CHAPTER III

REVIEW OF RELATED LITERATURE

3.0 INTRODUCTION
3.1 STUDIES RELATED TO e-CONTENT
3.2 STUDIES RELATED TO WEB BASED e-CONTENT
3.3 STUDIES RELATED TO e-CONTENT IN LEARNING
MATHEMATICS
3.4 CONCLUSION
 CHAPTER III

REVIEW OF RELATED LITERATURE

3.0 INTRODUCTION

Review of related literature facilitates the researcher to have a clear

understanding of research problem. Only when we review the area of related
literature in its various perspectives, the research problem could be well understood.
Besides, it would enable the investigator to select appropriate techniques, tools and
procedure adopted in this research.

The review of the related literature acquaints a researcher with the current
knowledge in the field in which he/she is interested to conduct research. It provides
him/her the theoretical and empirical framework from which the problem has arisen.
The review eliminates the risk of duplication of what has been done. It is of no use
to replicate a study when the stability and validity of its results have been clearly
established. It convinces the researcher that the problem selected by him/her has
roots in the existing literature and it needs further exploration.

Through the survey of the related literature and its review, the researcher can
identify the significant problems in the research area by avoiding unfruitful and
useless problems. The findings of the significant problems are likely to add to the
knowledge in a meaningful way. The careful and thorough review of related
literature gives the researcher an understanding of the research methodology which
is helpful in the selection of sample groups, selection and development of tools and
techniques and application of date analysis techniques. The most important purpose
for reviewing the related literature is to know about the recommendations of
previous researchers highlighted in their studies for further research.

This chapter presents a review of related studies conducted in the field of

e-Learning Technologies. A detailed analysis of the related literature promotes a
greater understanding of the problem at hand and design of the study. It also
provides a theoretical base for the research and helps the investigator to
conceptualize the problem and to choose the design of the present study.
3.1 STUDIES RELATED TO e-CONTENT

Kadhiravan (1999) studied the effectiveness of LM (Lecture Method), CAI

(Computer Assisted Instruction) and CAIPI (Computer Assisted Instruction with
Peer Interaction) in learning physics. CAIPI was the most effective instructional
strategy in terms of realizing the instructional objectives in physics at higher
secondary stage. Among the three instructional strategies, CAIPI is the most
effective one in terms of its effectiveness in realizing the instructional objectives in
the context of contents with low different level. There was a differential effect on the
cognitive development of the students in physics due to their use of self - regulated
learning strategies.

Meera (2000) has proved that the different modes of computer based instruction
namely; drill& practice and simulation were more effective than conventional lecture
method in realizing the instructional objectives in biology at class XI.

Joy and Manickam (2002) have proved that there was no significant
difference on the teacher competency in the pre and post scores or between the
experimental and control group. But teacher competency was positively related to
post knowledge in Computer Assisted Instruction (CAI) of the experimental group.
There was a significant difference between the groups in their attitude towards
computer education. As a result of training in CAI, the attitude of the experimental
group became more favorable towards computer education. There was correlation
between age and attitude towards use of computer. There was a significant
difference in the pre and post scores of the experimental group on knowledge in CAI
and attitude towards use of computer.

John (2003) conducted a study on self instructional method as a

reinforcement strategy in learning Genetics. The study proved that the control group
and experimental groups were able to retain significant amount of knowledge in
genetics due to conventional method of teaching. The reinforcement strategy
employed in the study was more effective in terms of achievement in cognitive skills
in genetics. The intervening variables such as socio economics status, language
ability, and reasoning ability, exposure to mass media, study habit, science programs
and co- curricular activities did not influence retentions in cognitive skills in
genetics among the students in control group and experimental group.

Malliga (2003) has proved that the Interactive Individualizing Learning

supported by Multimedia Presentation (IILMMP) was found to be the most effective
strategy among all the three different instructional strategies such as PBL (Peer
Based Learning), ILMMP (Individualized Learning supported by Multimedia
Presentation) and IILMMP in terms of cognitive skills such as knowledge,
understanding and application in realizing the instructional objectives in Chemistry
at class IX.

Krishna Kumar and Ambedkar (2005) has proved that the CAELL
(computer Assisted English Language Learning) method to teach English Grammar
is more effective and particularly when it is used with the assistance of a teacher.
The presence of the human element has better impact in the teaching learning
situation.

Vinodh Kumar (2006) studied the relative effectiveness of PowerPoint

Assisted Instruction and the traditional method of teaching compared with reference
to the topic National Income in the economics syllabus prescribed for the higher
secondary level in Tamilnadu. The pre-test and post-test equivalent group
experimental design was adopted. It is found that the PowerPoint Assisted
Instruction makes for higher scores compared to the traditional method. There is no
gender difference in learning through the PowerPoint assisted method nor the
traditional method.

Antony Gracious and Annaraja (2007) investigated the effectiveness of

hypermedia learning package in science. The sample for the study consists of 60
IX standard students. The investigator has used experimental design. The investigator
has developed a hypermedia learning package in science by using Front Page 2000,
Flash, Moviemakers and achievement test in science. The finding reveals that the
experimental group students are better than the control group in the gain score.

Felix (2007) developed and validated an e-Content on DNA technology in

Biotechnology. The experimental research method was adopted in the study. In this
study 27 Post Graduate students were selected as sample. e-Content was developed
and validated by the investigator. The major finding of the study was that e-Content
was effective at tertiary level. The e-Content was in the form of Short Learning
Object (SLO) and it increased the performance of the students.

Jayakumar (2007) investigated the effectiveness of e-Content on transport

for the higher secondary commerce students. The experimental research method
was adopted for the study. In this study 29 higher secondary commerce students
were selected as the sample. The major findings of the study revealed that e-Content
was effective in learning commerce at the higher secondary level.

Juothi (2007) has proved that the computer based self-instructional module
could show immense impact on learning of chemistry. Further, the students are
better motivated and interestingly participated in computer-based learning. They did
not hesitate to clarify their doubts through computer - based learning where the
learning is in branched programmed style.

