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Effectiveness of Literacy & Numeracy Drive (LND): A Students' Perspective

Conference Paper · December 2019

DOI: 10.1109/ICIC48496.2019.8966738

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 2019 International Conference on Innovative Computing (ICIC)

Effectiveness of Literacy & Numeracy Drive

(LND): A Students' Perspective
Kashif Ishaq Nor Azan Mat Zin Fadhilah Rosdi
Faculty of Information Science and Faculty of Information Science and Faculty of Information Science and
Technology Technology Technology
Universiti Kebangsaan Malaysia, Bangi, Universiti Kebangsaan Malaysia, Bangi, Universiti Kebangsaan Malaysia, Bangi,
Malaysia Malaysia Malaysia
P97710@siswa.ukm.edu.my, azan@ukm.edu.my fadhilah.rosdi@ukm.edu.my
kashif.dsw@gmail.com
Adnan Abid Uzma Farooq
School of Systems and Technology (SST) Razak Faculty of Technology and
University of Management and Technology, Informatics,
Lahore, Pakistan UTM Kuala Lumpur,
adnan.abid@umt.edu.pk uzma.farooq@umt.edu.pk

where English is not adopted as primary language and it has

Abstract: This paper discussed the effectiveness of
more significance in these countries [3].
English language software Literacy & Numeracy Drive
Important requirement of the day is to learn English as a
(LND) used in the public sector primary schools of
second language to survive in the global community and
Punjab province, Pakistan. A mobile based application
international economy. Besides the need and significance of
named as “Literacy & Numeracy Drive (LND)” is
English language in the modern world, it is also observed
currently in use to teach students of Grade 03 on a tablet
that having strong English background always not only
for learning English, Urdu and Mathematics. An official
supports the candidates for entry into the higher education
named as “Monitoring & Evaluation Assistant (MEA)”
institutions but also assists them to have better jobs
visits every school allocated by authorities once in a
opportunities as well. From this perspective, English is
month and selects 07-10 students randomly to evaluate
acknowledged passport to better education and employment
them on his own tablet by recording answers of multiple
opportunities [4].
questions related to English, Urdu and Mathematics.
After the evaluation, MEA uploads the results of II. TECHNOLOGY IN EDUCATION:
respective school on official portal. A quantitative
research was adopted to conduct this study in which 300 Technology is a gift of God and after the gift of life, it is
participants from different schools of district maybe incomparable of God's blessings. It is the mother of
Sheikhupura were selected to measure the effectiveness community formations, of expressions and of sciences.
of LND. The results reveal that LND application was not Innovation has absolutely altered the manner in which we
found effective due to the issues in terms of non- exist. It has affected distinctive features of life and re-
availability of technology at home, language, content, imagined living. Without a doubt, technology takes a critical
assessment, usability and design. Further, students task in each band of life because several menial jobs can be
recommended game based learning consisting of mechanized, because of technology. Similarly, numerous
interactive interface, phonics, animations, relevant mind-boggling and basic routines can be completed easily
content and assessment. and more noteworthy productivity with the assistance of
present-day technology. Because of the utilization of
Keywords: - LND, MEA, English as a Second Language, TESL, innovation, living has altered and it has changed for the
Primary School, Tablet better. The subject of education has revolutionized by the
technology and in schools the importance of technology
I. INTRODUCTION cannot be overlooked [5].
“English is not a subject which can be taught; it is a subject Recently, with the growth of new modernized and net-based
which must be learnt.” (Michel West) advancements, for example, the web, students approach
English is a world language with a reasonably broader scope web-based games. Students can undoubtedly interface with
and it's being schooled round the world. It’s the the web and sign into explicit sorts of net recreations so as
efficient method of communication with the overseas to take an interest effectively in interactive games.
nations whereas native speakers learn it as a primary Investigation into the utilization of technology by students
language and several nations taught this as a second for instructive and non-instructive reasons for existing is an
language [1]. English is a tutoring language in schools abandoned area in Pakistan [6].
particularly the upper level of primary school, secondary
III. TECHNOLOGY IN EDUCATION IN PAKISTAN:
school and beyond [2].
Most states have likewise realized the significance of the The utilization of technology in students' lives has expanded
English language in teaching and have addressed English so much that the students of the modern period ought to
language learning lacks by making it prime element in their suitably be called computerized locals or the net-age. There
groundwork and policy. Applying modern tools to support, is an obvious need to show students with the assistance of
English language learning for students is a serious issue current innovation in which the method of instructing

978-1-7281-4682-9/19/$31.00 ©2019 IEEE

sentence structure with the assistance of visuals and motion 2018. Use of Apps like Duo Lingo is enormously
pictures has been in down to earth utilization of instructors widespread for language learning, with over 70 million sign-
for teaching any language, for quite a long time [8]. ups [15].
