dicheva, D. (2004). The New Challenges for E-learning: The Educational Semantic Web. Educational Technology and Society,7 (4),59-69.

Angrist, J. and V. Lavy. (2002). New Evidence on Classroom Computers and Pupil Learning. Economic Journal: 112 (482), pp. 735-765.10

Buzzle (2011). Impact of Technology on Education Importance of Technology in the Classroom http://www.buzzle.com/articles/importance-of-technology-in schools .htmlGodoy, C. (2006).

Carrillo, P., M. Onofa and J. Ponce. (2010). Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador. IDB Working Paper No 223.

Clements, D.H. and B.K. Nastasi. (1993). Electronic Media and Early Childhood Education.  Handbook of Research on the Education of Young Children; B. Spodek. New York: Macmillan, pp. 251–275.

Dun and Bradstreet Information Services India Pvt. Ltd. (2010). Study of Effectiveness of Educomp Smart Class Program, R and D. Googal search engine.Rand D Online Researches.

Douglas D. Agyei, Joke Voogt (1999). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice, Ph,d Thisis

Javier Gil Flores, Juan Jesús Torres Gordillo, Víctor Hugo Perera Rodríguez (2012). The Role of Online Reader Experience in Explaining Students’ Performance in Digital Reading. University of Seville, Ph,D Thisis JSTOR 2000-2013

 

Received on 16.09.2015

Modified on 22.09.2015

Accepted on 30.09.2015

© A&V Publication all right reserved

Research J. Humanities and Social Sciences. 6(3):July- September, 2015, 223-226

DOI: 10.5958/2321-5828.2015.00029.7