Karthick (2007) conducted a study on development and validation of

e-Content on Pearl Harbour Incident for the Graduate level History students. In this
study twenty five history graduate students were selected as sample. The major
findings of the study revealed that e-Content was effective in teaching. The
e-Content which is in the form of SLO (Short Learning Object) increases the
performance of the students.

Karthikeyan (2007) made an attempt in developing and validating an e-

Content package in Tamil at secondary level. In this study twenty students from IX
Standard were selected as sample. e-Content was developed and validated by
the investigator. The major findings of the study concluded that there was a
significant mean difference between the achievements of pre-test and post-test, and
there was no significant mean difference between the achievement of rural and
urban pupils.

Nimi Ann Jacob (2007) developed an e-Content package on Capillarity in

Physics at secondary level . The major finding of the experimental study was that
the e-Content enhanced the mastery level over the subject.

Amruth G.Kumar and Devika (2008) made an attempt to test the

effectiveness of a multimedia learning package (MMLP) in social science for the

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secondary school students. Randomized control group pre-test and post-test
experimental design was followed for the study. Results of the study showed that
use of multimedia learning package in social science is helpful in improving the
achievement of the students. The study also proved that sex, locality and educational
qualification of parents have no influence on the achievement of the students when
taught through MMLP.

Benedict Flavian (2008) carried out a study on development and validation

of e-Content on learning History at Secondary level. The major findings proved that
(i) There was no significant mean difference between the achievement of control and
experimental groups in the pre-test and (ii) There was a significant mean difference
between the achievement of control and experimental group in the post-test.

Nimavathi and Gnanadevan (2008) developed a multimedia program for

teaching of science, and experiment the same with a set of children studying in the
ninth standard and finding out its effectiveness over the conventional method of
teaching. Pre test-post test equivalent groups design was followed for this study. The
results show that the multimedia program prepared by the researcher is more
effective for the achievement in science of ninth standard students. The students
learning through multimedia program are found to be better than the students
learning through the conventional method of teaching.

Nivetha (2008) carried out a study on Development and Validation of

e-Content in Physics at Higher Secondary Level. The major findings of this study
are as follows: (i) The e-Content was very useful for greater achievement in
physics at the Higher Secondary Level and (ii) When compared with a control
group the experimental group achieved higher; and it was also found that the
e-Content is more useful than conventional method with regard to achievement in
Physics.

Rekha (2008) examined the effectiveness of e-Content on DNA replication

in Botany at Higher Secondary Level. The major finding of this study in e-Content
is that it is found to have a significant effect on the learners as a result of the gain
scores of the experimental group which is higher than that of the control group.

39
 Rishad Kolothumthodi (2008) developed an e-Content module on
communication: Elements, Process and Types for the B.Ed. Trainees. The result of
the study proved that (i) e-Content can be used for teaching of communication at the
B.Ed. level, (ii) 5% of the students have scored 86.67 % of marks in the achievement
test conducted for validating the developed e-Content, and (iii) 25% of the students
have scored 93.3% of marks in the achievement test conducted for validating the
developed e-Content. Further, 70% of the students scored 100% of marks in the
achievement test conducted for validating the developed e-Content

Sangeetha (2008) developed and validated an e-Content on Insurance for

the higher secondary commerce students. The major findings of this study are the
following: (i) There was no significant mean difference between the achievement of
control and experimental groups in the pre-test, (ii) There is a significant mean
difference between the achievement of control and experimental groups in the post-
test and (iii) The e-Content package significantly contributed to improve the
achievement level among the students. So it is proved that the e-Content developed
by the investigator was effective.

Udhayakumar (2008) developed and validated an e-Content on RNA for

Under Graduate Biology students. The results indicated that (i) 7.69 per cent of
students have scored 86.67 per cent of marks in the achievement test conducted for
validating of the developed e-Content, (ii) 50 per cent of students have scored 93.33
per cent of marks in the achievement test conducted for validating of the developed
e-Content and (iii) 42.30 per cent of students have scored 100 per cent of marks in
the achievement test conducted for validating of the developed e-Content.

Umer Farookue (2008) assessed the effectiveness of e-Content on Process

of Communication in B.Ed. curriculum. The major findings of the study were,(i)
There was no significant mean difference between the achievement of control and
experimental groups in the pre-test, (ii) There was a significant mean difference
between the achievement of control and experimental groups in the post-test, (iii)
There was a significant difference between mean scores of the male and female in
the experimental group, (iv) Female students had higher gain scores than male

40
students and (v) Urban group students achieved higher gain scores than their
counterparts in the experimental group.

Viduthalai Selvi (2008) studied the effectiveness of e-Content on teaching

Bio-chemistry at the Under Graduate level. The analysis showed that (i) The
students taught with the e-Content instructional package performed better than the
students taught through the conventional method of teaching, (ii) Sex does not show
any influence on learning through e-Content instructional package, (iii) Urban
students gained more knowledge while teaching is through the e-Content
instructional package than the rural students and (iv) Institution of the students does
not show any impact while teaching Bio-chemistry through e-Content material.

Anil Ambasana (2009) conducted a study on effectiveness of Computer

Assisted Instruction program in remedial instruction of unit Light: Reflection
and Refraction. The sample of the study consisted of 40 Tenth standard students.
The finding revealed that the Computer Assisted Instruction program in
remediation task was found successful and the students were able to overcome the
difficult points of the content. They were able to increase their achievement
significantly.

Aravindan (2009) investigated the effectiveness of e-Content in

concretizing the concepts of Physics among the heterogeneous group. The major
findings of the study were (i) There was no significant mean difference between the
achievement of control and experimental groups in the pre-test, (ii) There is a
significant mean difference between the achievement of control and experimental
groups in the post-test and (iii) The e-Content package significantly contributed to
improve the achievement level among the subjects of the post-test. So it is
concluded that the e-Content developed by the investigator was effective.