In this new time, because of upgrade of innovation,
instructive foundations are serving all the more ethnically, V. MOBILE ASSISTED LANGUAGE LEARNING (MALL):
and socially assorted student body than at any other time. UNESCO (2013), mentioned that smartphones, mobiles, e-
With the assistance of the technology, students gain reader, tablet, handheld gaming consoles, portable audio
understanding about their reality, and upgrade their learning player, laptops, Netbooks and console can also be
and work by expanding their associations with assets outside considered as mobile learning and teaching tools. Mobile
school dividers [9]. PCs can strengthen the variety of ways Applications for Language Learning (MALL) can also be
for students to develop their own comprehension. Students delineated as utilization of mobile phones in language
who assemble data from the Internet can act naturally teaching and language learning where mobile devices have
coordinated and autonomous. Educators assume an essential unlocked a new scene in the area, appropriate to learning of
job in the appropriation and usage of Information & linguistic and that mobile technology which is known as
Communication Technology (ICT) in instruction since they MALL [16].
are the key to making learning take place [9]. Mobile phone enables students to learn casually to improve
their learning abilities and language reading as well as
IV. TEACHING ENGLISH AS A SECOND LANGUAGE mobile telephones are very compelling groundbreaking
(TESL) IN PAKISTAN among all other present day gadgets of communication and
In Pakistan English language has gained its official status students themselves can control learning procedure by
and it is taught as a second language. Our instructional and utilizing these gadgets [16]. [17] and [18] were of the view
official languages are English and Urdu. As the education is that like western countries, mobile devices are extensively
the backbone of a country’s development i.e. human and being used in developing countries as well for educational
economic capital which plays a very important role in well- purposes.
being and better living standard of the individuals. In During the teaching and learning process incorporating
Pakistan English is fast using language there are 11% mobile devices with the curriculum it enables the learners
Pakistani who speak English which makes Pakistan Asian’s learn things on independent level free of time and space
3rd largest country [1]. Rules of English grammar are very because the mobile technology is portable and accessible
difficult for them to understand that’s why they take English easily. [19] emphasized on the effectiveness and importance
as a difficult subject. Another reason is as they belong to of computer technology as well as mobile technology in
that socio-cultural background where English is not spoken recent times which has brought very positive change in
as primary language because English is not their mother pedagogical approaches. This approach as a result
tongue. Students from Pakistani rural areas learn Punjabi as developed a more learner centric environment by
their local language and Urdu as national language whereas incorporating mobile technology and this effort enable the
English is learned as secondary language at school [1]. As learner to be a good learner for language learning by
assessment of the learning outcomes the use of English and applying latest soft wares like simulations, learning games,
higher achievement has causal relationship. But many online assessment, language learning applications etc.
factors contribute to the higher achievement level of the Smartphone are used for various kind of activities like:
learners for English language learning. Those factors watching movies, social networking, gaming, transfer of
include parents’ socio-cultural background, teacher remittance, accessing desired information, online
professional development, curriculum, school infrastructure admissions and many more [16]. 1.2 million Individuals in
and facilities etc. Only change in medium of instruction 2012, exploit mobile applications everywhere throughout
does not make a difference. So all related factors need to be the Sphere and in 2017 it is predictable that amount will be
addressed in terms of improving English language learning 4.4 million [20] and for students mobile education is a sort
[10] and [11]. of learning which offers free of the time and spot. Numerous
Globally, it’s information era where countries around the descriptions have been made of what m-learning is, and
world are boosting teachers to use digital resources in those descriptions have lost their legitimacy in a brief
language learning as it provides a connection between timeframe because of the quick improvement in mobile
teachers and students through connecting via email, technologies. It is also described by [21] that m- learning is
Facebook etc. because in traditional classrooms, teachers a service that gives universal information automatically to
and students only communicate in the classroom whereas the learner. Without the question of location and time it can
learning environment has been changed with the emergence make available the learning content which helps the success
of iPad, iPhone or other android applications as there are of knowledge
more choices of teaching and learning instead of using
multimedia with visual or audio functions [12]. According VI. LITERATURE REVIEW
to[13] digital technology enables the students to English language functions like blood in the veins of states
communicate to improve social-based learning and provides worldwide. As a result, the need for English language has
an environment to enhance motivation in learning a subject. expanded to the level that it involves that citizens of modern
A study conducted by [14] on the use of learning products in societies to be adept enough in order to be successful in
global market for digital English language. They mentioned their academic and professional career[22]. A survey
that its use reached up to $1.8 billion in 2013 and it is conducted by [23] in 89 countries over the globe to identify
proposed that revenues would reach over $3.1 billion by
the qualification and training method for English language Google’s Play Store, Apple’s App Store, and other
teachers to teach English, in which the results revealed that depositories and the number is continuously increasing.
