PRESENTATION, FINDINGS, ANALYSIS AND INTERPRETATION …shodhganga.inflibnet.ac.in/bitstream/10603/3814/15/15_chapter 5.pdf · the presentation of the findings. The answer to each

164

PRESENTATION, FINDINGS, ANALYSIS AND

INTERPRETATION OF DATA

5.0 INTRODUCTION

The purpose of this study is to analyse the present scenario, use and awareness

of Information Technology among faculty members and students in academic

departments of LISc in universities of Iran. This chapter concentrates on

discussion, presentation, observation and interpretion of the data. According to the

outlines laid down for the purpose at the time of developing research plan, and also

to achieve its objectives, the data was processed after collection. This included

editing, coding, classification, and tabulation of collected data. The six research

objectives and six research questions formulated in Chapter-1 served to organize

the presentation of the findings. The answer to each question is based upon the

results obtained from the analysis and computation of the data collected from the

returned questionnaires from 86 LISc departments, 180 faculty members and 390

students, surveyed. Two sets of questionnaires were used to collect data. The first

questionnaire was chosen to collect the data from faculty members, while second

questionnaire was chosen to gather data from students. Descriptive statistics

(frequency and percentage) and inferential statistics (Chi-Square Test) were

used to analyze the data. The survey questions, rephrased and presented in Italics

throughout this chapter, in order to make them stand out from the rest of the text.

The above data were corelated with various variables given in the questionnaires.

The details of findings, their analysis and interpretations are given below:

5.1 FACULTY MEMBERS AND STUDENTS SEX-WISE GROUPS

5.1.1 Faculty members were requested (question-1/questionnaire-1) to indicate

their gender to enable the researcher to corelate with the other variables of the

questions formulated. Figure 5.1.1 shows responses to this question.

165

Male63%

Female37%

Figure-5.1.1: Faculty Members� Sex-Wise Groups

Figure-5.1.1 shows that 63% of LISc faculty members in Iran were male and

37% female. It indicates that in Iranian LISc academic departments male faculty

members are more than female.

5.1.2 Students were asked (question-1/questionnaire-2) to mention their

gender.The details of the responses to this question are given in Figure 5.1.2.

26

74

0

20

40

60

80P

ercent

Male Female

Figure - 5.1.2: Students� Sex-Wise Groups Figure 5.1.2 indicates that 26% of the under study students were male and

74% female. It shows that female students are more than male in Iranian academic

LISc departments. It also summarizes that in case of faculty teachers, male

respondents were more, while in case of students, female were more.

5.2 FCULTY MEMBERS� AGE-WISE GROUPS

The details of the responses received from faculty members about their age

have been given in Figure- 5.2.1 however, Students were not asked to mention

their age.

166

10

28 3127

4

05

101520253035

Percent

26 - 30 31- 40 41 - 50 51 - 60 Morethan 61

Figure - 5.2.1: Faculty Members� Age-Wise Groups

Figure-5.2.1 demonstrates that 31% of faculty memebrs were in age group 41-

50 followed by 28% 31-40, 27% 51-60, 10% 26-30 and minimum (4%) 61- >. It

also indicates that majority of Iranian LISc faculty members were in age group 41-

50.

5.3 FACULTY MEMBERS AND STUDENTS EDUCATION/DEGREE

WISE GROUPS

5.3.1 Faculty members were requested (question-3/questionnaire-I) to mention

their academic degrees. Details have been given in Figure- 5.3.1.

Ph.D36%

Master64%

Figure - 5.3.1: Faculty Members�s Degree Levels Wise Groups

Figure 5.3.1 represents that 64% of faculty members had Master degree and

36% PhD. It indicates that majority of Iranian LISc faculty memebers had Master

degree.

5.3.2 Students were asked (question-2/questionnaire-2), to mention their

educational levels. The details have been summarized in Figure- 5.3.2.

167

Bachelor71%

Master25%

Ph.D4%

Figure- 5.3.2: Students� Educational Levels/Degree Wise Groups

Figure- 5.3.2 shows that 71% of LISc students were in Bachelor level, while

25% Master and 4% PhD. It indicates that majority of the under study students

were in Bachelor level.

5.4 FCULTY MEMBERS� ACADEMIC RANK WISE GROUPS

This question relates only to faculty members, hence this part of the question

was not included in questionnaire-2.

5.4.1 Faculty members were asked (question-4/questionnaire-1), to mention

their academic ranks. The details of responses have been indicated in Figure 5.4.1.

640

270 6.5

2.5

0 10 20 30 40 50 60 70

Percent

Lecturers

Assistant professors

Associate professor

professors

Figure - 5.4.1: Faculty Members� Academic Ranks Wise Groups

Figure 5.4.1 displays that 64% of faculty teachers were Lecturers followed

by 27% Assistant professors, 6.5% Associate Pofessors and 2.5% (minimum)

Professors. It indicates that majority of LISc faculty teachers were lecturers, while

minimum were Professors.

168

5.5 FACULTY MEMBERS� COUNTRY WISE GRADUATION

5.5.1 Faculty Members were requested (question-5/questionnaire-1), to mention

the countries they got their last degree from. The details of the same has been

indicated in Figure 5.5.1.

76.3

6.8 5.1 2.59.3

0

10

20

30

40

50

60

70

80

percent

Iran Australia U.S.A England India

Figure - 5.5.1: Faculty Members� Country-Wise Graduation

Figure- 5.5.1 indicates that 76.3% of LISc faculty teachers got their last

degree from universities of Iran, 9.3% from India, 6.8% from Australia, 5.1% from

USA and 2.5% from England. It shows that majority of LISc faculty members

obtained their last degrees from universities of Iran and minimum from England.

5.6 FACULTY MEMBERS� EXPERIENCE WISE GROUPS


their teaching experience. The details of the same has been given in Figure- 5.6.1.

48.5

36

14

1

0

10

20

30

40

50

60

perc

ent

1 _ 10 11_ 20 21 - 30 31 & more Figure - 5.6.1: Faculty Members� Teaching Experience Wise Groups

Figure-5.6.1 represents that 48.5% of faculty memebrs had 1-10 years

teaching experience followed by 36% 11-20, 14% 21-30 and 1% 31 - >. The above

169

figure depicts that majority of faculty members had 1-10 years teaching

experience, while minimum (1%) had 30 - >.

5.7 FACULTY MEMBERS AND STUDENTS ENGLISH LEVEL WISE GROUPS

5.7.1 Faculty members were requested (question-7/questionnaire-1) to mention

the level they knew English. The responses to this question have been indicated in

Figure-5.7.1.

Good53%

Average44%

Poor3%

Figure - 5.7.1: Faculty Members� English Knowledge Levels Wise

Figure-5.7.1 illustrates that 53% of LISc faculty teachers were good in

English followed by 44% average and 3% poor. It indicates that only half of

faculty teachers were good in English. In universities of Iran language of

instruction is Persian (the national language of Iran) and faculty members offer

their courses in Farsi (Persian) only.


English knowledge levels. The details have been given in Figure- 5.7.2.

Average63%

Poor27%

Good10%

Figure - 5.7.2: Students� English Knowledge Levels Wise

170

Figure 5.7.2 demonstrates that 63% of LISc students were average in English,

10% good and 27% poor. It indicates that majority of students were average in

English, while minimum were good. As the Language of instruction in universities

of Iran is only Persian, consequently students have few chances to practise English.

5.8 USE OF INFORMATION TECHNOLOGY

Nowadays, IT is not just a subject-it is also a set of skills that everyone

specially faculty teachers need in the modern world. Today faculty teachers must

change the way they teach and the way students learn, they have to help students to

achieve a high level of competency and competitiveness, they have no option but

to make IT as an integrated tool in the teaching-learning process. They should

change their focus from being dispensers of knowledge to facilitators of learning.

To achieve this goal, they should use IT as a tool in the educational process.


about their use of IT. The details of the responses have been shown in Figure-

5.8.1.

95

4 1

0

20

40

60

80

100

percent

Yes No Not mentioned

Figure - 5.8.1: Faculty Members� Use of IT

Figure 5.8.1 indicates that 95% of faculty members used IT, while only 4%

did not use and 1% did not mention anything. It shows that majority of LISc

academic members used IT facilities.

Technology enables students to express themselves differently than they ever

have before. Students are no longer limited to use a piece of papar and a pencil or

pen, but instead have a unique online environment in which they can express what

information they have been able to gather, internalize that data and then integrate it

into their assignments.

171

5.8.2 Students were requested (question-4/questionnaire-2), to mention about

their use of IT. The details have been given in Figure 5.8.2.

87

11 2

0

50

100pe

rcen

t

Yes No Not mentioned

Figure-5.8.2: Students� Use of IT

Figure 5.8.2 represents that 87% of Iranian LISc students used IT, while

11% did not use, however 2% did not mention anything. It displays that majority

of the under study students used ITfacilities. Students have to use IT to increase to

support their own self-directed learning, to facilitate whole-class teaching, to give

them access to learn outside college lessons and to foster the IT skills necessary to

engage fully in modern society. The study also indicates that when students have

access to up-to-date and current information, and shared with their peers and

faculty members, the learning experience changes dramatically. The figures 5.8.1

and 5.8.2 indicate faculty members and students� use and awareness of IT, which

was used more by faculty members.

5.8.1.1 Gender Wise Use of IT

The sex-wise distribution use of IT by faculty members and students have

been given in Tables-5.8.1.1 & 5.8.1.2.

Table-5.8.1.1: Faculty Members� Sex-Wise Use of IT

Male

Female

Total

Sex Wise Use Status

Number

Percent

Number

Percent

Number

Percent

Used

70

94.6

43

97.7

113

96

Not used

4

5.4

1

2.3

5

4

Total

74

100

44

100

118

100

172

Table 5.8.1.1 indicates that 94.6% of male faculty members and 97.7% of

the females used IT, while 5.4% of male faculty members and 2.3% of the females

did not use IT. It indicates a slight difference regarding the use of IT by male

faculty members and female and shows that female faculty teachers used IT more

than the males.

Table-5.8.1.2: Students� Sex-Wise Use of IT

Male

Female

Total

Sex-Wise Use Status

Number

Percent

Number

Percent

Number

Percent

Used

88

90

249

88

337

88.4

Not used

10

10

34

12

44

11.6

Total

98

100

283

100

381

100

Table-5.8.1.2 shows that 90% of the male students and 88% of the female

used IT, while 10% of the male students and 12% of the female did not use IT. It

also indicates that total 88.4% of them used IT and 11.6% did not use.

5.8.2.1 Age Wise Use of IT

The age wise distribution use of IT by faculty members has been

summarized in Table 5.8.2.1.

Table-5.8.2.1: Faculty Members� Age Wise Use of IT

26-30

31-40

41-50

51-60

61->

Total

Age Wise Use Status

Number

percent

Number

percent

Number

percent

Number

percent

Number

percent

Number

percent

Used

10

91

31

94

36

100

30

97

4

80

111

96

Not used

1

9

2

6

-

-

1

3

1

20

5

4

Total

11

100

33

100

36

100

31

100

5

100

116

100

Table 5.8.2.1 shows that total 111 (96%) of faculty members used IT among

these: 100% (36) of them were in age group 41-50 followed by 97% 51-60, 91%

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26-30, 94% 31-40 and 80% 61->. It also reveals that 9% of faculty teachers in age

group 26-30 did not use IT followed by 6% 31-40, 3% 51-60 and 20% 61->.