Janani (2009) has undertaken an experimental study on Effectiveness of

e-Content in protein synthesis at tertiary level. From the study the investigator
concluded that (i) There was no significant mean difference between the
achievement of control and experimental groups in the pre-test and (ii) There was a
significant mean difference between the achievement of control and experimental
group in the post-test.

41
 Malleeswaran (2009) attempted to study the efficacy of e-Content on
branches of commerce at higher secondary level. The major findings revealed that
(i) There was no significant mean difference between the achievement of control and
experimental groups in the pre-test, (ii) There was a significant mean difference
between the achievement of control and experimental groups in the post-test, (iii)
There was no significant mean difference between the achievement of pre and post-
test of control group and (iv) There was a significant mean difference between the
achievement of pre and post-test of experimental group.

Ponraj and Sivakumar (2010) designed a CAI package to teach Zoology.

The sample consisted of 40 students in control group and 40 students in
experimental group. The data were collected using appropriate tools and it was
analyzed by t and F test. The finding suggested that the Computer Assisted
Instructional method to teach Zoology is more effective in experimental group than
the control group.

3.2 STUDIES RELATED TO WEB BASED e-CONTENT

Lavelle (1996) conducted a pilot project of replacement of traditional

lectures with computer- based tutorials with a group of 60 second- year
undergraduates, the use of standard forms of contract in the construction industry.
The project entailed the replacement of two of a series of nine scheduled lectures
with a computer- based tutorial. The two main aims of the project were to test
viability of converting existing lecture material into computer- based material on an
in-house production basis, and to obtain feedback from the student cohort on their
behavioral response to the change in media. The effect on student performance was
not measured at this stage of development.

Martin Graff (2003) conducted a study on learning from web-based

instructional systems and cognitive style to find out the two of the principal issues,
which have been addressed in assessments of the benefits of web-based instructional
systems, are firstly, whether the segmentation of information provided by the web
structure aids users in apprehending the interrelationships between the units of
Information featured in the web. Secondly, whether providing the user with an
overview of the web system assists in facilitating his/her learning. It is suggested in

42
the present study that these two issues may be more effectively understood by a
consideration of an individuals cognitive style. Fifty participants were assigned to
one of two web-based instructional systems featuring information on the subjects of
psychological ethics. The Information in one of the web systems was segmented to a
greater degree than the information in the other. Half the participants using each web
system were given an overview of the system and half were not. After a given time
using the system, participants were tested on the information from the web. The
findings suggest that cognitive style and segmentation had an effect on performance,
although the provision of the overview had little effect.

Manochehr (2006) has made a study where he compared the effects on

e-Learning versus those on traditional instructor-based learning, on student learning,
based in students learning styles. The result was that the learning style in traditional
learning was irrelevant but in e-learning it was very important. The study showed
that learners with an assimilating or converging learning style achieved better
learning results in e-learning.

Donovan and Nakhleh (2007) documented the findings of their student use
of Web- based tutorial materials for general chemistry and student understanding of
chemistry concepts. They found that students who use the Web site valued the
aspects of visualization of chemistry concepts and availability of materials online. In
the analysis of student understanding of chemistry concepts via concepts maps, they
also found that students who used the Web site showed a similar level of
understanding of chemistry to the students who did not use the Web site, but that the
Web site users attempted to make more concept map links about the relevant
chemistry concepts.

Naser-Nick (2007) conducted a study on The Influence of Learning Styles

on Learners in E-Learning Environments: An Empirical Study. It has been found
that for the instruction-based learning, the learning style was irrelevant, but for the
web-based learning class, learning style was significantly important. The results
showed that students with learning styles assimilator and converger did better with
the e-learning method. This mean that those learners that like to learn through
thinking and watching and thinking and doing would learn better with e-learning. In

43
addition, students with learning styles assimilator and converger received better
results with traditional instructor-based learning.

Tarng and Liou (2007) studied the virtual reality technologies for
developing a virtual astronomical museum, which can be applied in astronomy
education. The museum contains four exhibition areas of the following
topics: Astronomy Technologies, the Moon and Earth, the Solar System, and
Observing constellations. They developed the virtual scenes of astronomical
museum, including the domed building, exhibition areas, displayed objects, and
several models to stimulate the motion of celestial bodies. Users can operate the
models by setting time, position and speed to observe the changes of astronomical
phenomena. In virtual astronomical museum, they can see a lot of exhibits as if
visiting a real astronomical museum. It is accessible through network and highly
interactive with 3D visual effects. In addition, learning on the virtual website is not
limited by time or space. Therefore, it is a very useful tool to enhance astronomical
knowledge.

Ali Sher (2008) conducted a study on assessing and comparing dynamics,

student learning and satisfaction within web-based online learning programmes. The
population of this study was students (n = 208) enrolled in multiple academic
disciplines at an East Coast U.S university. A Web-based research instrument was
designed to assess students characteristics, their perceptions of learning,
satisfaction, student-to-student interactions and student-to-student instructor
interactions. A one-way analysis of variance (ANOVA) was conducted to see
whether perceived learning, student satisfaction, student-student instructor
interaction, and student-student interaction differed based on the discipline within
these programmes. No statistically significant differences were found. A one-way
ANOVA was conducted to see whether perceived learning differed based on the
technology used within these programs. No statistically significant differences were
found here either.

Barbara Rivera and Gordan Rowland (2008) conducted a study on

Powerful e-Learning: A Preliminary Study of Learner Experiences with focus on
eLearning contexts. It was conducted using structured phone interviews with adult

44
learners pursuing undergraduate degrees through e-learning coursework. Among
other things, data suggest that meaningful social interaction and emotions may be
important components in powerful learning experiences. In addition, the data
suggest that powerful learning can indeed occur in e-Learning environments. Results
of this study combine with those from three previous studies to point towards
practice of instructional designers and educators that may contribute to powerful
learning in e-learning environments. Further examination of powerful learning in
such environment holds promise.