teachers are not specially trained to teach English and it’s Each application has its own pros and cons in terms of
not the problem of one country or a region but this is the speed, functionality, features, installation, troubleshoot,
problem in all over the world. independence, restrictions, charges, cost of development and
The ever-growing need of English language in different interface [30].
spheres of human life, that's education, financial matters, Designing of m-learning software is additional project that
legislative issues, excitement, innovation, and trade, has calls for specialized skills and outlines. The success of the
made a huge appeal for English language teaching around learners is to converting the environment into the
the world [22]. technology of current system which is not innovative for the
VII. ADVANTAGES OF MALL: usefulness of the m-learning tools [20]. According to [27],
As compared to traditional computer devices, learners are while designing mobile learning tool, ten necessary rules a
enabled to take the advantages of segmented time to learn designer have to observe: Technology choice, Usability of
without any restriction of time and location with the help of system, Cost, Roles, Management of equipment, Teachers’
mobile technologies’ affordability, movability and user- funding, Government Activity, Association service,
friendliness [18] because low cost, flexibility, small size, Application and Security measures. Technology literacy for
user-friendliness and allowing more sophisticated are the students and teachers is another problem that appears after
advantages of MALL which are rapidly attracting new users developing a flourishing design. Requirement of smoothness
[24]. Likewise, mobile phones can offer language students in the authoring tools for m-learning systems has the
with understandable info by means of pre-customized extreme significance [31]. However, the teachers and
programming, offer access to chances of exchange of students are not excelling after using technology is not the
significance through connecting with the software or topic of discourse which is considered as successful
instructors, and build student focused learning environment application but unfortunately, this digital literacy is still a
[18]. challenge for teachers and learners [32].
MALL gives English language learners the opportunity to Another problem is bias and attitudes towards technology
encounter new education styles that go beyond the even though for discovery of new knowledge by using
classroom setting, offering them greater adaptability, technology and its acceptance willingly but they may turn
decisions as far as language content, methods for delivery, away or be distrustful of it either having no knowledge for
learning space, and time, in this way upgrading using it or thinking that they don’t demand it [33]. In that
independence. It also gave the chance to broaden language experimentation, various learners pointed out from the
learning outside the study hall settings; it delimits the beginning that using mobile telephones for performing tasks
existence settings of outdated classroom as well as advances didn’t mean because of the Screen Size, Keypad Size and
language abilities, including perusing aptitudes, and helps to Cost of Internet [28].
strengthen a student focused methodology. Mobile As learning through smart mobile devices have some its
technology assumes a vital job in upgrading reading pros as well as its cons like small screen size having
abilities. Past research demonstrates that MALL influences problem of reading, limited data storage and multimedia and
vocabulary learning systems, self-governance, and reading like whereas, numerous mobile phones are not designed for
comprehension [25]. learning and educational purposes because it is hard for the
To access new content on demand there is need of Internet students to apply the activity given by the teacher on mobile
access that allow the user to do so whereas it requires the devices which is partially possible with such devices, and
capability for doing such is pointed by [26]. In summation, partly due to non-availability of such advanced smart mobile
poor and disabled learners from far distance who cannot phones. The devices which are appropriate for specific
attend their normal class regularly offered by national projects to read are excessively expensive for most of the
school can also take benefit of this technology to sail over students to buy [28].
the distance. IX. CHALLENGES OF ENGLISH LANGUAGE LEARNING IN
The user doesn’t accept to be fixed up to assured situation to PAKISTAN:
read efficiently. Learning in casual situations can lead by The education system in Pakistani can be categorized
taking into account the distinct to get the habit of particular according to the medium of education which corresponds
learning styles and opportunities presented by the with socioeconomic classes. The education system comprise
surroundings, as well as society and procedural factors [27]. of government, private, and religious schools (Islamic
Connectivity and portability are two primary features of seminaries named madrasas) where Urdu is most commonly
mobile devices. According to 1st main feature, mobile used as medium of teaching whereas in in private and
system designing must have the ability to stay connected leading institutes, English is the medium of teaching [34].
with learning website through wireless network to get The prime task for English language is the classrooms
accessibility of learning material universally including email having students of different languages, facing by the
and short message service (SMS) whereas portability instructors as well as pupils in other part of the world
enables learners to bring learning materials along with including Quetta, Pakistan. Due to the diverse native
movement of mobile devices [28]. languages spoken by the pupils in the classroom, teachers as
VIII. PROBLEMS FOR USING MALL: well as students have to face number of problems because it
On the other hand, to involve in mobile learning there may becomes the big challenge for English teacher to deal with
be “a problem is a lack of willingness to try new mobile students speaking different languages in the classrooms
technologies [29]. Mobile applications are usable in the [35].