5.8.3 Degree Wise Use of IT

The degree wise distribution use of IT by faculty members has been given in

Table �5.8.3.1.

Table-5.8.3.1: Faculty Members� Degree Wise Use of IT

PhD

Masters

Total

Academic Degree

Use Status

Number

Percent

Number

Percent

Number

Percent

Used

41

95

73

96

114

96

Not used

2

5

3

4

5

4

Total

43

100

76

100

119

100

Table 5.8.3.1 represents that 95% of the PhD faculty teachers and 96% of the

Master degree holders used IT, while 5% of the PhD and 4% of Master degree

holder faculty members did not use IT. Total 96% of them used IT and 4% did not

use.

5.8.3.2 Educational Level Wise Use of IT

The educational level (degree) wise use of IT by students has been Indicated

in Table-5.8.3.2 .

Table-5.8.3.2: Students� Educational Levels Wise Use of IT

Bachelors

Masters

PhDs

Total

Educational Levels

Use Status

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Used

227

84

95

98

15

100

337

88.5

Not used

42

16

2

2

-

-

44

11.5

Total

269

100

97

100

15

100

381

100

Table 5.8.3.2 shows that 100% of the PhD students, 98% Masters and 84%

Bachelors used IT. It also represents that 2% of the Master students and 16% of

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the Bachelors did not use IT. It reveals that graduate students (PhD and Master)

used IT more than undergradute (Bachelor) students.

Statistical Chi-Square Test was applied between students� use of IT and their

educational levels. The details has been given in Table 5.8.3.2.1.

Table-5.8.3.2.1: Statistical Chi-Square Test Result Chi-Square Tests

14.856a 2 .00120.121 2 .000

13.662 1 .000

381

Pearson Chi-SquareLikelihood RatioLinear-by-LinearAssociationN of Valid Cases

Value df

Asymp.Sig.

(2-sided)

1 cells (16.7%) have expected count less than 5. Theminimum expected count is 1.73.

a.

Table 5.8.3.2.1 reveals a significant relationship between students� use of IT

and educational levels at .000 level of significance. As seen, the value of

significance is less than .05, consequently, it indicates a significant relationship

between the two variables.

5.8.4 Rank Wise Use of IT

The correlation between academic rank-wise and use of IT by faculty members

has been given in Table-5.8.4.1.

Table-5.8.4.1: Faculty Members� Rank Wise Use of IT

Lecturers

Associate Professors

Assistant Professors

Professors

Total

Ranks Use Status

Number

percent

Number

percent

Number

percent

Number

percent

Number

percent

Used

73

96

30

94

8

100

3

100

114

96

Not used

3

4

2

6

-

-

-

-

5

4

Total

76

100

32

100

8

100

3

100

119

100

Table 5.8.4.1 shows that 100% of the Associate Professors and the Professors

used IT followed by 96% of the Lecturers and 94% of the Assistant Professors. It

indicates that 4% of the Lecturers and 6% of the Assistant Professors did not use

IT. Since faculty members are back bone of the education and learning, they need

175

more awareness and use of various aspects of IT to pass this knowlede among

students.

5.8.6 Experience Wise Use of IT

The experience-wise use of IT by academics has been given in Table 5.8.6.1.

Table-5.8.6.1: Faculty Members� Experience Wise Use of IT

1 - 10

11 - 20

21 - 30

31 - >

Total

Experience Use Status

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Used

51

96

37

95

15

100

1

100

104

96

Not used

2

4

2

5

-

-

-

-

4

4

Total

53

100

39

100

15

100

1

100

108

100

Table 5.8.6.1 displays that 100% of the faculty members with 21-30 and 31->

years teaching experience, used IT followed by 96% 1-10 and 95% 11-20. It shows

that 4% of the faculty members with 1-10 and 5% with 11-20 years teaching

experience did not use IT. It summarizes that the faculty members possessing

experience 21-30 years, used IT for various purposes and this is a postive trends

towards the use of IT.

5.8.7 English Level Wise Use of IT

The English level wise use of IT by faculty members and students have been

summarized in Tables 5.8.7.1 & 5.8.7.2.

Table-5.8.7.1: Faculty Members� English Level Wise Use of IT

Good

Average

Poor

Total

English Levels

Use Status

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Used

63

100

49

94

1

33

113

96

Not used

-

-

3

6

2

7

5

4

Total

63

100

52

100

3

100

118

100

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Table 5.8.7.1 shows that 100% of the faculty members, whose English were

good, used IT followed by 94% avaerage and 33.3% poor. It indicates thats 5.6%

of the faculty members whose English were average and 7% poor did not use IT.

It concludes that the English knowledge plays a vital role in the use of IT in the

both groups of respondents i.e. faculty members and students.

Statistical Chi-Square Test was applied between faculty members� use of IT

and their English levels. The details have been given in Table 5.8.7.1.1.

Table-5.8.7.1.1: Statistical Chi-Square Test Result

Chi-Square Tests

31.903a 2 .00014.639 2 .001

14.206 1 .000

118


Value df

Asymp.Sig.

(2-sided)

4 cells (66.7%) have expected count less than 5. Theminimum expected count is .13.

a.

Table 5.8.7.1.1 reveals a significant relationship between faculty members�

use of IT and their English levels at .000 level of significance. As observed, the

value of significance is less than .05, so it indicates a significant relationship


Table �5.8.7.2: Students� English Levels Wise Use of IT

Good

Average

Poor

Total

English Levels Use Status

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Used

40

100

207

88

86

83

333

88.3

Not used

-

-

27

12

17

17

44

11.7

Total

40

100

234

100

103

100

377

100

Table 5.7.8.2 demonstrates that 100% of the students whose English were

good, 88% average and 83% Poor used IT. As shown 12% of the students whose

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English were average and 17% poor did not use IT. It shows that students whose

English were good used IT more than those were poor.

Statistical Chi-Square Test was applied between students� use of IT and their

English levels. The details have been given in Table-5.8.7.2.1.

Table-5.8.7.2.1: Statistical Chi- Square Test Result

Chi-Square Tests

7.624a 2 .02212.035 2 .002

6.797 1 .009

377


Value df

Asymp.Sig.

(2-sided)


a.

Table-5.8.7.2.1 reveals a significant relationship between students� use

of IT and their English levels at .002 level of significance. As observed, the value

of significance is less than .05, consequently there is a significant relationship


5.9 REASONS FOR NOT USING IT

Faculty teachers have to learn using IT and other new educational

technologies to achieve new goals in their academic jobs. Students deserve well-

trained teachers to learn, and to cope of with twenty first century challenges and

opportunities. To achieve these goals, faculty members have to work hard to

provide equal access to a quality education by using IT to enhance teaching and

learning. Lack of use, awareness, and access to IT, is a major problem that hinders

research and teaching, due to lack of current information/materials.

In response to the reasons for not using IT, repondents of both groups were

requested to give their reasons for not using IT. The details have been given in

Figures 5.9.1 & 5.9.2.

5.9.1 The Faculty members who did not use IT, were asked (question-9/

questionnaire-1) to mention the reasons why they did not use IT. The details of the

same has been given in Figure 5.9.1.

178

No time Unfamiliarity withIT

Inaccessibility to IT

2040 40

0

20

40

Percent

Figure - 5.9.1: Reasons for Not Using IT by Faculty Members

Figure 5.9.1 reveals that 40% of the faculty members, who did not use IT,

were not familiar with IT followed by 40% had not access to IT and 20% had not

time to use IT. It demonstrates that unfamilirity and inaccessibility were the two

top reasons reported by LISc faculty members for not using IT.

Failure to use IT effectively can be attributed to a number of factors, with the

major one being the lack of skills in the use of IT. There is also insufficient

awareness of IT. Inadequacy of computers with inaccessibilty to IT facilities and

Its components are other reasons that students are therefore missing the

opportunity to use IT.

5.9.2 The Students who did not use IT, were requested (question-5/

questionnaire-2) to mention their reasons why they did not use IT. The details of

the responses have been given in Figure 5.9.2.

11

30

59

0 10 20 30 40 50 60

percent

No time

Inaccessibility

Unfamiliarity

Figure 5.9.2: Students� Reasons for not Using IT

Figure 5.9.2 shows that 59% of the students who did not use IT, were not

familiar with IT followed by 30% had not access to IT and 11% had not time to use

179

IT. It reveals that unfamiliarity were the top reasons mentioned by the under study

LISc students, who responded for not using IT.

5.10 PLACES OF USING IT

The place wise details of the use of IT has been given in Figure 5.10.2 &

Table 5.10.2.

5.10.1 Faculty members were asked (question-10/questionnaire-1) to mention

about the place where they used IT. Figure 5.10.1 shows the responses to this

question.

University27%

Home16%

University & Home57%

Figure - 5.10.1: Faculty Members� Places Use of IT

Figure 5.10.1 shows that 57% of LISc faculty members used IT at university

and home, followed by 27% only at university and 16% only at home. It indicates

that majority of academic members used IT at univeristy and home.

5.10.2 Students were requested (question-7/questionnaire-2), to mention where

they used IT. The details have been given in Table- 5.10.2.

Table � 5.10.2: Students� Places-Wise Use of IT

Places Use of IT

No. of Responses Percentage

University 157 40.3 Home 26 6.7 Café-net 2 0.5 University & home 125 32.1 University & Café-net 15 3.8 University & home & café-net 20 5.1 Not mentioned 45 11.5 Total 390 100

180

Table 5.10.2 shows that 40.3% (maximum) of students used IT at university

followed by 6.7% at home only, 0.5% Café-net only, 32.1% university & home,

3.8% university & café-net, 5.1% university & home & café-net and 11.5% did

not mention anywhere. It indicates that majority of students used IT at university.

Comparison of the places of using IT revealed that in case of faculty members

maximum used IT at university and home, whereas in case of students it was

university only.

5.11 TEACHING PURPOSE WISE USE OF IT

5.11.1 Faculty members were requested (question-11/questionnaire-1) to

mention purposes of IT use in their teaching activities. The details of the responses

have been given in Figure 5.11.1.

20.8

22.5

18.3

38.3

0 10 20 30 40 50

Not mentioned

Classroom lectures & Workshoppresentation

Workshop presentation

Classroom lectures

Percent

Figure - 5.11.1: Faculty Members� Use of IT for Teaching Purposes

Figure 5.11.1 shows that 38.3% of faculty teachers used IT for classroom

lectures, 18.3% for workshop presentations, 22.5% for both classroom lectures

and workshop presentations and 21% did not mention anything. It indicates that

in teaching activities majority of faculty teachers used IT for classroom lectures.

Use of IT facilities (computers, data projectors, overhead projectors, electronic

white boards and so on) in classrooms can help faculty members to facilitate

teaching and learning. In worshop presentations by using data projectors and

Office Power point they can present their material in better formats. They must

show as well as tell.