Jebraj, Gershom and Mohanasundaram (2008) studied the effectiveness

of e-content in Teaching of Physics at Tertiary Level. Objectives: (i) To find out
how far the developed e-content material on Solar System is effective over the
conventional method. (ii) To develop and validate the e-content on Solar System.
(iii) To find out the effectiveness of e-content on Solar System in teaching beyond
cognition at tertiary level. (iv) To find out the differences in achievement between
the teacher trainees in learning Solar System through e-content with respect to
gender and subjects of study. Method: The present study was conducted under pre-
test treatment post-test equivalent group experimental design. The sample was
consisted of 80 B.Ed trainees from the colleges located in Thanjavur district of
Tamilnadu. An achievement test on solar system, constructed and validated by the
investigator was used as a tool. For the present study, e-content on Solar System
in the form of short learning object (SLO) was prepared. The marks scored by the
B.Ed trainees in the pre and post achievement tests were analyzed using t-test.
Findings:(1) The experimental group and control group trainees differ in their
achievement. (2) The male trainees in the experimental group and control group
differ in their achievement. (3) The female trainees in the experimental group and
control group differ in their achievement. (4) The experimental and control group
trainees belong to the science faculty differ in their achievements. (5)The
experimental and control group trainees belonging to the humanities faculty differ in
their achievement.

Sadera (2008) has investigated the connection between Usability and

learning outcomes in online learning environments to focus on a web-based
asynchronous learning environment and the integration of usability factors into the

45
evaluation of student learning outcomes. Usability tools are often employed in
Human-Computer Interaction (HCL) to measure the quality of a users experience
when interacting with a web site and could potentially impact learning in web-based
online learning environments. This study investigates the relationships between
usability factors and learning outcomes in an online learning environment as well as
difference in learning outcomes and system usability between several selected
student groups, including student computer competency scores, gender and age. The
results of this survey-based study highlight the importance of integrating usability
factors into the evaluation of learning outcomes in online learning environments.

Tesone and Ricci (2008) conducted a longitudinal study on students

perception on web-based instruction: a comparative analysis among online and
regular under graduate students of public US University. The findings suggest that
student perceptions of course participation are influenced by matters of convenience
and concluded with relevant implications for educators who design and teach web-
based courses to traditional undergraduate students.

A study conducted by the Halil Ibrahim Cebecia et al. (2009) to explore the
relationship between the student performance and instructional design. The research
was conducted at the E-learning school at a university in Turkey. A list of design
factors that had potential influence in student success was created through a review
of the literature and interviews with the relevant experts. From this, the five most
import design factors were chosen. The experts scored 25 university courses on the
extent to which they demonstrated the chosen design factors. Multiple-regression
and supervised artificial neural network (ANN) models were used to examine the
relationship between student grade point averages and the scores on the five design
factors. The results indicated that there is no statistical difference between the two
models. Both models identified the use of examples and applications as the most
influential factor. The ANN model provided more information and was used to
predict the course-specific factor values required for a desired level of success.

Mandernach et al. (2009) studied the roll of instructor interactivity in

promoting critical thinking in online and face-to-face classrooms and to examine
students application of critical thinking strategies when learning in a traditional, face-

46
to-face environment compared to an asynchronous, online classroom. Results indicate
that the mode of instructional delivery (face-to-face or online) is not as influential as
the instructors level of interactivity in promoting active engagement with course
material. Findings suggest that the asynchronous component of online learning does
not inherently prompt students toward enhanced critical thinking, but may serve as a
vehicle for online instructors to encourage increased engagement and critical thinking.

ONeal (2009) undertaken a study on the comparison between asynchronous

online discussion and traditional classroom discussion in an undergraduate education
course to investigate the effectiveness of using asynchronous discussions in an
online course compared to traditional classroom face-to-face discussions. There
were 44 participants in the study who were enrolled in an undergraduate course for
elementary and secondary education majors related to teaching children with
disabilities in the regular classrooms. Twenty- two participants were enrolled in the
online sections of the course that accessed the course through home computers.
Twenty- two participants were enrolled in the traditional section of the course that
met in a classroom. The instructional program for both groups included the same
required text book, syllabus, and activities. Qualitative data were collected through
transcribed course discussions and printed threaded discussions to measure the
quality of discussions related to course content. Several similar themes emerged for
both groups of students indicating that both groups had similar discussions related to
the course content. The results of the study recommended for using asynchronous
discussions in an Online learning environment.

Pang (2009) conducted a study to assess the pedagogical equivalence, as

determined by knowledge gains, and the pedagogical effectiveness of certain
components in a video-driven multimedia, web-based professional development training
program as compared to a traditional, face-to-face program under real-world constraints
of time and limited economic resources. The study focused on the use of video-driven
multimedia, web-based instruction in the corporate environment to determine if the
quality of the learning experience and the knowledge gained from the instruction were
the same as with traditional methods. This experimental study assigned business
professionals quasi-randomly to either a control group or an experimental group, were
they attended either a live-instructed professional development program or a video-

47
driven multimedia, web-based professional development program. Overall, the results
indicated at the video-driven multimedia, web-based instruction was not only
pedagogically equivalent in terms of knowledge gains to the live instruction but that the
knowledge gains were slightly higher among the web-based participants. Further,
certain components in the web-based environment contributed more than components in
the live environment to pedagogical effectiveness.

Singh and Mishra (2009) conducted a study on, Effectiveness of

e-Learning: An Experimental Study. The objective of the study was to compare
performance in theory course, namely, Essentials of Educational Technology and
Management of B.Ed. students provided internet facility along traditional teaching
and B.Ed. students taught through simple traditional method. They found that group
of pupil teachers taught traditionally with Internet support were superior to their
counterpart pupil teachers taught only through traditional method.