A study was conducted by [36] to discover the multiple education. Although, many public sector schools have the
challenges in District Mianwali and District Bhakkar, medium of instruction in English but children are
Punjab Pakistan confronted by the English language incompetent to accomplish even basic proficiency levels of
instructors and students in the multilingual schoolrooms in the language because of the low aptitude of instructors for
which respondents were instructors and pupils where teaching English as second language.
students find difficult to learn English because of Lengthy X. CURRENT PRACTICES OF TESL IN PAKISTAN:
Syllabus, Education Policy, Examination System and Outdated procedures of large scale assessment method for
Unexperienced teachers. primary students (such as Punjab Education Commission
The necessity for language abilities in English finds no Examinations) are expensive, multifaceted, and irregular. In
acknowledgment in the English language syllabus at any 2015, the Department of School Education and the Punjab
level of education in Pakistan because when students enter Information Technology Board (PITB) implemented mobile
to the college level, they have to face the problems with based application which is low cost named as “Literacy and
English subject even unable to use language effectively at Numeracy Drive” (LND) for teaching English, Urdu and
university level though it was introduced as obligatory Mathematics in all public sector schools of Punjab Province,
subject at the level of school because of lack of confidence Pakistan as well as used by Monitoring Officers of School in
and lack of understanding. As far as public sector schools their scheduled visits of every month in every public school.
are concerned, traditional method is used for teaching The application is connected to a widespread question bank
English and there is no system for testing the instructional and each question is marked with the appropriate student
speaking skills in accordance to government recommended learning results [39].
curriculum [37]. To achieve better learning outcomes as it has been
Primary function of language is seen as organizational mentioned earlier that School Education Department,
structure to enable human communication to take place. To Punjab has employed LND Application for assessment of
design English syllabus for Pakistan (ESP) and its learning outcomes of grade three students on monthly basis.
successful implementation required a major need to make For this purpose students are educated according to the
English purposeful is to train teacher and using Prescribed Students Learning Outcomes (SLOs) of three
communicative / collaborative attitudes [37]. basic subjects on a mobile based application i.e. English,
In Pakistan, the part of English is particularly complex Urdu and Mathematics [39]. But the major focus of this
because it is the language of the Military, the Government, research is only on the English subject because English
and higher education as well as the language of power language is a challenge for teachers to teach to the students
including leading class ruled the country since freedom [11]. at all educational levels because it is not their native
Some writing skill techniques, such as, brainstorming, language and used as a secondary language [40]. Schools in
outlining and pre-writing discussions on the topic is familiar rural areas in Pakistan have no/less access to technology
by some English language teachers but numerous causes through which they may get help teaching English and they
that comprise lack of time and learners’ weak educational keep on applying conventional teaching methods which only
background, restricted curriculum, teacher’s lack of develop cramming and rote learning among students and
command on reading skills and lack of training are they remain passive and reluctant to learn English.
considered challenges for teaching reading skills, due to XI. THE ASSESSMENT PROCESS OF LND:
them most of the teacher do not apply these approaches in The Monitoring and Evaluation Assistants (MEAs) have
classrooms. Some of the major challenges faced by teachers been trained to select 7-10 students of grade 3 randomly and
in teaching are reading skills having students’ lack of to give them the spot test on their own tablet. For the
vocabulary, interest in reading activities and large classroom particular grade, theme and key student learning outcome
[22]. The medium of instruction is English and Urdu in (SLO), MEA ask random questions from established
schools but teachers mostly use Gujari and Shina for question bank from the randomly selected students to
primary grades which was remarked by the representative of complete the assessment process [39].
Gujari. In some areas, Gujari is used as a support language Across the province of Punjab, there are more than 52000
for elementary and matric grades as well.’ [11]. public sector schools in which this assessment is conducted
Across the country the quality of education is very low in on monthly basis by asking 07 questions in total from every
low cost private and public sector schools particularly. Low student. This process takes less than 05 minutes for each
mastery in mathematics, science and languages were students and approximately 329,000 students are evaluated
recorded in national level survey of students conducted monthly. According to [41], 6.7 million evaluations have
continuously over the years. Low learning outcomes are been conducted till now by the MEAs and this data is
straight accompanying to low instructional quality by uploaded on the official portal for the analysis to the
instructors because low content familiarity and weak educational administrators via SMS and also online
pedagogical skills are the major reasons for teachers across dashboard whereas, the monthly assessment result is
Pakistan. According to [38] Pakistani schools are facing the available for free for every school in every sub-division of
deficiency of highly qualified subject expert teachers all the districts in Punjab province for their information.