181

5.12 RESEARCH PURPOSE WISE USE OF IT

5.12.1 Faculty members were asked (question-12questionnaire-1) to mention

purposes of IT use in their research activities. The details have been given in

Figure 5.12.1.

24

11 10

43

12

0

10

20

30

40

50

percent

Book &paper writing

Conferencepresentation

Researchworks

All Notmentioned

Figure - 5.12.1: Faculty Members� Use of IT for Research Purposes

Figure 5.12.1 shows that in research activities 24% of faculty teachers used IT

for writing books/articles/paper, followed by 11% for conference presentations,

10% for doing research works and 43% for all the above mentioned purposes and

12% did not mention anything. It indicates that in research activities majority of

the LISc academics used IT for the purpose of writing books/articles/papers,

conference presentations and doing research works.

5.11.2 Students were requested (question-6/questionnaire-2) to mention

purposes of IT use. The details have been given in Table- 5.11.2.

Table � 5.11.2: Students� IT Use Purpose

Use Purpose Number of Responses

Percentage

Information Seeking 50 12.8 Doing Research Works 33 8.5 Leisure Time 8 2.1 Information Seeking & Doing research 57 14.6 Information Seeking & Leisure Time 10 2.6 Doing Research & Leisure Time 16 4.1 Information Seeking & Doing Research & Leisure Time

156 40

Not Mentioned 60 15.4 Total 390 100

182

Table 5.11.2 indicates that 12.8% of LISc students used IT for the purpose of

information seeking followed by 8.5% doing research works, 2.1% leisure time,

14.6% information seeking & research, 2.6% information seeking & leisure time,

4.1% research & leisure time and 40% (maximum) all the above mentioned

purposes i.e. information seeking, doing reseach works and leisure time. 15.4% of

the respondents did not specify any purposes. As shown, Information seeking,

doing research works and leisure time were the top three main purposes of using IT

by students.

USE OF VARIOUS IT TOOLS AND SERVICES

5.13 USE OF COMPUTER

There are various components of IT, and it was study objective to find out

about awareness and use of them. The details of the responses for the use of

computer by faculty members and students are given in Figures 5.13.1 & 5.13.2.


about their use of compute. Figure 5.13.1 shows the responses to this question.

418

72

6

0

20

40

60

80

percent

Rarely used Sometimes Frequently Notmentioned

Figure - 5.13.1: Faculty Members� Use of Computer

Figure 5.13.1 indicates that total 94% (72% frequently, 18% sometimes and

4% rarely) of faculty teachers used computer, however 6% did not mention

anything. It reveals that majority of LISc academic members used computer.

Faculty members have to use computer to achieve new goals in their academic job,

supported by IT. They should use computer to perform teaching, clerical and

administrative tasks. They should also use computer for instructional design and

183

curriculum planning, or know princiles of courseware engineering, then utilizing

software tools to design and produce multimedia lessons, tutorials and quizzes.

Statistical Chi-Square Test was applied between faculty memebrs� use of

computer and their age group. The details have been given in Tables 5.13.1.1 &

5.13.1.2.

Table-5.13.1.1: Faculty Members� Age Wise Use of Computer-Crosstab Crosstab

9 27 29 15 4 8410.7% 32.1% 34.5% 17.9% 4.8% 100.0%

3 6 12 2114.3% 28.6% 57.1% 100.0%

1 1 3 520.0% 20.0% 60.0% 100.0%

9 31 36 30 4 1108.2% 28.2% 32.7% 27.3% 3.6% 100.0%

Count% within COMPUCount% within COMPUCount% within COMPUCount% within COMPU

3.00

4.00

5.00

COMPUTE

Total

2.00 3.00 4.00 5.00 6.00AGE

Total

Table 5.13.1.1 summarizes that out of the total 84 (100%) faculty teachers,

who used computer frequently, nine (10.7%) were in the age group 26-30 followed

by 27 (32.1%) 31-40, 29 (34.5%) 41-50, 15 (17.9%) 51-60 and 4 (4.8%) 61->. It

also shows that out of the total 21 (100%) faculty members, who used computer

sometimes, 3 (14.3%) were in the age group 31- 40 followed by 6 (28.6%) 41-50

and 12 (57.1%) 51-60. However it indicates that out of the total 5 (100%) faculty

members, who used computer rarely, one (20%) were in the age group 31-40

followed by one (20%) 41-50 and 3 (60%) 51-60 respectively.

Table-5.13.1.2: Statistical Chi-Square Test Result Chi-Square Tests

18.055a 8 .02119.614 8 .012

7.826 1 .005

110


Value df

Asymp.Sig.

(2-sided)


a.

Table 5.13.1.2 reveals a significant relationship between faculty members�

use of computer and their age at .005 level of significance. As observed, the value

184

of significance is less than .05, hence it indicates a significant relationship between

the two variables.

Statistical Chi-Square Test was also applied between faculty members� use

of computer and their teaching experience. The details have been given in Tables

5.13.1.3 & 5.13.1.4.

Table-5.13.1.3: Faculty Members�Experience Wise Use of Computer-Crosstab Crosstab

46 28 7 1 8256.1% 34.1% 8.5% 1.2% 100.0%

3 8 6 1717.6% 47.1% 35.3% 100.0%

1 1 2 425.0% 25.0% 50.0% 100.0%

50 37 15 1 10348.5% 35.9% 14.6% 1.0% 100.0%

Count% within COMPUTECount% within COMPUTECount% within COMPUTECount% within COMPUTE

3.00

4.00

5.00

COMPUTER

Total

1.00 3.00 5.00 7.00EXPERIEN

Total

Table-5.13.1.3 displays that out of the total 82 (100%) academic members,

who used computer frequently, 46 (56%) had 1-10 years teaching experience

followed by 28 (34%) 11-20, seven (8.5%) 21-30 and one (1.2%) 31->. It indicates

that out of the total 17 (100%) academic members, who used computer sometimes,

3 (17.6%) had 1-10 years experience followed by 8 (47.1%) 11-20 and 6 (35.3%)

21-30. It also shows that out of the total 4 (100%) academic members, who used

computer rarely, one (25%) had 1-10 years experience followed by one (25%) 11-

20 and two (50%) 21-30 respectively.


16.323a 6 .01215.199 6 .019

10.971 1 .001

103


Value df

Asymp.Sig.

(2-sided)


a.


use of computers and their teaching experience at .001 level of significance. As

185

observed, the value of significance is less than .05, consequently, it indicates a

significant relationship between the two variables.

5.13.2 Students were requested (question-8/questionnaire-2) to mention the use

of computer. The details have been given in Figure 5.13.2.

5

41 42

12

0

10

20

30

40

50

percent


Figure - 5.13.2: Students� Use of Computer

Figure 5.13.2 shows that total 88% (42% freuently, 41% sometimes and 5%

rarely) of students used computer, while 12% did not mention anything. It shows

that majority of the under study students used the computer frequently. Students

must learn how to operate the computer on a basic level. They should achieve

learning goals using computer.

Statistical Chi Square Test was applied between students� use of computer and

their educational levels. The details have been given in Tables 5.13.2.1 &

5.13.2.2. Table-5.13.2.1: Students� Educational Level Wise Use of Computers-Crosstab

COMPUTER * EDULEVEL Crosstabulation

87 64 13 16453.0% 39.0% 7.9% 100.0%

131 28 2 16181.4% 17.4% 1.2% 100.0%

15 2 1788.2% 11.8% 100.0%

233 94 15 34268.1% 27.5% 4.4% 100.0%

Count% within COMPUTERCount% within COMPUTERCount% within COMPUTERCount% within COMPUTER

3.00

4.00

5.00

COMPUTER

Total

1.00 2.00 3.00EDULEVEL

Total

186

Table-5.13.2.1 reveals that out of the total 164 (100%) students, who used

computer frequently, 87 (53%) were Bachelors followed by 64 (39%) Masters and

13 (7.9%) PhD. It also shows that out of the total 161 (100%) students, who used

computer sometimes, 131 (81.4%), were Bachelors followed by 28 (17.4%)

Masters and 2 (1.2%) PhD. However it indicates that out of the total 17 (100%)

students, who used computer rarely, 15 (88.2%) were Bachelors and 2 (11.8%)

Masters. It shows that none of the PhD students used computer rarely.

Table-5.13.2.2: Statistical Chi-Square Test Result

Chi-Square Tests

35.127a 4 .00036.934 4 .000

31.964 1 .000

342


Value df

Asymp.Sig.

(2-sided)


a.

Table 5.13.2.2 reveals a significant relationship between students� use of

computer and their educational levels at .000 level of significance. As observed,

the value of significance is less than .05, hence it indicates a significant

relationship between the two variables.

Statistical Chi Square Test was also applied between students� use of

computer and their English levels. The details have been given in Tables- 5.13.2.3

& 5.13.2.4.

Table-5.13.2.3: Students� English Levels Wise Use of Computer-Crosstab COMPUTER * ENGLISH Crosstabulation

32 105 25 16219.8% 64.8% 15.4% 100.0%

8 97 54 1595.0% 61.0% 34.0% 100.0%

9 8 1752.9% 47.1% 100.0%

40 211 87 33811.8% 62.4% 25.7% 100.0%

Count% within COMPUTERCount% within COMPUTERCount% within COMPUTERCount% within COMPUTER

3.00

4.00

5.00

COMPUTER

Total

1.00 2.00 3.00ENGLISH

Total

187

Table 5.13.2.3 indicates that out of the total 162 (100%) students, who used

computer frequently, 32 (19.8%), were good in English followed by 105 (64.8%)

average and 25 (15.4%) poor. It shows that out of the total 159 (100%) students,

who used computer sometimes, 8 (5%) were good in English followed by 97

(61%) average and 54 (34%) poor. As seen out of the total 17 (100%) students,

who used computer rarely, 9 (52.9%), were average in English and 8 (47%) poor.

It displays that none of those students, who were good in English, used computer

rarely.


31.123a 4 .00033.573 4 .000

29.615 1 .000

338


Value df

Asymp.Sig.

(2-sided)


a.


computer and their English levels at .000 level of significance. As observed, the

value of significance is less than .05, hence it indicates a significant relationship


5.14 USE OF THE INTERNET

The details of the responses about the use of the Internet by faculty members

and students with co-relation of various other variables have been given below:

5.14.1 Faculty members were asked (question-14/questionnaire -1) to reveal

the use of the Internet. The details of the responses have been given in Figure

5.14.1.

188

Frequently66%

Sometimes24%

Rarely used4%

Not mentioned6%

Figure - 5.14.1: Faculty Members� Use of the Internet

Figure 5.14.1 displays that total 94% (66% frequently, 24% sometimes and

4% rarely) of academic members used the Internet and 6% did not mention

anything. It reveals that majority of faculty members used the Internet. It shows

that the Internet is the most popular and widely used network being utilized by

faculty teachers. The Internet has become a very important source of current

information anomg faculty teachers. The Internet makes it possible for faculty

teachers to have access to large volumes of information irrespective of their

geographical location. Statistical Chi-Square Test was applied between faculty

members� use of the Internet and their age. The details have been given in Tables

5.14.1.1 & 5.14.1.2.