Winter et al. (2010) reported their findings of a small-scale study that

documented the use of information technology for learning by a small group of
graduate students. The findings support current knowledge about characteristics
displayed by effective E-learners, but also highlight a less researched but potentially
important issue in developing E-learning expertise: the ability of students to manage
the combination of learning and non-learning activities online. Although multi-
tasking has been routinely observe amongst students and often cited as a beneficial
attribute of the E-learners, there is evidence that many students found switching
between competing activities highly distracting. There is little empirical work that
explores the ways in which students mitigate the impact of non-learning activities on
learning, but the evidence from the study suggests that students employ a range of
boundary management techniques, including separating activities by application
and by technology.

Chun-Yi Shen and Hsiu-Chuan LIU (2011) although there were studies
that presented the applications of metacognitive skill training, the research on web-
based metacognitive skills training are few. The purpose of this study is to design a
web-based learning environment and further examine the effect of the web-based
training. A pretest-posttest quasi-experimental design was used in this study. Fifty-

48
three college students were assigned into experimental and control groups. After
four-week training period, the results of paired-samples t-test showed that
experimental groups posttest scores were significantly higher than the pretest scores
in self-plan, self-monitor, and total score, while there was no significant difference
in the control group. In addition, students in experimental group made significantly
greater gains when compared to control group in self-plan.

Bednarova Renata and Merickova Jana (2012) studied the effectiveness

of e-Learning in teaching physics . The paper focuses on the E-learning Physics
course, which was introduced in a test form in the teaching of physics at the
University of Defense in Brno. Previously, traditional form of teaching has ceased to
be unattractive for students. So, the investigators have introduced this
modern didactic tool and thereby increase students interest in studying physics. The
investigators have introduced E-learning course through an interactive whiteboard.
This kind of approach of the teaching is desirable. The paper presents a multimedia
presentation on the topic of optics, used in teaching physics. Particularly important
in optics is a graphical interpretation, allowing students to better understand the
subject matter. The inclusion of interactivity and multimedia elements in the
teaching of physics serves as a convenient means of awakening interest in students
and enhances students' self-logical thinking. Further studies using e-learning is very
effective due to the fact that each individual person can choose their rate of progress.
Learning is not restricted by the lecturer or another student.

Rockinson Szapkiw et al. (2013) examined the effectiveness between the

text book and e-text book formats among university students: The results indicated
that there was no difference in cognitive learning and grades between the two
groups. The mean scores indicated that students who chose e-textbooks for their
education courses had significantly higher perceived affective learning and
psychomotor learning than students who chose to use traditional printed text books.

Yang et al. (2013) conducted a study on blended learning environment for

individualized English listening and speaking integrating critical thinking to examine
the effectiveness of integrating CT into individualized English learning and speaking
instruction using Moodle, a virtual learning environment. Individualized instruction

49
was designed with three key elements, namely proficiency level grouping,
individualized instructional strategies and materials, and individualized feedback.
Participants were 83 students enrolled in a semester-long general education course at a
university in Taiwan. The four department measures were CT skills (CTS), CT
dispositions (CTS), English listening, and speaking proficiency. Results from the one-
group pretest-posttest design were evaluated by paired t-tests and a mixed design
ANCOVA (analysis of covariance) in order to identify any statistically significant
improvements following the intervention. The results of the study showed that
learners participating in the treatment significantly improved in terms of English
listening and speaking, as well as on all CTS subscales, with little change in CTS,
apart from significant improvement on the subscale of open-mindedness.

3.3 STUDIES RELATED TO e-CONTENT IN LEARNING MATHEMATICS

Farnsworth (2001) examined the distance learning method supported with

interactive software applications known as active learning in higher mathematical
education. The main aim of the program was to encourage students in better
comprehension of parameters and mathematical concepts by relating them with daily
life experiences. Mathematical curriculum software was designed at all levels in
order to provide better learning. The number of studies on the issue has been
increasing rapidly and great improvements have been recorded in terms of its
usability and applicability.

Johanna Lehtinen (2003) conducted a study of teaching mathematics by

means of designed web-based exercises in a Finnish secondary school. The intention
was to study if additional web-based exercises improve the learning results. The
experimental group consisted of 15 pupils and the control group of 19. They used a
similar textbook on which the designed exercises were based. The experimental group
had weekly web-based exercises and seven weekly tests. Both groups took part a
similar pre- and post-test. After the course the experimental group answered questions
about the web-based exercises. According to the empirical results using additional
web-based exercises as a part of the teaching was productive. In the pre-test the result
of the experimental group was worse than the result of the control group, but in the
post-test the experimental group was statistically better than the control group.

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According to the questions, which the experimental group answered after the course,
the web-based exercises were found motivated and useful. The pupils think that web-
based exercises help them to learn mathematics, and they hope to have more web-
based exercises to further courses. According to this study web-based exercises
improve the learning results. Interactive web-based exercises and programs should be
invested when making plans for improving education in the future.

Jothiokani and Thiagarajan (2004) studied the Effectiveness of Computer

Assisted Instruction in Mathematics among B.Sc. degree Students. The major
objectives of the study were: (i) To analyse the efficiency of teaching B.Sc. degree
(Mathematics) students through CAI over conventional method for knowledge;(ii) to
compare effectiveness of teaching mathematics through CAI to B.Sc. Degree
(Mathematics) students over conventional method in terms of the levels of
achievement; and (iii) to study the effectiveness of teaching mathematics through
CAI to B.Sc. Degree students over conventional methods in terms of objectives of
teaching mathematics and their level of achievement. The findings were: (i) There
was no significant difference between the mean scores of pre-test for control groups
and the experimental groups in all six units with reference to the objectives such as
knowledge, Comprehension and Application and their level of achievement such as
Low, Average and High Achievers; (ii) the mean scores of post-test of control group
were significantly higher than that of the experimental group in all six units with
reference to the objectives and their level of achievement in both the years 1999-
2000 and 2001-02; (iii) the mean gain scores of the control group were significantly
greater than that of experimental group in all six units with reference to the
objectives and their level of achievement in both the years 1999-2000 and 2001-02.