especially in English, Science, and Mathematics through all XII. CURRENT STUDIES OF MALL:
tertiaries of Pakistan but English as medium of instruction According to [42] a study was conducted for Palestinian
used by the private schools predominantly because children students to inquire about the use of mobile learning in which
in this sector have strong focus on the use of English design of prototype for mobile phone (offline) was
language, while students in schools of public sector mostly described by the author for language learning to encourage
their regional mother tongue or Urdu as a medium of them for reading and listening comprehension and in that
study 60 university students participated and researcher (ABRACADABRA (ABRA) & ePEARL) into the English
provide them flash based lessons having pictures, text, audio Language Arts Curriculum. ABRA was an interactive
and multiple choice questions for comprehension resulting multimedia tool that is used to develop emerging literacy
the willingness and comfort from the participants by using approach that was for young students to learn the letter-
the tool. In [43], the authors refer to a mobile authoring tool sound knowledge, listening and reading comprehension
named as Mobile Author to create their own Intelligent whereas, ePEARL, a digital platform that helps the self-
Tutoring System (ITS) that can be used on computer as well regulated learning processes. ABRA showed positive results
as mobile to facilitate them by providing exams and study from different areas of the globe like: Kenya [51], Australia
material for the purpose. This system assess the student’s [52] having poor attention and reading problem in
performance and keep record in a database to monitor the classrooms [53]. After the experiment, a questionnaire was
progress of individual student as well as to discuss with distributed to about the features and services provided for
student in the class. The results of this assessment indicated this experiment was asked. Paired sample t-tests and One-
the usefulness of mobile features. way ANOVA were used to demonstrate the significant
[44] describes that the study mobile based assistance in differences. The Learners’ listening comprehension im-
classroom for English lesion for primary 2 class. During the proved significantly after learning with video materials. A
study, pocket PC’s on one to one basis assigned and study of [54] carried out the effect of SMS as a mobile
students were asked to take picture in the compound of communication on vocabulary retention. The study revealed
school that determine the use of individual preposition from that those students showing better results who received the
six selected prepositions as defined in the syllabus, showed vocabulary set through SMS in comparison to the group that
positive results. enjoyed the outdated way of receiving vocabulary.
In a study led by [45] Pupils were provided with verbal as A study conducted by[55] for the interactive learning
well as pictorial annotation for learning English vocabulary. application named as “Starfall ABCs” for preschoolers to
Final results of a post-test showed that the pictorial learn the alphabets. It was a web based application as well
annotation assisted learners with lower verbal and higher as worked on iPhone, iPod for letter recognition, phonics
visual ability to recall vocabulary. and listening along with cute animations triggered for each
Study by [46] in which to drill grammar and vocabulary, a word, to use into sentences. The application was very
simple mobile application was developed by researcher for colorful, attractive and in-depth approach for introducing
peers in which language, idioms and short sentences were alphabet for young kids [56].
appeared on the page and after writing the response in the By finalizing the literature related to MALL based
form of translation, a right or wrong answer display on the interactive applications, it is concluded that there is no
screen, and finally the correct response was displayed on the research has been conducted for the effectiveness of LND in
screen was discussed. public sector schools for grade 3 student of District
There are several problems with instruction of English as a Sheikhupura, Punjab, Pakistan and this will be very 1st study
Second Language according to the report of Education on this mobile based application which is currently adopted
Ministry of Saudi Arabia in 2017 addressed by [47] in Saudi by school education department for teaching English, Urdu
school. Later on, it was investigated by the project named as and Mathematics.
Tatweer initiated by King Abdullah to improve public Research Objective:
education. Report declared that there was a wide gap 1. To identify the factors that affect usage of MALL based
between students’ linguistic performance and curriculum tool in Pakistan.
design, which was also investigated through another study Research Question:
and the pointed out the traditional methods which proved 1. What is the Information and Communication
useless and ineffective adopted by the teachers. The report Technology (ICT) literacy level of students in public
also stressed to improve language and communication skills sector schools of Pakistan?
by the means of fostering effective teaching and assessment 2. Identify challenges that hinder effect of current system
strategies through technology which will be resulting in for students in public sector schools of Pakistan?