Table-5.14.1.1: Faculty Members� Age Wise Use of the Internet- Crosstab

Crosstab

8 24 30 12 2 7610.5% 31.6% 39.5% 15.8% 2.6% 100.0%

1 6 5 15 2 293.4% 20.7% 17.2% 51.7% 6.9% 100.0%

1 1 3 520.0% 20.0% 60.0% 100.0%

9 31 36 30 4 1108.2% 28.2% 32.7% 27.3% 3.6% 100.0%

Count% within INTERNCount% within INTERNCount% within INTERNCount% within INTERN

3.00

4.00

5.00

INTERNET

Total

2.00 3.00 4.00 5.00 6.00AGE

Total

189

Table 5.14.1.1 represents that out of the total 76 (100%) faculty members,

who used the Internet frequently, 8 (10.5%) were 26-30 years old followed by 24

(31.6%) 31-40, 30 (39.5%) 41-50, 12 (15.8%) 51-60 and 2 (2.6%) 61->. It also

shows that out of the total 29 (100%) faculty teachers, who used the Internet

sometimes, one (3.4%) were in the age group 26-30 followed by 6 (20.7%) 31-40,

5 (17.2%) 41-50, 15 (51.7%) 51-60 and 2 (6.9%) 61->. However it indicates that

out of the total 5 (100%) academic members, who used the Internet rarely, one

(20%) were in the age group 31-40 followed by one (20%) 41-50 and 3 (60%) 51-

60. It displays that none of the respondents, who used the Internet rarely were in

the age group 26-30 and 61->. It summarizes that the total maximum respondents

36 (32.7%) faculty members were from the age group 41-50 years and minimum 4

(3.6%) from age group 61->.

Table-5.14.1.2: Statistical Chi-Square Test Result

Chi-Square Tests

24.627a 10 .00624.850 10 .006

8.387 1 .004

110


Value df

Asymp.Sig.

(2-sided)

11 cells (61.1%) have expected count less than 5.The minimum expected count is .09.

a.


use of the Internet and their age at .004 level of significance. As observed, the

value of significance is less than .05, consequently, it indicates a significant

relationship between the two variables.

Statistical Chi-Square Test was also applied between faculty members� use of

the Internet and their teaching expeience. The details have been given in Tables

5.14.1.3 & 5.14.1.4.

190

Table-5.14.1.3:Faculty Members� Experience Wise Use of the Internet-Crosstab

Crosstab

42 27 4 1 7456.8% 36.5% 5.4% 1.4% 100.0%

7 9 9 2528.0% 36.0% 36.0% 100.0%

1 1 2 425.0% 25.0% 50.0% 100.0%

50 37 15 1 10348.5% 35.9% 14.6% 1.0% 100.0%

Count% within INTERNECount% within INTERNECount% within INTERNECount% within INTERNE

3.00

4.00

5.00

INTERNET

Total

1.00 3.00 5.00 7.00EXPERIEN

Total

Table 5.14.1.3 displays that out of the total 74 (100%) faculty teachers, who

used the Internet frequently, maximum 42 (56.8%) had 1-10 years teaching

experience followed by 27 (36.5%) 11-20, 4 (5.4%) 21-30 and one (1.4%) 31->. It

indicates that out of the total 25 (100%) faculty teachers, who used the Internet

sometimes, minimum 7 (28%), had 1-10 years teaching experience 9 (36%) each

were 11-20 and 21-30. It shows that none of the faculty teachers with 31-> years

teaching experience used the Internet sometimes. It also displays that out of the

total 4 (100%) academics, who used the Internet rarely, one (25%) had 1-10 years

teaching experience followed by one (25%) 11-20 and two (50%) 21-30. It

represents that none of the respondents with 31-> years teaching experience, used

the Internet rarely.


19.789a 6 .00318.212 6 .006

12.185 1 .000

103


Value df

Asymp.Sig.

(2-sided)


a.

Table-5.14.1.4 reveals a significant relationship between faculty members�

use of the Internet and their teaching experience at .000 level of significance. As

191

seen, the value of significance is less than .05, thus it indicates a significant

relationship between the two variables. 5.14.2 Students were requested (question-9/questionnaire-2) to mention the use

of the Internet. The details have been given in Figure 5.20.2.

Sometimes38%

Rarely used11%

Frequently38%

Not mentioned13%

Figure-5.14.2: Students� Use of the Internet

Figure-5.14.2 shows that total 87% (38% frequently, 38% sometimes and

11% rarely) of students used the Internet, while 13% did not specify anything. It

indicates that majority (87%) of the under study students used the Internet

facilities. The Internet has nowadays become an important component in academic

institutions and departments as it plays a pivotal role in meeting information and

communication needs of educational institutions. It makes it possible to access

them a wide range of information, such as up-to-date research reports, from

anywhere in the world. It also enables scholars and academic institutions to

disseminate information to a wider audience around the globe through having web

sites and a way to search them and organize the output. The Internet also makes it

possible for various scholars at different locations on the globe to exchange ideas

on various fields of study. Students and lecturers can communicate with each other

irrespective of distance. The Internet has also enabled the growth of distance

learning, both within nations and across international borders to students. Many

students do not use the Internet for academic purposes. Researcher�s observation,

focus group discussion, interviews with members of staff at the Internet centers

showed that some students were using the Internet for non-academic purposes and

it causes disturbance to other Internet users. It was also observed that some

students use the Internet only for chat, entertainment and leisure time.

192

Statistical Chi Square Test was applied between students� use of the Internet

and their educational levels. The details have been given in Tables- 5.14.2.1 &

5.20.2.2.

Table-5.14.2.1: Students� Educational Levels Wise Use of the Internet-

Crosstab INTERNET * EDULEVEL Crosstabulation

74 61 12 14750.3% 41.5% 8.2% 100.0%

115 31 3 14977.2% 20.8% 2.0% 100.0%

40 2 4295.2% 4.8% 100.0%

229 94 15 33867.8% 27.8% 4.4% 100.0%

Count% within INTERNETCount% within INTERNETCount% within INTERNETCount% within INTERNET

3.00

4.00

5.00

INTERNET

Total

1.00 2.00 3.00EDULEVEL

Total

Table-5.14.2.1 shows that out of the total 147 (100%) students, who used the

Internet frequently, 74 (50.3%) were Bachelors followed by 61 (41.5%) Masters

and 12 (8.2%) PhD. It indicates that out of the total 149 (100%) students, who used

the Internet sometimes, 115 (77.2%) were Bachelors followed by 31 (20.8%)

Masters and 3 (2%) PhD. It also represents that out of the total 42 (100%) students,

who used the Internet rarely, 40 (95.2%) were Bachelors and only 2 (4.8%)

Masters. It displays that none of the PhD students used the Internet rarely.

Table 5.14.2.2: Statistical Chi-Square Test Result

Chi-Square Tests

42.204a 4 .00046.908 4 .000

39.291 1 .000

338


Value df

Asymp.Sig.

(2-sided)


a.

Table 5.14.2.2 reveals a significant relationship between students� use of the

Internet and their educational levels at .000 level of significance. As observed, the

193



Statistical Chi Square Test was also applied between students� use of the

Internet and their English levels. The details have been given in Tables 5.14.2.3 &

5.14.2.4.

Table-5.14.2.3: Students� English Levels Wise Use of the Internet-Crosstab

INTERNET * ENGLISH Crosstabulation

33 94 18 14522.8% 64.8% 12.4% 100.0%

7 95 45 1474.8% 64.6% 30.6% 100.0%

19 23 4245.2% 54.8% 100.0%

40 208 86 33412.0% 62.3% 25.7% 100.0%

Count% within INTERNETCount% within INTERNETCount% within INTERNETCount% within INTERNET

3.00

4.00

5.00

INTERNET

Total

1.00 2.00 3.00ENGLISH

Total

Table 5.14.2.3 shows that out of the total 145 students (100%), who used the

Internet frequently, 33 (22.8%) were good in English followed by 94 (64.8%)

average and 18 (12.4%) poor. It indicates that out of the total 147 (100%) students,

who used the Internet sometimes, 7 (4.8%), were good in English followed by 95

(64.6%) average and 45 (30.6%) poor. It also displays that out of the total 42

(100%) students, who used the Internet rarely, 19 (45.2%) were average in English

and 23 (54.8%) poor. It summarizes that none of the Bachelor students, whose

English were good, used the Internet rarely.


52.829a 4 .00055.927 4 .000

48.819 1 .000

334


Value df

Asymp.Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. Theminimum expected count is 5.03.

a.

194


the Internet and their English levels at .000 level of significance. As seen, the



5.15 USE OF INTRANET

The latest trend in networking is the development of �Intranet� or Corporate

Network�. The Intranet within a university provides data and information to

faculty teachers and students with authorization to access. These networks are

specific to the corporate which use them and are used for internal communication

of that corporate by installing servers which talk to each other and update each

other using public networks. Intranet provides easy coordination effort among

research projects and teams, free flow communication between faculty teachers

with each other and with students, centralized and standardized database, effective

group communication, online services for users and reduced documentation.


the use of Intranet. The details of the responses have been given in Table 5.15.1.

Table - 5.15.1: Faculty Members� Use of Intranet

Intranet Type of Network Use Status Number Percent

Frequently 24 20 Sometimes 18 15

Used Rarely 12 10

Not used 29 24.2 Unknown 2 1.7 Not mentioned 35 29.2 Total 120 100

Table 5.15.1 represents that total 45% (20% frequently, 15% sometimes, 10%

rarely) of faculty teachers used Intranet followed by 24.2 % did not use, 1.7% did

not know and 29.2% did not mention anything. It indicates that nearly less than

half of LISc academic staff used Intranet.

5.15.2 Students were asked (question-10/questionnaire-2) to mention the use of

Intranet. The details of the same has been given in Figure 5.15.2.

195

8.2

15.9

21.5

29

11.3 14.1

0

5

10

15

20

25

30

Percent

Frequentlyused

Sometimes Rarely Not used Unknown Notmentioned

Figure -5.15.2: Students� Use of Intranet

Figure 5.15.2 represents that total 45.6% (21.5% rarely, 15.9% sometimes and

8.2% frequently) of students used Intranet, 29% did not use 11.3% did not know

and 14.1% did not mention. It shows that approximately half of the under study

students used Intranet.

5.16 USE OF LAN

Use of LAN facilitates by faculty teachers and students with the following

options: i) Each teacher and student can enjoy total computing facility at his own

end. i) Every faculty member and student can communicate with each other. iii) It

offers access to multiple resources like printers, scanners, storage capacity and

various expensive softwares.


the use of LAN. The details of the responses have been given in Table 5.16.1.

Table - 5.16.1: Faculty Members� Use of LAN

LAN Type of Network Use Status Number Percent

Frequently 31 25.8 Sometimes 18 15

Used

Rarely 12 10 Not used 21 17.5 Unknown 1 0.8 Not mentioned 37 30.8 Total 120 100

196

Table 5.16.1 indicates that total 59.8% (25.8% frequently used, 15%

sometimes, 10% rarely) of faculty members used LAN followed by 17.5% did not

use, 0.8% did not know and 30.8% did not mention anything. It shows that more

than half of the LISc faculty teachers used LAN.