Maag (2004) carried out a research to determine the effectiveness of an

online interactive multimedia-learning tool versus text only, text and images, and
multimedia learning explanations on mathematics achievement, mathematical self-
efficacy, and student satisfaction. The results of the posttest and retention
mathematics performances and mathematical self-efficacy scores revealed no
significant differences between the control group and the interactive multimedia
group. Crippen and Earl (2007) also indicated that the web-based worked example

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with a self-explanation prompt produced improvement in performance,
mathematical self-efficacy and problem solving skills.

Pardeshi (2005) conducted a study on The relative effectiveness of CAI in

learning Trigonometry by English medium students of Standard IX of Baroda City.
The objectives of the study were to develop the CAI and study its effectiveness in
mono, diad and triad settings and its relative effectiveness in the three settings and
through reactions of the students. The findings of the study were: (i) No significant
difference has been found in the mean achievement scores of the control group in
mono, diad and triad (ii) significant difference has been found in the mean
achievement scores of the experimental group in mono, diad and triad and (iii) the
students were found to have positive reactions towards the developed CAI.
Balarabe Yushau (2006) investigated the effect of blended e-learning on
students computer and mathematics attitudes. Student underwent a semester
experiment of learning pre-calculus in both online and offline approach. Data were
collected regarding students attitudes towards mathematics and computer at the
beginning and at the end of the program. Statistical methods were used to analyze
the data collected. The results showed any significant effect of the program in
students attitudes toward mathematics and computers in all the items measured
except for computer confidence and anxiety

Nguyen, Hsieh and Allen (2006) performed a research so as to examine the

comparative efficiency of web-based assessment and practice, and traditional
assessment and practice on improving middle school students' mathematics learning
attitudes. The results revealed that the experimental group students made more
improvement on problem solving skills and a positive mathematics attitude, and
reducement on mathematics anxiety.
Faggiano et al. (2007) conducted a study on web-based cooperative learning
in mathematics and their results confirm that the use of technological support to
stimulate communication has positive effects not only on the quality of the
interaction, but also on the quality of the learning gain of the members making up
the cooperative learning experience. Moreover, by stimulating students mental
processes, the approach enables them to develop higher level mathematical skills
and acquire problem- solving abilities.
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 Kl (2007) conducted a study in order to investigate the effects of Web
quest assisted cooperative learning on the mathematics achievement and attitudes of
5th grade students. Results indicated that Web quest assisted cooperative learning
had improved mathematics achievement and a positive attitude towards
mathematics.
Baki and Gveli (2008) developed a web-based mathematics instruction
(WBMI) material suitable for the students of the 9th grade for teaching the function
concept in mathematics and they intended to evaluate the effectiveness of the
material in mathematics instruction. The analysis of the results suggested that
WBMI had a positive effect on students learning of mathematical functions and
students attitudes towards WBMI. However, some teachers in the study suggested
that successful implementation of WBMI might be problematic due to the technical
problems and willingness of the teachers and the students.
Cheng-Yao Lin (2008a) did a study of Pre-Service Teachers Attitudes
about Computers and Mathematics Teaching: The Impact of Web-based Instruction
International Journal for Technology in Mathematics Education. This study explored
the efficacy of web-based instruction in topics in elementary school mathematics in
fostering teachers confidence and competence in using instructional technology,
and thereby promoting more positive attitudes toward using computers and Internet
resources in the mathematics classroom. The results indicated that students who
participated in the web-based instructions exhibited a significantly (p < 0.05) better
attitude toward using computers and web-based resources in teaching mathematics
than students did in the control group.

Cheng-Yao Lin (2008b) explored the efficacy of web-based workshops in

topics in elementary school mathematics in fostering teachers confidence and
competence in using instructional technology, and thereby promoting more positive
attitudes toward using computers and Internet resources in the mathematics
classroom. It consisted of in-depth interviews of selected workshop participants in
order to provide information on whether the goals of the workshops were realized,
and if so, in what ways these goals were accomplished. The interviews showed that
most of the students in the experimental group felt comfortable using web-based
resources in teaching elementary school mathematics. It was also found through the

53
interviews that all students agreed that the workshops helped them become more
confident in using computers to teach mathematics. The findings of this study
provide further compelling evidence to support the recommendations of many
national reports, such as the NCTM Professional Standards for School Mathematics
(2000), to substantially increase the role of instructional technology in the
contemporary mathematics classroom. Based on the results, we found that the
workshops were successful in changing students attitudes toward using computers
or Internet resources in teaching mathematics.

Glass and Sue (2008) conducted a study on student preferences, satisfaction,

and perceived learning in an online mathematics class and analyzed using a
combination of active and passive learning objects. The online course was
developed to investigate the instructional strategies students use the most, prefer and
believe impact their learning. Students answered weekly surveys about the course.
They were asked to report their usage of the learning objects and to reflect on their
interaction with material and with each other. They were also asked to assess the
impact that various learning objects had on their learning and on their satisfaction
with the course and with the material. Of the learning objects investigated, home
work emerged as the factor student preferred and used the most, and that they felt
had the greatest impact on their learning.

Mansoor Al-A'ali (2008) investigated the challenges and opportunities

presented by using technology in the form of software packages and web-based
learning to the 1st year intermediate school students. The research objectives
were to evaluate the difficulties which may be met in utilizing web-based
learning and software packages for teaching Mathematics at schools in
Bahrain. The aim was not to identify the benefit of an individual software or
technique, but to identify the different issues which must be addressed to put
the technology into use. The research results indicate that a number of issues
can be tackled to resolve the difficulties in order to maximize the benefits of
the technology. The specially prepared questionnaire to parents and
Mathematics teachers has identified the expected difficulties, benefits,
improvements in the grades, teachers work load and financial implications to
parents. The research concluded that despite certain limitations, the majority of

54
teachers and parents are highly supportive of using the technology and believe
that it would make substantial positive contribution to the Mathematics
teaching process. The research has exposed the current lack of awareness on
behalf of the school, teachers and parents on the availability of such software.