advancement in teaching and learning process. XIII. METHODOLOGY
A study by [48] described the poor outcomes in middle and For this study a quantitative method approach was used to
secondary schools for the teaching methods in English measure the effectiveness of LND for the students of public
language. He specified that achievements of students in sectors schools in District Sheikhupura and the participants
acquiring English as a second language was just 15% for were 300 students who used mobile based application
middle and 31% for secondary level and author further “LND” for learning various subjects in school. A
described the reasons for this problem for the students: lack questionnaire was developed to inquire the effectiveness of
of motivation and confidence, negative perceptions for LND with descriptive options having ‘yes’ and ‘no’ answers
reading English and also convinced about the language that because the respondents were from the rural as well as urban
it is not acceptable to learn. He also point out further areas and were unable to understand the Likert Scale options
problems with the educational system of Saudi Arabia like: after little guidance by the researcher. This study was also
poor curriculum design, poor training of educators, lack of conducted to know their views about the availability of
educational technology devices, the evaluation method and computer, mobile, table at home and school, current mobile
the use of outdated teaching methods. According to the based application as well as some recommendations to
study conducted by [49] and [50] to improve the improve the current mobile based application were also
comprehension skills for early elementary students by asked.
integrating of two compatible web-based application
 XIV. RESULTS AND DISCUSSIONS at their schools because Urdu was the official language of
For the analysis of questionnaire data, Statistical Package Pakistan.
for Social Science (SPSS 25.0) was used and the data was Table 5. ICT Facilities at Home
analyzed descriptively. Mean and Standard Deviation were
also calculated for the purpose. Responses
Percent of
Table 1. Age of Respondent N Cases
Frequency Percent Do you have Tablet at home? 18 6.0%
05-07 6 2.0
Do you have Mobile Phone at home? 227 75.9%
08-10 217 72.3
11-13 76 25.3 Do you have Smart Phone at home? 186 62.2%
Above 13 1 .3
Do you have Laptop at home? 16 5.4%
Total 300 100.0
Interpretation: Do you have Computer at home? 100 33.4%
According to Table 1. Age of only 06 (02%) respondents Interpretation:
were in the group of 05-07 whereas the majority of the According to the Table 5. This is a summative scales
respondents 217 (72.3%) were in the age group of 08-10. In because in this section students responded more than 01
the age group of 11-13, 76 respondents (25.3%) and lastly response about their ICT facilities at home in which only 18
only 01 respondent (0.3%) belonged to the above 13 age respondents which was 6% had tablets at their homes
group. whereas majority of the respondents 227 (75.9%) had
Table 2. Gender of Respondent
simple mobile phone at their homes to use but 186 (62.2%)
Frequency Percent
Male 138 46.0 majority of respondents had smart phones at their homes to
Female 162 54.0 use for playing games or educational purpose. Only 16
Total 300 100.0 respondents (5.4%) and 100 respondents (33.4%) had laptop
Interpretation: and computers respectively at their homes to use it for
According to Table 2. Out of 300 respondents male students playing games, watching cartoons or educational activities.
were 138 which is 46% and majority of respondents were Table 6. ICT Facilities at School
Responses Percent
Table 7. Computer Access N of Cases
Sr. Frequency Percent 300 100.0%
#
Item Yes No Yes No
Do you have Tablet at school?

Do you have access Do you have Computer at school? 300 100.0%

1 to a computer to use 72 228 24.0 76.0 Interpretation:
at home? According to Table 6. In the schools 100% of respondents
female which were 162 that is 54% for the total of 100%. had tablets and computers to use in educational activities
Table 3. Residential Area of the Respondent because Government of Punjab provides 01 tablet and 16
Frequency Percent
computers to every public school in whole province whereas
the access of computer was only for Grade 9th and 10th
Rural 201 67.0
students for their learning activities according to the
Urban 99 33.0
instructions of teachers.
Total 300 100.0
Interpretation:
Interpretation:
According to the Table 7. results showed that only 72 (24.0
According to the Table 3. An overwhelming majority of the
%) out of 300 respondents had the access of computer at
respondents 201 (67%) belonged to the rural area whereas
their homes for the purpose of playing games, watching
only 99 respondents (33%) belonged to the urban area.
cartoons or for their homework whilst majority of the
Table 4. Language of the Respondents respondents 228 (76.0%) didn’t have computer access to
Sr.
Items
Frequency Language % computers at home due to the restriction from parents and
# Punjabi Urdu Punjab Urdu other family members.
Which language you Table 8. Computer_Use Frequencies
1 217 83 72.3 27.7
speak at your home? Responses Percent
What is the medium N (72) of Cases
2 of instruction in 0 300 0.0 100.0 67 93.1%
Do you use computer for Games?
your class?
Do you use computer for Homework? 8 11.1%
Interpretation:
Do you use computer for Cartoons? 58 80.6%
Table 4. described that 72.3% respondents used Punjabi
Do you use computer for Facebook? 1 1.4%
language to speak at their home whereas only 27.7%
respondents used Urdu language to speak at home with their Do you use computer for Music? 1 1.4%
family members but 100% respondents used Urdu language Interpretation:
Table 9. Smartphone Access According to the Table 8. in which only 72 respondents had
Sr.