5.17 USE OF ONLINE DATABANKS

The online databanks are available on the WWW in different fields and

subjects. Dialog Web allows to access the full content of Dialog via the Internet.

The online services providers� site can be added to the digital library and

simultaneously can be searched as an element of digital library. EBSCOhost

Electronic Journals Service (EJS) is a gateway to thousands of e-journals

containing millions of articles from hundreds of different publishers, all at on web

site.

5.17.1 Faculty members were asked (question-17/questionnaire-1) to mention the

use of online databanks. The details of the responses have been given in Table

5.17.1

Table � 5.17.1: Faculty Members� Use of Online Databanks

Online Databanks Type of IT Use Status Number Percent

Frequently 55 45.8 Sometimes 31 25.8

Used

Rarely 10 8.3 Not used 5 4.2 Not mentioned 19 15.8 Total 120 100

Table 5.17.1 displays that total 79.9% (45.8% frequently used, 25.8%

sometimes and 8.3% rarely) of faculty members used online databanks followed by

4% did not use and 16% did not specify anything. It shows that majority of faculty

teachers used online databanks.

5.17.2 Students were requested (question-13/questionnaire-2) to mention the

use of databanks. The details have been given in Figure 5.17.2.

197

20

29

16 14

3

18

0

10

20

30

Percent

RerelyUsed

Sometimes Frequently Not used Unknown Notmentioned

S1

Figure � 5.17.2: Students� Use of Databanks

Table 5.17.2 indicates that total 65% (20% rarely, 29% sometimes and 16%

frequently) of students used databanks followed by 14% did not use, 3% did not

know and 18% did not mention anything. It shows that more than half of the under

study students used databanks.

5.18 USE OF OffLINE DATABANKS


mention the use of offline databanks. The details of the responses have been given

in Figure- 5.18.1.

15

38 34

13

010203040

Percent


Figure-5.18.1: Faculty Members� Use of Offline Databanks

Figure 5.18.1 shows that total 87% (34% frequently, 38% sometimes and

15% rarely) of LISc teaching staff used offline databanks, while 13% did not

198

mention anything. It indicates that majority of faculty members used offline

databanks.

5.19 USE OF CD AND DVD TECHNOLOGIES

There are many softwares on CDs & DVDs for building different kinds of

study materials, presentations, tutorials, electronic books, intractive lessons and

tests. There are also many elctronic encyclopedias and electronic dictionaries on

CDs & DVDs also which are importants tools for faculty members in their

academic jobs.

5.19.1 Faculty members were requested (question-19 questionnaire-1) to

mention the use of CDs and DVDs. The details of the responses have been given in

Table 5.19.1.

Table - 5.19.1: Faculty Members� Use of CDs and DVDs

CD & DVD Type of IT Use Status Number Percent


Used


Table 5.19.1 reveals that total 80.8% (32% frequently, 26% sometimes and

23% rarely) of academic staff used CD and DVD technology followed by 2% did

not use and 17% did not mention anything. It indicates that majority of LISc

academics used CDs and DVDs technologies. Nowadays CDs & DVDs are the

most widely used technolgies for saving large amounts of data due to their large

capacities.

5.19.2 Students were asked (question-12/questionnaire-2) to mention the use of

CDs and DVDs technologies. Table 5.19.2 shows the responses to this question.

199

Table � 5.19.2: Students� Use of CDs and DVDs

CDs and DVDs Type of IT Use Status Number Percent

Rarely 73 18.7 Sometimes 119 30.5

Used Frequently 107 27.4

Not used 27 6.9 Unknown 4 1 Not mentioned 60 15.4 Total 390 100

Table 5.19.2 indicates that total 76.6% (19% rarely, 31% sometimes and 27%

frequently) of students used CDs and DVDs , followed by 7% did not use, 1% did

not know and 15% did not mention anything. It displays that majority of students

used CD and DVD technologies. Students should possess the basic knowledge to

use specific programs or tools for learning different subjects. Recently part of the

publishers challenge is that they have gone from producing hard-copy textbooks to

CDs and DVDs.

5.20 USE OF MULTIMEDIA

Multimedia is the combined use of several media, such as motion-picture,

slides, text, sound and music. It is one of the fastest growing and most exciting

areas in the IT field. Multimedia is extensively used for education and training in

schools and colleges. It allows teachers and faculty members to proceed at their

own pace. It brings presentations alive with sounds, movies, animation, and

interactivity. This technology is being adopted as a teaching aid in education

students in classroom. It enhances standard of teaching and provides a new way to

the teachers for developing curiosity among students.

5.20.1 Faulty members were requested (question-20/questionnaire-1) to mention

the use of mutimedia. The details of the same has been given in Table-5.26.1

Table - 5.20.1: Faculty Members� Use of Multimedia

Multimedia Type of IT Use Status Number Percent


Used


200

Table 5.20.1 represents that total 62.5% (17% frequently used, 29%

sometimes and 16% rarely) of faculty members used multimedia followed by 11%

did not use and 27% did not mention anything. It indicates that more than half of

academic staff used multimedia technology.

Multimedia technology has created a revolution in education/training

methodology, learning behaviour, communication pattern and searching

techniques.


of multimedia. Figure-5.20.2 shows the responses to this question.

Rarely used18%

Sometimes23%

Frequently16%

Not used21%

Unknown5%

Not mentioned17%

Figure - 5.20.2: Students� Use of Multimedia

Figure 5.20.2 shows that total 57% (18.% rarely, 23% sometimes and 16%

frequently) of students used multimedia and 21% did not use. Multimedia has been

unknown to 5% of students and 17% of them did not mention anything. It indicates

that nearly more than half of the under study students used multimedia.

5.21 USE OF FAX


the use of fax. The details of the responses have been given in Table 5.21.1.

Table � 5.21.1: Faculty Members� Use of Fax

Fax Type of Technology Use Status Number Percent


Used


201

Table 5.21.1 displays that total 69.1% (12.5% frequently, 20.8% sometimes

and 35.8% rarely) of faculty members used fax, while 13.3% did not use and

17.5% did not mention anything. It shows that approximately more than half of

faculty members used fax. It can be summarized that use of fax by the faculty

members is low.

5.22 USE OF MOBILE


the use of mobile. The details of the same has been given in Table- 5.22.1.

Table � 5.22.1: Faculty Members� Use of Mobile

Mobile Type of Technology Use Status

Number

Percent

Frequently 41 34.2 Sometimes 30 25

Use Rarely 8 6.7

Not used 17 14.2 Not mentioned 24 20 Total 120 100

Table 5.22.1 reveals that total 66% (34.2% frequently, 25% sometimes and

6.7% rarely) of faculty members used mobile followed by 14.2% did not use and

20% did not mention anything. It shows that nearly more than half of faculty

teachers used mobile. By a portable laptop or palmtop computer, it is possible to

link it up to mobile phone and access to the Internet from anywhere. WAP

(Wireless Aplication Protocol) is a way to access text from �WAP-enabled� sites

on the Internet by mobile phone. Newer, faster mobile communications

technologies make it possible to watch live or recorded TV broadcasts on tiny

computers.

5.23 USE OF EXPERT SYSTEMS


mention the use of expert systems. The details have been given in Figure 5.23.1

202

9 82

35

9

37

0

10

20

30

40

Percent

Rarelyused

SometimesFrequently Not used Unknown Notmentioned

Figure - 5.23.1: Faculty Members� Use of Experts Systems

Figure 5.23.1 displays that total 19% (2% frequently, 8% sometimes and 9%

rarely) of faculty members used of expert systems followed by 35% did not use,

9% did not know and 37% did not specify anything. It shows that majority of

faculty members did not use expert systems. some of faculty teachers in

questionnaire asked what expert systems were and they mentioned that they have

no clear concept of expert systems. As seen majority of faculty members either did

not use, did not know or did not mention anything.

INTERNET SERVICES

5.24 USE OF WEB


the use of web. The details of the responses have been given in Table 5.24.1. Table - 5.24.1: Faculty Members� Use of Web

Web Internet Services Use Status Number Percent

Frequently 78 65 Sometimes 25 20.8

Used Rarely 6 5 Not used 2 1.7 Not mentioned 9 7.5 Total 120 100

Table 5.24.1 indicates that total 91% (65% frequently, 20.8% sometimes and

5% rarely) of faculty members used Web of the Internet, while 1.7% did not use

and 7.5% did not mention anything. Web is a unique service offered by the

Internet, It is a huge collection of pages containing text, graphics and other media.

203

The study shows that the WWW, which offers access to multimedia data has

enhanced this activity even further through facilities such as search engines, meta-

search engines and information gateways.

5.24.2 Students were requested (question-16/questionnaire-2) to indicate the use

of web by them. The details have been given in Figue 5.24.2.

7.7

23.6

49.2

3.1 2.1

14.4

0

10

20

30

40

50

percent

Rarely used Sometimes Frequently Not used Unknown Notmentioned

Figure � 5.24.2: Students� Use of Web

Figure-5.24.2 indicates that total 80.5% (8% rarely, 24% sometimes and 49%

frequently) of students used web followed by 3% did not use, 2% did not know

and 14% did not mention anything. It shows that majority of the under study

students used web. The WWW holds more useful, up-to-date and relevant

information than most university libraries and that there is a wealth of web pages

that are relevant to quite a number of subjects. The students should have been more

interested in those sites that support the learning process. These students must be

made aware of, and encouraged to use, the diverse set of resources on the WWW

that are essential to their studies. Results from observation, focus group discussion,

interviews with staff at IT centres showed that some students particularly bachlor

students were using web mainly for e- mail than for gathering scientific materials.

5.25 USE OF E - MAIL


the use of e-mail. The details of the same has been given in Figure- 5.25.1

204

Rarely used8%

Sometimes22%

Frequently65%

Not mentioned5%

Figure -5.25.1: Faculty Member� Use of E- mail

Figure 5.25.1 shows that total 94.% (65% frequently, 22% sometimes and

8% rerely) of faculty members used e-mail, while 6% did not mention anything. It

indicates that majority of faculty teachers used e-mail. E-mail, described as the

most widely used Internet facility, has greatly enhanced communication globally.

It also serves as a tool for supporting networking among professionals in different

geographical locations. It is reliable and provides an immediate response. It is

faster than conventional postal service or any next day delivery service and also

cheaper than most long distances phone calls.


use of e-mail. Table-5.25.2 shows the responses to this question.

Table � 5.25.2: Students� Use of E mail

E - mail Internet Services

Use Status Number Percent Rarely 45 11.5 Sometimes 91 23.3

Used

Frequently 174 44.6 Not used 26 6.7 Unknown 2 0.5 Not mentioned 52 13.3 Total 390 100

205

Table 5.25.2 represents that total 79.4% (11.5% rarely, 23.3% sometimes and

44.6% frequently) of students used e-mail followed by 6.7% did not use, 0.5% did

not know and 13.3% did not mention anything. It indicates that majority of the

under study students used e-mail facilities. The most used Internet facility is e-

mail. E-mail, is the practice of writing messages, memos, letters, etc. on a

computer, then transmitting them to another computer so that the addressee can

read them on a computer screen. Researcher�s observations shows that students

use of e-mail particularly bachelors was mainly for non-academic purposes.