Erdogan Halat and Murat Peker (2011) compared the influence of

instruction using Web Quest activities with the influence of an instruction using
spreadsheet activities on the motivation of pre-service elementary school teachers in
mathematics teaching course. There were a total of 70 pre-service elementary school
teachers involved in this study. Thirty of them were included in the group that
developed Web Quests and forty of them were included in the group that did
spreadsheet activities during the seven weeks of mathematics instruction. The
researchers used a Likert-type questionnaire consisting of thirty-four positive and
negative statements as pre-and post-tests to find out the motivational attitudes of the
participants towards using technology in mathematics teaching course. After the
collection of the data, the researchers used the independent samples t-test and
ANCOVA to analyze the quantitative data. The study documented that although
there was a statistically significant difference found between the mean scores of the
groups on the pre-test favoring the one who did spreadsheet activities, the results of
the ANCOVA indicated that developing Web Quests had more positive influence on
the motivation of the pre-service elementary school teachers than doing spreadsheet
activities in mathematics.

Jean Ashby (2011) presented a research study which compared student

success in a developmental Mathematics course offered in three different learning
environments (online, blended, and face-to-face). Using quantitative instruments,
data from 167 participants was collected including, demographic information, unit
test grades and standardized Intermediate Algebra Competency Exam scores.
Results of a one way ANOVA showed that there were significant differences
between learning environments with the students in the blended courses having the
least success. Additional analysis was done to address issues of attrition. Since
attrition rates are high for community college students and online students. Data
analysis with the attrition adjusted sample showed that the face-to-face students

55
performed most poorly. The findings of this study contradict the current research
findings of no significant difference in success based on learning environment.

Robin Kay (2011a) examined the impact of Web-Based Learning Tools

(WBLTs), also known as learning objects, in middle school mathematics and science
classrooms. Survey, qualitative, and student performance data were collected from a
sample of 18 teachers and 443 students. Teachers were very positive about the
learning benefits, quality of WBLTs, and increased engagement of their students.
Students were moderately positive about these same features. Student performance
with respect to remembering, understanding, applying and evaluating concepts
increased significantly when WBLTs were used. Qualitative data suggested that a
number of students enjoyed the visual supports, ease of use, and interactivity of
WBLTs as well using technology to learn. Some students noted that the WBLTs
used in class were not challenging enough and that the help features and the design
of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs,
if selected carefully, can be a positive and effective learning tool in a middle school
environment.

Robin Kay (2011b) studied the impact of web-based learning tools

(WBLTs) in science classrooms (grades 7 to 10) from the perspective of both
teachers and students. Survey, qualitative, and student performance data were
collected from a sample of 11 teachers and 371 students. Teachers were very
positive about the learning benefits, design, and engagement values of WBLTs. The
students were more critical, but still positive about these same features. Qualitative
data suggested that students appreciated visual scaffolding, ease of use, engagement,
and using technology. Student performance based on five knowledge categories
(remembering, understanding, applying, analyzing, and evaluating) increased
significantly when WBLTs were used. Finally, middle and secondary school
students had similar attitudes toward WBLTs, but older students showed higher
learning performance gains. The survey data strongly suggested that middle and
secondary school science teachers thought that the WBLTs they used were well
designed, engaging tools that supported learning. Middle and secondary students
agreed that science-based WBLTs help them to learn.

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 Alaattin Pusmaz and Ahmet Sukru Ozdemir (2012) analyzed the
problem-solving strategies adopted by mathematics teachers in middle school and
explore the role of web-based professional development studies in improving this
process. The case group is constituted by twelve math teachers teaching in middle
school. These twelve teachers have been arranged a seven-week web-based
professional development study in problem-solving strategies. For collecting the
data, pre- and post-testing, interview and observation methods have been exercised.
On the basis of content analysis, the data obtained have been examined through an
inductive strategy. As a result of this research, it is seen that teachers give more
importance to problem solving in their classrooms. After web-based professional
development study, they tended use various problem-solving strategies. A high ratio
of teachers stated that after a professional development study, the usage of different
problem-solving strategies has increased.

Cem Oktay Gzeller and Aya Akn Aya Akn (2012) investigated the
effects of web-based mathematics instruction (WBMI) on the mathematics
achievement, attitudes, anxiety, and mathematical self - efficacy of 6th grade
students. This is a study based on the pre test-post test control group design. The
experimental groups were chosen from among students who had access to computers
and the internet at home. Overall, 12 students of study group had access to
computers and the internet at home, and therefore there were 12 and 50 students in
the experimental and control groups respectively. This study employed two different
treatments. The treatment for the students in the experimental group were taught by
the WBMI while the students in the control group were received the 6th grade
mathematics content through traditional mathematics instruction (TMI), as
suggested in the curriculum. The differences between the two groups were tested by
the Mann-Whitney U test. The results of the study revealed that there is a
statistically significant difference between the groups on the post-mathematics
achievement test, post-mathematics attitudes, anxiety, and self-efficacy scores in
favor of experimental group. It could be concluded from the results that the use of
WBMI was superior to the TMI.

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 Dedi Rohendi (2012) presented a research article on developing e-Learning
based on animation content for improving mathematical connection abilities in high
school students. The purpose of this article is to develop e-learning based on
animation content to improve mathematical connection abilities in senior high
school students. The e-learning was developed using framework proposed by
Moddle, while the animation content was developed using macromedia flash. To
get the student mathematical connection abilities, pretest and pos test were
administered before and after teaching and learning process. The data were analyzed
using t-test and found that e-learning which was based on animation content not
only had significant effect on mathematical connection abilities but also been able
to improve students mathematical connection abilities far better than that of
conventional approach.