Item
Frequency Percent computers or access to computers at their homes further
# Yes No Yes No responded by 67 (93.1%) respondents who used computers
Do you have an
1 access to a 139 161 46.3 53.7
for playing games at home and 58 (80.6%) respondents used
Smartphone? computer for watching cartoons but only 8 (11.1%)
respondents used computer for their homework at homes.
Interpretation:
In the Table 9. Only 139 (46.3%) respondents responded Table 13. LND Content Questions
that they had access to smartphones at home to use for Frequency Percent
Sr. # Items
Yes No Yes No
playing games or watching cartoons whereas 161 (53.7%) Does the teacher use
respondents didn’t have access to smartphones at their 1 interesting materials to 24 276 8.0 92.0
homes. improve your English?
Table 10. Internet Access Do you think that content of
Sr. Frequency Percent 2 English learning is suitable 17 283 5.7 94.3
Item in LND application?
# Yes No Yes No
Do you have Do you think you can learn
1 19 281 6.3 93.7 comprehension easily with
Internet access? 3 11 289 3.7 96.3
Interpretation: the help of LND
application?
Table 10. described that only 19 (6.3%) respondents had Do you think application
only internet access at home to watch cartoons or playing provides you content to
4 0 300 0.0 100.0
games while majority of respondents 281 (93.7%) learn comprehension
respondents didn’t have internet access at home. automatically?
Table 11. Basic Questions about English Application provides the
content to learn
Sr. Frequency Percent 5 0 300 0.0 100.0
Items comprehension on the basis
# Yes No Yes No
of results?
Does mother tongue create
1 problems in learning 182 118 60.7 39.3 Interpretation:
English? According to Table 13. Item 01 described that majority of
Do you think your parents respondents which was 276 (92%) said that teachers didn’t
2 helps you to learn English at 76 224 25.3 74.7 use interesting material to improve English because they had
home?
Do you find opportunities to to follow the syllabus according to the requirements defined
3 use English, outside the 1 299 .3 99.7 by the government. Item 02 clearly described by 283
classroom? (94.3%) respondents that content in LND application was
Does your teacher speak not suitable for learning English comprehension and 289
4 34 266 11.3 88.7
English with you in class?
(96.3%) respondents said that it was not easy to learn
Interpretation: English comprehension with the help of LND application
According to Table 11. Item 01 clearly showed that 182 because it was not interactive. According to the Item 04, all
(60.7%) respondents which was the majority, said that of the respondents 300 (100%) said LND application didn’t
mother tongue created problem in learning English language provide content automatically to help the respondents to
whereas 118 (39.3%) didn’t feel so. According to item 02 learn the English comprehension. Lastly in item 05, 100%
stated that majority of respondents 224 (74.7%) said that of respondents said that LND application didn’t provide
parents didn’t help them in learning English at home and content on the basis of results, so respondents could not
299 (99.7%) respondents said we didn’t find any make preparation accordingly.
opportunities to use English outside the classroom because Table 14. LND Assessment Questions
most of the respondents belonged to poor families and Sr. Frequency Percent
Items
parents were not well educated to speak English with their # Yes No Yes No
child. In the schools, only 34 (11.3%) respondents said that Do you think the method of
1 assessment adopted in LND 100 200 33.3 66.7
teacher spoke English while teaching and majority of is suitable for you?
respondents 266 (88.7%) said they didn’t speak English Assessment of LND
while teaching in the class. 2 improve your English 17 283 5.7 94.3
Table 12. LND Basic Questions learning?
Sr. Frequency Percent Application provides you
Items
# Yes No Yes No 3 your weaknesses to learn 1 299 0.3 99.7
Do you think Literacy, comprehension?
1
Numeracy Drive (LND)
62 238 20.7 79.3 Interpretation:
software is suitable for you to According to Table 14. Item 01 described that the majority
learn English?
Do you think that LND of the respondents 200 (66.7%) said that method of
2 application is interesting in 17 283 5.7 94.3 assessment was not suitable because it didn’t provide any
learning English? feedback about the weakness of respondent that was
Do you think application mentioned in item 03 by 299 (99.7%) respondents.
3 develops interest to learn 3 297 1.0 99.0
comprehension?
According to item 02 the overwhelming majority 283
Interpretation: (94.3%) said assessment of LND couldn’t improve English
According to Table 12. Item 01 clearly described that the language learning in the class.
Table 15. Missing Features in LND
majority of the respondents 5238 (79.3%) thought LND Responses Percent
software was not suitable for learning English whereas only N of Cases
62 (20.7%) respondents said it was suitable for learning Do you think Interactive Screen and Icons are not
English. Majority of the respondents 283 (94.3%) said that available in LND application for you to learn 116 38.7%
the LND application was not interesting according to item English?