5.26 USE OF FTP

The Internet tool used mainly to transfer files from one computer to another is

FTP.


the use of FTP. The details of the responses have been given in Table 5.26.1.

Table � 5.26.1: Faculty Members� Use of FTP

FTP Internet Services Use Status Number Percent

Frequently 24 20 Sometimes 45 37.5

Used

Rarely 8 6.7 Not used 19 15.8 Not mentioned 24 20 Total 120 100

Table 5.26.1 indicates that total 64.2% (20% frequently, 37.5% sometimes

and 6.7% rarely) of faculty members used FTP, 15.8% did not use and 20% did not

mention anything. It shows that majority of faculty members used FTP. The File

Transfer Protocol (FTP) and the Telnet facility allow users to utilize information at

remote locations.


of FTP. The details have been given in Figure-5.26.2.

206

Rarely used16%

Sometimes11%

Frequently9%

Not used29%

Unknown12%

Not mentioned23%

Figure � 5.26.2 : Students� Use of FTP

Figure 5.26.2 illustrates that total 36% (16% rarely, 11% sometimes and 9%

frequently) of students used FTP followed by 29% did not use 12% did not know

and 23% did not specify anything. It shows that majority of students did not use

FTP.

5.27 USE OF VIDEOCONFERENCE

Videoconferencing is an important tool for various educational systems. The

details of the awareness and use of this technology has been indicated in Figures

5.27.1 & 5.27.2.


mention the use of videoconference. The details of the responses have been given

in Figure 5.27.1.

5.8 3.3 0.8

53.3

36.7

0

10

20

30

40

50

60

percent

Rarelyused

Sometimes Frequently Not used Notmentioned

Figure - 5.27.1: Faculty Members� Use of Videoconference

207

Figure 5.27.1 illustrates that total 9.9% (0.8% frequently, 3.3% sometimes

and 5.8% rarely) of faculty members used videoconference, 53.3% did not use and

36.6% did not mention anything. It shows that majority of faculty teachers did not

use viseoconference. Videoconferencing describes a process that can link faculty

members and students in different parts of the country or world. It has considerable

potential for education, for instance, as a mechanism for linking a group of discrete

students to one teacher. While using videoconferencing teacher can link: one

student to another-each has a small camera located on top of the computer and can

see a picture of themselves and their correspondents on screen. One person to a

group - a more typical teaching or lecturing scenario. One group to another group.

A number of groups to each other - an option which requires a lot of equipment.


of videoconference. The details have been given in Figure 5.27.2.

21.8

17.4

48.7

1

2.6

8.5

0 10 20 30 40 50 60

Not mentioned

Unknown

Not used

Frequently

Sometimes

Rarely

Percent

Figure � 5.27.2: Students� Use of Videoconference

Figure 5.27.2 reveals that total 12.1% (1% frequently, 2.6% sometimes and

8.5% rarely) of students used videoconference followed by 48.7% did not use,

17.4% did not know and 21.8% did not mention anything. It indicates that majority

of students did not use videoconference.

5.28 USE OF DISCUSSION GROUPS

Discussion groups, another facility on the Internet, allows users to follow

issues of interest and therefore keep up-to-date on these issues. Discussion groups

208

are available on almost every topic from literature to technology. It is an excellent

way to share the knowledge and information. 5.28.1 Faculty members were asked (question-28/questionnaire-1) to mention

the use of discussion groups. The details of the responses have been given in Table

5.28.1.

Table � 5.28.1: Faculty Members� Use of Discussion Groups

Discussion Groups The Internet ServicesUse Status Number Percent


Used Frequently 14 11.7 Not used 36 30 Not mentioned 32 26.7 Total 120 100

Table 5.28.1 represents that total 43.3% (11.7% frequently, 20.8% sometimes

and 10.8% rarely) of faculty members used various discussion groups, 30% did not

take part in discussion group and 26.7% did not mention anything. 5.28.2 Students were requested (question-20/questionnaire-2) to mention the use

of discussion groups. The details have been given in Table 5.28.2.

Table � 5.28.2: Students� Use of Discussion Groups

Discussion Groups The Internet ServicesUse Status Percent Number


Used Frequently 20 5.1 Not used 161 41.3 Unknown 36 9.2 Not mentioned 84 21.5 Total 390 100

Table 5.28.2 reveals that total 27.9% (13.6% rarely, 9.2% sometimes, 5.1%

frequently) of students took part in discussion gropus and 41.3% did not take part.

Discussion groups has been unknown to 9.2% of students and 22.5% of them did

not mention anything. It indicates that majority of students either were unaware of

discussion groups or did not use them due to various reasons.

209

5.29 USE OF NEWSGROUPS

Newsgroups is like an online notice board generated by people with common

interests (allows users to follow issues of interest and therefore keep up to date on

these issues) Anyone can look at the notice board, add new messages and answer

current ones. Newsgroups are a great way to swap thoughts, ideas and information

about different topics ranging from broad subjects.

5.29.1 Faculty members were asked (question-29/ questionnaire-1) to mention

the use of News groups. The details of the responses have been given in Table-

5.29.1.

Table- 5.29.1: Faculty Members� Use of Newsgroups

Newsgroups

The Internet Services Use Status Number Percent


Used

Frequently 16 13.3 Not used 26 21.7 Not mentioned 30 25 Total 120 100

Table 5.29.1 demonstrates that total 53.3% (14.2% rarely, 25.8% sometimes

and 13.3% freuently) of academic members used newsgroups, 22% did not use and

25% did not specify anything. It shows that only half of faculty teachers used

newsgroups.

5.30 USE OF NEWS SERVICES ON THE INTERNET

5.30.1 Faculty members were asked (question-31/questionnaire-I) to mention

the use of news service on the Internet. The details of the responses have been

given in Figure 5.30.1.

210

14.2

24.225 25

11.7

0

5

10

15

20

25

30

Rarely used Sometimes Frequently Not used Notmentioned

percent

Figure - 5.30.1: Faculty Members� Use of News Services on the Internet

Figure 5.30.1 indicates that total 63.4% (24.2% frequently, 25% sometimes

and 14.2% rarely) of faculty members used news services on the Internet, 11.7%

did not use and 25% did not mention anything.

5.30.2 Students were requested (question-21/ questionnaire-2) to mention the

use of news services on the Internet. The details have been given in Table 5.30.2.

Table � 5.30.2: Students� Use of News Services on the Internet

News Services on the Internet

Internet Services Use Status Number Percent




Table-5.30.2 shows that total 60% (22.6% rarely, 26.9% sometimes, 10.5%

frequently) of students used news services on the Internet, 17.7% did not use, 4.1%

did not know and 18.2% did not mention anything. It indicates that more than half

of the under study students used news service on the Internet for various purposes.

211

5.31 USE OF GUIDE SERVICES ON THE INTERNET

5.31.1 Faculty Members were asked (question-32/questionnaire-1) to mention

the use of guide services on the Internet. The details of the responses have been

given in Table- 5.31.1.

Table - 5.31.1: Faculty Members� Use of Guide Services on the Internet

Guide Services Internet Service Use Status Number Percent


Used Rarely 10 8.3

Not used 18 15 Not mentioned 39 32.5 Total 120 100

Table-5.31.1 shows that total 52.5% (16.7% frequently, 27.5% sometimes and

8.3% rarely) of faculty members used guide serives on the Internet ,15% did not

use and 32.5% did not mention anything. It indicates that nearly half of the faculty

members used guide services on the Internet.


of guide services on the Internet. The details have been given in Figure- 5.31.2.

22

15

4

29

7

23

05

1015202530

Percent

RarelyUsed

SometimesFrequently Not used Unknown Notmentioned

Figure � 5.31.2: Students� Use of Guide Services On the Internet

Figure 5.31.2 indicates that total 41% (22% rarely, 15% sometimes and 4%

frequently) of students used guide services on the Internet, 28.7% did not use, 7%

did not know and 23% did not mention anything. It shows that majority of the

212

under study students either did not use or did not know the guide services on the

Internet.

5.32 USE OF CHAT ON THE INTERNET


the use of chat on the Internet. The details of the responses have been given in

Table 5.32.1.

Table-5.32.1: Faculty Members� Use of Chat Chat Internet Services

Use Status Number Percent



Not used 10 8.3 Not mentioned 39 32.5 Total 120 100

Table 5.32.1 shows that total 59.2% (34.2% rarely, 12.5% sometimes, and

12.5% frequently) of academics took part chat on the Internet, 8% did not take part

and 33% did not mention anything. Chat rooms are an example of real time

discussions. It is a form of distant communication. Chat rooms are very numerous

and diverse on the Internet.


of chat on the Internet. The details have been given in Table 5.32.2.

Table � 5.32.2: Students� Use of Chat

Chat Internet Sevices Use Status Number Percent

Rarely 90 23.1 Sometimes 43 11

Used Frequently 35 9


213

Table 5.32.2 indicates that total 43.1% (23.1% rarely, 11% sometimes and 9%

frequently) of students took part chat on the Internet, 38.2% did not take part, 3.1%

did not know chat and 15.6% did not mention anything. It shows that nearly less

than half of the under study students took part in chat communication on the

Internet.

5.32.3 USE OF SMS ON THE INTERNET

5.32.3 Students were requested (question-24/ questionnaire-2) to mention the

use of SMS on the Internet. Table 5.32.3 shows the responses to this question.

Table � 5.32.3: Students� Use of SMS

SMS Internet Sevices Use Status

Number

Percent


Used


Table 5.32.3 shows that total 32.7% (10.3% rarely, 8.2% sometimes and

14.1% frequently) of students sent SMS on the Internet, 44% did not send, 5.4%

did not know SMS and 18% did not mention anything. However, study shows that

SMS facility among the students are gaining momentum mainly for personal use.

USE OF AUDIO VISUAL AIDS

Audio-visual aids help faculty teachers in completing the triangular process of

learning; viz., motivation, clarification and stimulation. The aim of teaching and

technological media is clearing the channel between the learner and the things that

are worth learning. Audio visual aids provide significant gains in informational

learning, retention and recall, thinking and reasoning, activity, interest,

imagination, better assimilation and personal growth and development.

214

5.33 OVERHEAD PROJECTOR

Overhead projector is one of the advanced and efficient visual aid. It is one

effective conveyor of ideas, feeling etc. with an instant transmission and can be

used in conferences, seminars, symposia, etc. by faculty members. Audio-visual

aids, devices, technological media and learning devices are those that helping

faculty teachers to clarify, establish, correlate and coordinate accurate concepts,

interpretations and appreciations to enable them to make learning more concrete,

effective, interesting, inspirational, meaningful and vivd.


mention the use of overhead projector. The details of the same has been given in

Figure 5.33.1.

Rarely used23%

Sometimes21%

Frequently13%

Not used29%

Not specified14%

Figure - 5.33.1: Faculty Members� Use of Overhead Projector

Figure 5.33.1 represents that total 56% (23% rarely, 21% sometimes and 13%

frequently) of faculty members used overhead projector, 29% did not use and 14%

did not mention anything. It shows that approximately more than half of faculty

teachers used overhead projector.