Huang, T.-H., Liu, Y.-C., and Chang, H.-C. (2012) developed a

computer-assisted mathematical problem-solving system in the form of a network
instruction website to help low-achieving second- and third-graders in mathematics
with word-based addition and subtraction questions in Taiwan. According to Polyas
problem-solving model, the system is designed to guide these low-achievers through
the parts of the problem-solving process that they often ignore. The situations of
verbal questions are visualised to walk the students through the course of thinking so
they can solve the question with proper understanding of its meaning. It is found that
the mathematical problem-solving ability of experiment group students was
significantly superior to that of control group students. Most of the participants were
able to continue the practice of solving word-based mathematical questions, and
their willingness to use the system was high. This finding indicated that the
computer-assisted mathematical problem solving system can serve effectively as a
tool for teachers engaged in remedial education.

Thiyagu and Muthusamy (2012) studied the effectiveness of e-Content in

learning mathematics among secondary teacher trainees. The present study found out
the effectiveness of the e-Content in learning mathematics among secondary teacher
trainees. The study was conducted to find out the effectiveness of e-Content in learning
mathematics. Two equivalent group experimental-designs are employed for this study.
The investigator has chosen 26 B. Ed trainees for the study. On the basis of their score

58
in the pre-test, 13 students were chosen as control group and 13 students were chosen as
experimental group. Finally the investigator concluded that (a) there was significant
difference between control and experimental group students in their gain scores, that is
the experimental group students are better than the control group students in their gain
score and (b) there was significant difference between control and experimental group
students in their gain scores for attainment of the knowledge, understanding, and
application objectives.

Effandi Zakaria and Md Yusoff Daud (2013) aimed to investigate the

views of students regarding the use of MOODLE. This study gives attention to the
variables of perceived usefulness, perceived ease of use, attitude and computer self-
efficacy. Participants of this study consist of 21 students, who take courses at the
master's levels in mathematics education. Students Perception Questionnaire (SPQ)
instrument was used to gather the data. Data were analyzed descriptively. The
finding revealed that students have positive perception towards the use of
MOODLE. MOODLE if its use appropriately and systematically benefits lecturer
and students accordingly. MOODLE is an open source e-learning system. As a result
of this study we can concluded that MOODLE can be used as a tool for the teaching
of graduate courses in mathematics education.

Hossain and Quinn (2013). Due to the rapid growth of the Internet and
mobile web usage, costs of mathematics teaching-learning software, and the
challenges of traditional and Web-based online classes, free and available Web 2.0
applications may provide a means for improving the teaching and learning of
mathematics. This paper presents authors experience of the implementation of a
Web 2.0-based collaborative model implemented in a College Euclidean Geometry
Course conducted at a university in the western United States. The study found that
the implementation of a blogging activity in the Euclidean Geometry class to be
collaborative, convenient, effective, enjoyable, and applicable in other mathematics
classes. Despite some difficulties and limitations of the free blog service used, the
study suggests that blogs and other Web 2.0 technologies could provide an
important avenue for fostering improved mathematics in todays technologically
advanced society.

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 The study of Kurtulus Aytac (2013) is to investigate the effects of web-
based interactive virtual tours on the development of prospective mathematics
teachers spatial skills. The study is designed based on experimental method. The
one-group pre-test post-test design of this method was taken as the research
model. The study is conducted with 3rd year students of department of mathematics
teaching for primary schools in a state university, who had taken computer courses
for two terms but hadnt been involved in a web-based interactive virtual tour
before. A total of 60 teacher candidates were included in the study. The Purdue
spatial visualization Test (PSVT) was administered as the pre-test and the post-test.
This test is developed so as to consist of 36 multiple choice items and include the
skills of mental visualization of objects based on their surface developments, mental
rotation of objects and mental visualization of rotated views of objects. In
conclusion, according to the finding, the greatest increase occurred in developments
part of prospective primary school mathematics teachers spatial skills. Secondly,
there is an increase in the rotations part. Next, the lowest increase is found in the
views part.

Pilli and Aksu (2013) conducted a study to examine the effects of the
educational software Frizbi Mathematics 4 on 4th grade students mathematics
achievement, retention, attitudes toward computer assisted learning. Two groups
(experimental and control) of students from the state primary school in
Ganzimagusa, north Cyprus were used in this study. The control group was taught
using a lecture-based traditional instruction and experimental group was taught
using educational software, namely Frizbi Mathematics 4. The control group
consisted of 26 students while the experimental group consisted of 29 students. The
groups were compared on achievement of mathematics, retention, and attitude
towards mathematics and computer assisted learning. The study included three units,
multiplication of natural numbers, division of natural numbers, and fractions. Scores
on achievement tests were collected three times; at the beginning of the study,
immediately after the intervention, and four months later. The mathematics attitude
scale and computer assisted learning attitude scale were administrated only two
times; at the beginning of the study and immediately after the completion of the
study .A series of ANOVAs for repeated measures relevant significant difference

60
between the groups on the post achievement tests and attitude scales in favour of
experimental group. However, statistically significant differences in favor of the
treatment group, on the retention tests where attained on the multiplication and
division units but not on fractions. The evidence indicates that Frizbi mathematics 4
for learning and teaching mathematic at the primary school level in North Cyprus is
an effective tool.

Pio Albinam and Edward William Benjamin (2013) conducted an

experimental study on effectiveness of e-Content in teaching mathematics for
standard XI students. This study clearly indicated that the e-content presentation
developed for teaching mathematics for standard XI students was effective. This
effectiveness was found in terms of gain score of experimental group taught using
e-Content presentation. All the reviewed studies and the present study also have
showed that e-content presentation was effective than the lecture method.

3.4 CONCLUSION

This chapter is helpful to find out the research problem, establishing the
conceptual framework and formulating objectives, hypotheses and the method of
study. The method and procedure of this present study is given in the next chapter.

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