Effectiveness of Educomp Smartclass Program in terms of Conservation Ability of Middle Level School Students of Jabalpur

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

¹Research Scholar, Education Department, Jabalpur

²Supervisor, Sr. Asistant Professor in Education Department, Jabalpur

ABSTRACT:

This research explore the effect of Educomp Smartclass Program in terms of Conservation Ability of Middle Level School Students of Jabalpur.Sample size was 755 of students and Conservation ability measured by Piagetian conservation Tasks to test conservation ability of class VI,VII andVIII CBSE middle school science syllabus.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.

KEYWORDS:

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. Several studies were showing that students with different abilities and skills learned in different ways, according to the format in which the content was presented. One of the major problems in the field of effect of smartclass was the inconsistency of research findings and limited use of smartclass in institutions. The content of cognition (what is known) and the process of cognition (how it is known) cannot be separated from the context and the act of knowing. Consequently, Educational Technology is seen as a major tool to create adequate learning environments where enhanced situated cognition takes place. Studies have shown that children conversant with technology show improvements in their writing, reading and math skills. Technology has also improvement in students academic achivements and enhancement in their learning abilities.

OBJECTIVE:

To study the effect of Treatment, Gender and their interaction on Conservation Ability of class VI,VII and VIII Students separately.

HYPOTHISIS:

1. “There is no significant effect of Treatment, Gender and their interaction on Conservation Ability of class VI Students.”

2. “There is no significant effect of Treatment, Gender and their interaction on Conservation Ability of class VII Students.”

3. “There is no significant effect of Treatment, Gender and their interaction on Conservation Ability of class VIII Students.”

METHODOLOGY:

In the present research work the investigator selected 755 students of class vi,viiandviii of 12 to 15 years age of Jabalpur.Conservation ability measured by Piagetian conservation Tasks to test conservation ability of class VI,VII andVIII CBSE middle school science syllabus.

1.0 Effect of treatment, gender and their interaction on conservation ability of class vi students

Table No. 1. Summary of 2X2 Factorial Design ANOVA of Conservation Ability of Class VI students

Source of Variance	df	SS	MSS	F-Value	Remark
Treatment (A)	1	228.20	228.20	8.25	p<0.01
Gender (B)	1	2.79	2.79	0.10
AXB	1	54.49	54.49	1.97
Error	261	7212.56	27.63
Total	265

Graph -1

Gender and Group wise mean difference scores for Conservation Ability of Class VI students

The F-value for interaction between Treatment and Gender is 1.97 which is not significant. So there was no significant effect of interaction between Treatment and Gender on Conservation Ability of Class VI .

1.1 Effect of treatment, gender and their interaction on conservation ability of class vii students

Table No. 2. Summary of 2X2 Factorial Design ANOVA of Conservation Ability of Class VII students

Source of Variance	Df	SS	MSS	F-Value
Treatment (A)	1	3.01	3.01	0.14
Gender (B)	1	6.31	6.31	0.29
AXB	1	0.03	0.03	0.001
Error	250	5499.07	22.00
Total	253

Graph-2

Group and Gender wise mean difference scores for Conservation Ability of Class VII

The F-value for interaction between Treatment and Gender is 0.001 which is not significant. So there was no significant effect of interaction between Treatment and Gender on Conservation Ability of Class VII students. It may, therefore, be said that Conservation Ability of Class VII students was found to be independent of interaction between Treatment and Gender.

1.2 EFFECT OF TREATMENT, GENDER AND THEIR INTERACTION ON CONSERVATION ABILITY OF CLASS VIII STUDENTS

Table No. 3. Summary of 2X2 Factorial Design ANOVA of Conservation Ability of Class VIII students

Source of Variance	Df	SS	MSS	F-Value	Remark
Treatment (A)	1	183.92	183.92	7.14	P<0.01
Gender (B)	1	0.05	0.05	0.002
AXB	1	3.69	3.69	0.14
Error	252	6484.54	25.73
Total	256

Graph- 3

Group and Gender wise mean scores for Conservation Ability of Class VIII students

The F-Value for Gender is 0.002 which is not significant. It shows that the mean scores of Conservation Ability of Male and Female students of Class VIII did not differ significantly.Conservation Ability was found to be independent of interaction between Treatment and Gender.

INTERPRETATION AND DISCUSSION:

It is clearly exhibited that Educomp Smartclass Program was found to be significantly superior to Lecture Method in improving the Conservation Ability of Class VI students., It is clear that there was no significant effect of interaction between Treatment and Gender on Conservation Ability of Class VI students. many reasons behind above result as Lim, Zhao, Tondeur, Chai, and Tsai, 2013; Spector, 2010), sais “the use of technology during teaching and learning activities is steadily increasing. But integrating technology is a complex process of educational change, and the use of technology in schools is still extremely varied.” but students and teachers enjoyed exercising their creativity and multimedia skills in visually representing their content material. Some even said that they liked learning through educomp because it allowed them to fully understand what it takes to create a multimedia application from the beginning to end and how to work. They were able to learn more about their topic as well as creating multimedia presentations, and able to design an interactive multimedia application with active links, thus supporting the propositions made by Agnew et. al (1996).

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