Do you think Content and Exercises are not
02. Item 03 clearly explained that overwhelming majority available in LND application for you to learn 218 72.7%
297 (99%) said LND application didn’t develop interest to English?
learn comprehension.
Do you think Animated Learning Cartoons are at home from their parents / elders’ side. 2) Another
not available in LND application for you to learn 298 99.3% problem was the language, where students had to learn 03
English?
Do you think Voice Pronunciation is not languages at a time because mostly students had Punjabi
available in LND application for you to learn 291 97.0% language as mother tongue, and they had to use Urdu and
English? English language while in schools for various subjects and
Do you think Interactive Screen and Icons are not English Subject respectively. 3) Non availability of
available in LND application for you to learn 116 38.7%
English?
smartphones for students at home which was mentioned by
Interpretation: majority of students and if they had access of smartphones
According to Table 15. this was a summative scale but 93.7% students had no access to Internet to download
because in this section students responded more than 01 and install desired mobile application to learn through
response about the missing features in LND application technology. 4) The content in application was not relevant
116 (38.7%) respondents said that LND application didn’t with curriculum and not suitable for learning English
have interactivity in screen or buttons/icons to attract the because the content in LND was different from the book and
respondents to use this application with passion to learn students had to memorize the both contents to qualify the
English whereas majority of respondents 218 (72.7%) said class tests and exams. 5) The method of assessment was not
that content and exercises were not properly available for suitable because no student got the results of their wrong
practice of learning English language neither it had answers from assessment and could not improve their
animated learning cartoons nor voice pronunciation to English language. 6) Lastly, students mentioned that
interact which was responded by 298 (99.3%) and 291 interactive screens, icons, proper content and exercises,
(97.0%) students respectively. animated cartoons, and voice pronunciation was missing
Table 16. Required_Features in LND which was the cause of poor results and effectiveness.
Respon Perce
ses
XVI. RECOMMENDATIONS
nt of
N Cases After conducting survey from students to see the
Do you think Interactive Screen and Icons must
effectiveness of LND in schools of grade 03, several
be included in LND application for you to learn 254 84.7%
English? problems were identified and students also recommended
Do you think Content and Exercises must be some improvement for mobile based application LND to
included in LND application for you to learn 256 85.3% overcome all the issues.
English? 1. According to [57] a game based learning should be
Do you think Animated Learning Cartoons must adopted for improvement of user experience and [58]
include in LND application for you to learn 299 99.7% described that game’s challenge should have no issue in
English? usability and it is necessary to keep focus in usability
Do you think Voice Pronunciation must include while designing a game based learning application.
296 98.7%
in LND application for you to learn English? 2. [59] mentioned about the design of interface that
I don't know which features must include in accurate design may have good impact on the success
1 0.3%
LND application for you to learn English?
of the game based learning application and to develop
Interpretation: reading and to encourage reading is by playing video
According to Table 16. this is also a summative scales games because many research studies illustrates that
because in this section students responded more than 01 presentation of learning material through video games
responses about the required features in LND application
and animations inspire the students to gain cognitive
for its improvement whereas 254 (84.7%) respondents
skills and to improve comprehension [60]. As [68] have
mentioned that LND application should have interactivity
used videos for sign languages.
in screen and buttons to interact with this application with
3. According to [61] and [62] serious games may be
more interest and effectively whereas majority of suitable for several learners and target content because
respondents 256 (85.3%) said that content and exercises it may help more to the students from different context
must be available sufficient for practice of learning
and academic backgrounds to achieve success than
English language. For animated learning cartoons 299
those who fail to do so and [63] pointed out while
(99.7%) respondents stated that it should have to be
designing serious game the curriculum was designed by
included to learn English more interactive way and with
the teacher for limited time schedule because these
more interest whilst voice pronunciation should also be educational games based on such curriculum have
included which was mentioned by 296 (98.7%) of majority higher chances to be accepted and incorporated in the
to interact with application by giving voice instruction and
class.
also application responded us by pronunciation of words or
4. As mentioned by [64] that surprises could be the reason
sentences.
of inspiration for effectiveness of use for serious games
XV. CONCLUSION in education if it is considered as important element
On the basis of result findings of questionnaire, it was while designing a game because it could improve
confirmed that LND mobile based application was not much learning effect through exciting cognitive structures.
efficient for students of Grade 3 and several problems 5. While developing a serious game, assessment of
identified specifically in English subject because 1) most of players’ performances is problematic issue to address,
the students belonged to rural areas whereas they were not so it is necessary to build a tool that may measure
aware of mobile technology but if they were aware of learning growth/assessment and also to keep track your
technology, they were not allowed to use the mobile phones
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