5.34 USE OF OPAQUE PROJECTOR (EPISCOPE)

Opaque projector is one of visual communication aids in popular use and is

more useful for faculty teachers to project images on the classroom screen. Modern

opaque projector can even project three-dimensional objects.

215

5.34.1 Faculty Members were asked (question-34/questionnaire-1) to mention

the use of opaque projector (Episcope). The details have been given in Table-

5.34.1.

Table - 5.34.1: Faculty Members� Use of Opaque projector

Opaque Projector

Audio Visual Aids Use Status Number Percent


Used

Frequently 8 6.7 Not used 43 35.8 Not mentioned 19 15.8 Total 120 100

Table 5.34.1 indicates that total 48.4% (22% rarely, 19.2% sometimes and

6.7% frequently) of faculty members used opaque projector (Episcope), 35.8% did

not use and 15.8% did not mention anything. It shows that only half of faculty

teachers used opaque projector.

5.35 USE OF DATA PROJECTOR

5.35.1 Faculty members were requested (question-35 questionnaire-1) to

mention the use of data projector. The details of the responses have been given in

Figure 5.35.1

611

15

37

1

30

0

10

20

30

40

Percent

Rarelyused

Sometimes Frequently Not used Unknown Notmentioned

Figure - 5.35.1: Faculty Member� Use of Data Projector

216

Figure 5.35.1 represents that total 32% (6% rarely, 11% sometimes and 15%

frequently) of faculty teachers used data projector, 6% did not use 1% did not

know and 30% did not mention anything. It shows that majority of LISc academics

either did not use data projector or did not specify their use. A data projector

connects directly to a computer and then projects the computer screen image on to

classroom board or wall. Main benefits are: Exciting whole-class teaching using

graphics, video, animation and sometimes sound. Lessons can maintain pace

through a variety of media and resource. Everyone can see what is going on,

motivating for both students and faculty members. Hence, use of above device is

suggested.


use of data projector. The details have been given in Table- 5.353.2.

Table - 5.35.2: Students� Use of Data Projector

Table 5.35.2 represents that total 24.1% (14.9% rarely, 7.4% sometimes and

1.8% frequently) of students used data projector, 33% did not use, 23% did not

know and also 20% did not mention anything. It shows that majority of the under

study students either did not use or did not know data projector. It indicates that

use of data projector by students is not very encouraging.

5.36 USE OF E - BOARD

5.36.1 Faculty teachers were asked (question-36/ questionnaire-1) to mention

the use of e- board. The details have been given in Figure 5.36.1.

Data Projector Audio Visual Aids Use Status Number Percent


Used


217

6.7 3.3 0.8

52.5

1.7

35

0

10

20

30

40

50

60

Percent

Rarely used Sometimes Frequently Not used Unknown Notspecified

Figure- 5.36.1: Faculty Member� Use of E- Board

Figure 5.36.1 displays that total 10.8% (6.7% rarely, 3.3% sometimes and

0.8% frequently) of academic members used e-board, while 52.5% did not use, 2%

did not know and 35% did not specify their use. It shows that majority of LISc

faculty teachers did not use e-board.

5.37 USE OF DIGITAL CAMERAS

5.37.1 Faculty members were asked (question-3/questionnaire-1) to mention the

use of digital cameras. The details of the responses have been given in Table

5.37.1.

Table - 5.37.1: Faculty Member� Use of Digital Cameras

Digital Cameras Audio Visual Aids Use Status Number Percent


Used


Table 5.37.1 shows that total 23.3% (7.5% rarely, 8.3% sometimes and 7.5%

frequently) of academic members used digital cameras, followed by 42.5% did not

use, 1.7% did not know 32.5% did not specify their use. It reveals that majority of

LISc faculty teachers did not use digital cameras. A digital video camera can

218

provide evidence of activity or events to support faculty members� evaluations of

their performance and students. It is a good tool to create a multimedia

presentation and to create the raw material for film studies or media studies. It can

help to record particular performances or sequences .

5.38 USE OF LIS DATABANKS

5.38.1 Faculty teachers were requested (question-38/questionnaire-1) to

mention the type of databanks they used in LISc field. Figure 5.38.1 shows the

responses to this question.

3.3 4.2 5

17.5

9.2

20.8

40

05

1015202530354045

LISA ERIC BIP SerialDirectory

LISA &ERIC

LISA & BIP& SerialDirectory

Notmentioned

perc

ent

Figure - 5.38.1: Faculty Members� Use of LISc Databanks

Figure 5.38.1 shows that 40% of faculty memebrs used LISA databank,

followed by 4.2% BIP (Books In Print ), 5% Serial Directory, 17.5% LISA &

ERIC, 9.2% LISA & BIP & Serial Directory and 20.8% did not specify use of any

databanks. It indicates that LISA and ERIC databanks were the two top databanks

being utilized by faculty members.

5.38.2 Students were requested (questions 25-27/questionnaire-2)to mention the

use of LISc databanks. The details have been given in Figure-5.38.2.

219

4134

18

3138

43

8 7

1620 21 23

0

10

20

30

40

50

Perc

ent

Used Not used Not known Not mentioned

1: LISA 2: BIP 3:Serial Directory

Series1Series2Series3

Figure - 5.38.2: Students� Use of LISc Databanks

Figure 5.38.2 shows that 41% of students used LISA, followed by 31% did

not use, 8% did not know and 20% did not mention anything. In case of BIP

databank it indicates that 34% of students used BIP, while 38% did not use, 7% did

not know and 21% did not mention anything. It also displays that 18% of students

used Serial Directory, 43% (majority) did not use, 16% did not know and 23% did

not specify anything. It illustrates that among the mentioned databanks LISA were

the most widly used databank among the under study students.

5.39: USE OF LIS SOFTWARE


mention the use of software tools in LISc field. The details of the responses have

been given in Figure 5.39.1.

35.8

8.3

6.7

8.3

4.2

5.8

10

20.8

0 10 20 30 40

Not mentioned

Other

CD/ISIS

CD/MARC

Ganjine

Kavosh

Nossa (Simorq)

Pars Azerakhsh

percent

Figure-5. 39.1: Faculty Members� Use of LISc Software

220

Figure 5.39.1 shows that 20.8% of faculty members used Pars Azerakhsh

(software for libraries in Iran) followed by 10% Nossa software, 8.3% CD MARC,

6.7% CD/ISIS, 5.8% Kavosh and 4.2% Ganjine 8.3% other softwares (not in LISc

field) and 35.8% did not specify use of any software. It indicates that majority of

faculty members used pars Azerakhsh software. Pars Azerakhsh, Nossa, kavosh

and Ganjine are the library softwares for Libraries in Iran.

5.39.2 Students were requested (questions-31-34/questionnaire-2) to mention

the use of Iranian library software. The details have been given in Figure 5.39.2.

1- Pars Azerakhsh 2- Nossa 3- Kavosh 4-Ganjine

65

32

168

15

34

4849

39

1116 17

25 25 27

0

10

20

30

40

50

60

70

percent

Used Not used Unknown Not mentioned

Series1 Series2 Series3 Series4

Figure-5.39.2: Students� Use of Iranian Library Software

Figure 5.39.2 represents that 65% (majority) of students used Pars-

Azerakhash (a local software for Libraries in Iran), 15% did not use, 3% did not

know and 17% did not specify their use. In case of Nossa software it indicates that

32% of students used this software, 34% did not use, 9% did not know and 25%

did not specify their use. Regarding the use of Kavosh software, it shows that 16%

of respondents used this software, 48% did not use, 11% did not know and 25%

did not mention anything. It also indicates that 8% (minimum) of students used

Ganjine software, 49% (majority) did not use, 16% did not know and 27% did not

mention anything. It summarizes that Pars Azerakhsh and Nossa were the two top

Iranian library software being utilizd by the under study students.

221

5.40 USE OF MS OFFICE AND SPSS


the use of Office and SPSS software. The details of the same has been given in

Figure 5.40.1.

34

8

45

58

05

101520253035404550

percent

Office SPSS Office &SPSS

Other Notmentioned

Figure - 5.40.1: Faculty Mmembers� Use of MS Office and SPSS

Figure 5.40.1 shows that 45% of faculty members used MS Office (Word,

Power point & Excel) and SPSS followed by 34% Office only, 8% SPSS only, 5%

reported use of other softwares such as Photo shop, Nero, Pc Tab and Front page

and 8% did not specify use of any softwares. It indicates that MS Office and SPSS

have been the two popular software tools being utilized by faculty members.

Software tools are the pieces of software that allow students to do their

homeworks. Word processing, art packages, spreadsheets all fall into this category.

Students can access to software tools on their computers at home or college. There

are, however, many software tools specially designed for students and which

introduce their full functionlity. Choosing which software to use should be a

whole-college decision. They should know how to use software applications to

complete learning tasks.

5.40.2 Students were requested (question-14/questionnaire-2) to mention about

the use of software tools. The details have been given in Table 5.40.2

222

Table - 5.40.2: Students� Use of Software Tools

Software Type of IT Use Stutas Number Percent


Used Frequently 74 19


Table 5.40.2 shows that total 73.8% (21.3% rarely, 33.8% sometimes and

19% frequently) of students used software tools, 8.5% did not use, 1.8% did not

know and 15.6% did not mention anything. It indicates that majority of the under

study students used software tools.

5.40.3 Students were requested (questions 28-30/questionnaire-2) to mention the

use of MS Office. The details have been given in Figure 5.43.3

8469

49

114

30

1 2 514 15 16

0

20

40

60

80

100

percent

Used Not used Not known Not specified

1: Word 2: Power point 3:Excel

Series1Series2Series3

Figure � 5.40.3: Students� Use of MS Office

Figure-5.43.3: shows that 84% of students used Word, 1% did not use, 1% did

not know and 14% did not mention their use. In case of Power point, it indicates

that 69% of students used this software, 14% did not use, 2% did not know and

15% did not specify their use. Regarding the use of Excel, it demonstrates that

49% of students used Excel, 30% did not use, 5% did not know and 16% did not

mention anything. It displays that among MS Office progeamms, Word is the most

popular software tools being utilized by students.

223

5.41 ACADEMIC ARTICLES/PAPERS ON THE INTERNET

5.41.1 Faculty members were requested (question-4/questionnaire-1) to point out

that they had academic articles/papers on the Internet or no. The details have been

given in Figure- 5.41.1.

Yes18%

No73%

Not mentioned

9%

Figure-5.41.1: Faculty Members� Academic Productivity on the Internet

Figure 5.41.1 indicates that 18% of faculty members had academic

articles/papers on the Internet, 73% had no articles and 9% did not specify

anything. It shows that majority of LISc faculty teachers had not any academic

articles/papers on the Internet.

5.42 PERSONAL HOMEPAGE ON THE INTERNET


mention they had personal homepage on the Internet or no. The details have been

given in Figure-5.42.1

Yes7%

No84%

Not mentioned9%

Figur-5.42.1: Faculty Members� Personal Homepage on the Internet

224

Figure 5.42.1 shows that 7% of faculty members had personal homepage on

the Internet, 84% had not any personal homepage and 9% did not specify anything.

It reveals that majority of LISc faculty members had no personal homepage on the

Internet.

5.43 ENCOURAGING FACTORS


mention the factors which help and motivate them to increase use of IT. The details

have been given in Figure- 5.43.1.

31.6

33.38.8

26.3

0 5 10 15 20 25 30 35

Percent

All

Teaching how to use IT

Introducing IT

Easy access to IT

Figure - 5.43.1: Factors Motivate Faculty Members to Use IT

Figure 5.43.1 indicates that 33% (majority) of faculty members believed that

teaching how to use IT help them to increase use of IT followed by 26% easy

access to IT, 9% introducing IT and 32% all the above mentioned factors. It shows

that teaching how to use IT, introducing IT and easy access to IT were the top three

factors reported by faculty members as the helpful encouragements to increase use

of IT.

5.43.2 Students were askd (question-35/questionnaire-2) to mention about the

factors which help and motivate them to increase use of IT. The details have been

given in Figure 5.43.2.

225

40.534.1

14.910

05

1015202530354045

percent

Teachinghow to use

IT

IntroducingIT

Easy accessto IT

All

Figure - 5.43.2: Factors Help Students to Increase Use of IT

Figure 5.43.2 shows that 40% (majority) of students stated teaching how to

use IT helped them to increase use of IT followed by 34% introducing IT, 15%

easy access to IT and 10% all the mentioned factors. It indicates that teaching how

to use IT and introducing IT were the two top factors reported by the under study

students as the helpful encouragements to increase use of IT.

5.44 ADEQUACY/INADEQUACY OF IT FACILITIES IN LIS DEPARTMENTS


whether their the IT facilities in their LISc departments were adequate to perform

their teaching and research activities or not. The details have been given in

Figure 5.44.1.

Yes43%

No45%

Not mentioned12%

Figure - 5.44.1: Adequacy of IT Facilities in LISc Departments

226

Figure 5.44.1 represents that 45% of faculty members claimed that IT

facilities in LISc departments were inadequate to perform their teaching and

research careers, followed by 43% adequate and 12% did reply to the question. It

shows that according to majority (45%) of faculty members the IT facilities in the

under study departments were not adequate for teaching and performing reasearch

works.

5.45 SATISFACTION AND UNSATISFACTION WITH IT FACILITIES


mention their satisfaction and unsatifactoion with the IT facilities in theirLISc

departments. The details have been given in Table 5.45.1.

Table-5.45.1: Faculty Members� Satisfactions/Unsatisfaction with the IT Facilities in LISc Departments

Computer

Internet

Databanks

Softwares Digital Audio

Visuals

IT Facilities Remarks

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Satisfactory

88

73.3

91

75.8

70

58.3

41

34.1

42

35

Not satisfactory

19

15.8

14

11.7

25

20.8

32

26.7

29

24.2

Not mentioned 13

10.8

15

12.5

25

20.8

47

39.2

49

40.8

Total 120

100

120

100

120

100

120

100

120

100

Table 5.45.1 shows that 75.8% (maximum) of faculty members were satisfied

with the Internet facilities followed by 73.3% with computer facilities, 58.3% with

databanks facilities, 35% with audio visual aids and 34.1% (minimum) with

software tools. It indicates that 26.7% (maximum) of the respondents were not

satisfied with software tools, 24.2% with audio visual aids, 20.8% with databank

facilities, 15.8% with computers and 11.7% with Internet facilities


satisfaction or unsatisfaction with the IT facilities in LISc departments. The details

have been given in Table 5.45.2.

227

Table - 5.45.2: Students� Satisfaction/Unsatisfaction with IT Facilities in LISc Departments

Computers

Internet

Databanks

Softwares

Printers

IT Facilities

Opinions

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Number

Percent

Not available

2

0.5

3

0.8

26

6.7

46

11.8

34

8.7

Not satisfactory

86

22.1

92

23.6

89

22.8

113

29

97

24.9

Satisfactory

248

63.5

243

62.3

196

50.2

144

36.9

178

45.6

Not metioned

54

13.8

52

13.3

79

20.3

87

22.3

81

20.8

Total

390

100

390

100

390

100

390

100

390

100

Table 5.45.2 indicates that 63.5% (maximum) of students reported their

satisfaction with computer facilities in LISc departments followed by 62.3%. with

the Internet facilities, 50.2% with databank facilities, 46.6% with printers and

36.9% (minimum) with software tools. It shows that 29% (majority) of students

were not satisfied with software facilities, followed by 24.9% printers, 23.6%

computers and 22.1% the Internet facilities in LISc departments.

5.46 PROBLEMS IN USING IT

In one open question faculty members and students were requested to mention

their views and the problems they were faced while using IT. The details have been

given below.

5.46.1 Faculty Members� Problems in using IT

The important problems mentioned by faculty members are: They reported

that computers, printers, software tools, supplies and full test databanks were

inadequate to perform their academic jobs. They also stated that speed of the

Internet was low. They claimed that capabilities for the hardware and software

tools, Internet connections and networking were outdated and there was no

technical support. They mentioned that IT training and experience for faculty

228

members, funding and budget for IT facilities were inadequate. They declared that

there is no projection systems and audio visual aids in the classrooms.

5.46.2 Students� Problems while using IT

Findings indicate that inaccessibility and dis-connectivity to the Internet,

censorship and filtering of the Internet sites by the government, inadequacy of

computers and Internet facilities, lack of skills in IT use, slow speed of computers,

slow speed of the Intenet connections, impracticality of faculty members� teaching

methods, faculty teachers� outdated classroom presentations, old syllabus and old

curriculum were the most important problems reported by the under study students

while using IT.

5.47 SUGGESTIONS AND COMMENTS

In one open question faculty members and students were asked to mention

their suggestions and comments related to the use of IT. Some of the most

important ones have been given below.

5.47.1 Faculty Members� suggestions and Comments

Faculty members suggested that access to online and off line databanks should

be provided. They recommended the provision of more computers with the Internet

facilities, increasing Internet access speed, as well as providing more chances of

training in IT use. They also suggested that necessary telecommunication

infrastructures backbone should be created by the goverment. They proposed that

adeqate budget should be allocated to IT development. Faculty teachers allude that

classrooms in LISc departments should be equiped with advanced audio visual

aids such as data projectors, digital overhead projectors, e-boards, digital cameras,

etc. LISc academic members declared that wireless connectivity to the Internet

should be provided within the university campus and departments. Academic

members recommended that continous teaching worshops in IT is a need.

Multimedia classrooms for instruction and support will be needed in the near

future. The requirements of the Internet, and WWW need to be met by a well-

designed client/server environment. A budget item must be included for IT so that

the expenditure for acquisition is part of the institutional planning process. The IT

229

planning cycle should be shortened so that the institution is in a position to respond

to the rapid pace of technology change. Curriculum and course content should be

revised.

5. 47.2 Students� Suggestions and Comments

Suggestions and comments from students were also given, and some of them

were: They suggested that the number of computers connected to the Internet, the

number of access points, as well as provision of training in the Internet use should

be increased. They proposed that more computers with the Internet facilities should

be provided in order to increase students� level of access and also the computers

provided should be up-to-date models recognizing that they will perform better and

faster access. Increasing connectivity and speed will drive usage to higher levels.

The speed of the Internet should be increased. More bandwidths should be sought

so as to provide faster access that will save much of the users� time and be a source

of motivation to use the Internet. Maintenance of computers should also be done

more regularly. Students should be provided with more chances of formal training

in order to acquire skills on effective Internet use. Training should also be provided

to academics and other members of faculty staff.

5.48 OTHER FINDINGS OF THE STUDY

5.48.1 Training Courses in IT

5.48.1 Students were requested (question-34/questionnaire-2) to mention that

whether they were offered any training courses in IT by their LISc departments or

not. The details of the same has been given in Figure 5.48.1.

Yes45%

No42%

Not mentioned

13%

Figure-5.48.1: Students Reports of Receiving Training Courses in IT

230

Figure 5.48.1 indicates students� responses about receiving/not receiving

training courses in IT by their LISc departments. It shows that 45% of students

reported that they were offered training courses in IT by their LISc departments,

while 42% of them stated that they were not offered any training courses in IT and

12% also did not mention anything.

5.48.2 AVAILABILITY OF IT FACILITIES IN LISc DEPARTMENTS

Table-5.48.2: Availability of IT Facilities in LISc Departments in Iran

Data projector

Databanks

Fax

Printer

Digital Scanner

IT facilities Availability Status

Number

Percent

Number

percent

Number

Percent

Number

Percent

Number

Percent

Available in Department

7

8.1

15

17.5

10

11.6

76

77.9

6

7

Not available in department

23

26.7

36

41.9

-

-

-

-

70

81.4

Available in the college

56

65.1

21

24.4

76

88.4

10

22.1

10

11.6

Total

86

100

86

100

86

100

86

100

86

100

Table 5.48.2 shows IT facilities in LISc departments in Iran and summarizes

about the availability of various IT facilities: Data projectors 7(8.1%), databases

15( 17.5%), Fax 10 (10.6%), printer 76 (77.9%) and digital scanner 6 (7%).

30

51

136

0

10

20

3040

50

60

Percent

1 _ 5 6 _ 10 11 _ 15 16 _ 20

Figure- 5.48.3: Computers-wise Distribution in LISc Departments

231

Figure 5.48.3 illustrates the availability of computer facilities in LISc

departments. It displays that 51% of LISc departments have 6-10 computers

followed by 30% 1-5 computers, 13% 11-15 computers and 6% 16 - 20 computers.

It indicates that majority of the under study departments have 6 to 10 computers.

5.48.4 Evaluation of the LIS Applicants� IT Qualifications by the LISc

Departments

Heads of the LISc Departments (HoDs) were asked to state whether they

evalute the IT qualifications/knowledge of the LISc candidates, who join the LISc

departments as a faculty member or not. 50 HoDs took part in this interview and

all of them gave a positive reply (Yes) to this question. Hence it showd that the

applicants, who joins the academic LISc departments as a faculty members are

examined and evaluated by the departments committee for their IT knowledge and

IT qualifications. It confirmed the third assumption of the study.

5.49 CONCLUSION

Based on the data available through questionnaire-1 and questionnaire-2, it

can be concluded that there is trend to use the various components of IT among

both group of respondents i.e. faculty members and students. However, the average

awareness and use of the IT is more among the faculty members than the students.

Computers, the Internet, databanks, softwares CDs & DVDs and mulimedia were

the widly used IT facilities and web, e-mail, FTP were the most used Internet

services among faculty members and students.ts. In the suggestion column most of

faculty members have suggested for more advanced versions of available IT

facilities while students advoctated more number of various IT facilities and

Syllabus and Curriculum revision and removing filtering and censorship on the

Internet. The reasons given about for not using IT were unawareness of IT,

unfamiliarity, inaccessibility and lack of time by both the group of respondents,

which hinder towards the adapotibility of IT culture. Classroom lectures, workshop

& conference presentation, Paper writing, and doing research were main purposes

to use IT by faculty teachers and preparation of class notes, information seeking &

leisure time passing were for the students.

Documents

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