Chapter I

Introduction
1.1 Introduction:
Uses of information and communication technologies (ICT)

ICT has became popular in formal education. ICT has played a

major role in the innovative applications of radio and television,
computer technology, telecommunication networks, Internets and
Intranets in teaching-learning situations. ICT is not only meant for
distance learners but also it is very much relevant for accelerating
opportunities for access to education and for individual/group in
formal education. Further, ICT has played a major role in abolishing
the barriers between formal education and distance education. The
launch of educational satellite (Edu Sat), a specially devoted satellite
for education, during September 2004 has given a remarkable scope
for ICT-based education for both formal distance learners.

Computer assisted learning (CAL)

CAL is used as an input for individualised learning schemes,

formal face-to-face mode of education adopts CAL with a view to
accelerate teaching-learning processes with higher level effectiveness
and efficiency. Computer delivers instruction directly to students and
allows them to interact with it through the lessons already
programmed in the system. Moreover, computer provides feedback to
the learner on the basis of his or her performance. It plays the role of
a tutor additionally of an expert. CAL is utilized in the form of
tutorials, games, simulations etc.)

In the tutorial mode, the student interacts directly with the

computer, which is programmed to understand and react to the

1
student's responses. The programmed text presets a number of
problems, particularly in determining whether the student has really
mastered the current step and in deciding how to branch the next step.
The branching programmed learning materials are adopted as tutorial
mode of CAL.

The games include educational inputs where a learner gets

exposed to learning 'concepts'. Rules for games are specified by the
author. When learning concepts are taught or given practice through
games, learners generally tend to stick to them regardless of time they
consume. Instructional games are useful in acquiring new concepts
and skills with enthusiasm.

Simulation is utilized to avoid real life experiments or learning

experiences which is time- consuming, expensive, difficult or
sometimes beyond the scope of educational institutions. Computers
used to simulate a real life system by following a set of rules, which
nearly approximate the behaviour of the real system. For instance,
conducting certain complex laboratory experiment is not practicable
in formal schools. The simulation mode of CAL is used to create a
laboratory situation where the learner conducts the experiment with
pre designed instructional inputs.

Satellite radio

The scope of interactivity expanded in education broadcast

programmes. Edu Sat is useful in delivery of radio broadcasts in
addition ETV with a wider scope, which is ingressed through even
learners' palmtop devices."
Virtual education

Virtual education aims at providing computer procreated

virtual environment which is used for realistic simulation of natural
2
phenomenon, conducting hazardous experiments and participating in
virtual classroom teaching.
Electronic mail (e-mail) used by formal education students for
having ingress to information resources and guidance of an expert.
What is the Cyberspace?
Cyberspace defined as 'a network of networks'. It is
aggregation of high powered computers agglutinated to each other
through various means as telephone lines, undersea cables, network
cables, fibre optics, microwave signals or through satellites. Out of
these interconnected computers, some of them (called servers)
pictures, animations, databases, programmes file, audio files, video
files, store documents and other information which can be presented
and shared electronically.
A global computer network has expanded into the most famous
medium of interaction in the modern times. It has turned the idea of a
global village into a reality. As a communication tool, the Internet
enables us to interact with others through electronic-mails, blogs, chat
services, posting messages, video-conferencing etc.
Cyberspace is a network of networks. WWW was developed by
Tim Berners-Lee, a Physicist at the CERN (European Organisation
for Nuclear Research) in Switzerland. Web is a graphical interface (in
the form of Hypertext Markup Language: HTML) to the Cyberspace,
which is store of a large number of interlinked 'pages'. These pages
contain text, graphics, audio, video and animations etc.
Advantages of the internet technology
Information sharing
Information sharing and resources among users is the greatest
benefit of the Cyberspace. As explained in the previous section,
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information sharing has been the basic reason for the growth of the
cyberspace. Many people put up their own web sites and blogs, photo
albums on the cyberspace which can be accessed by others. This
information is prominent for exploratory, survey and case study
research.

Information search

Another advantage of the Internet is to find the needed

information through its "SEARCH" facility commonly referred to as
search engines. There are various search engines which are very fast,
accurate and help locate information relevant to the search topic.
Google, MSN, Yahoo, Alta Vista, etc. are some of popular Search
Engines.

Hypertext capabilities

The hypertext capabilities of Internet make it possible to

integrate links to other documents that can be accessed by users. This
feature enables us to provide link to relevant documents on a single
document. The user at her/his own convenience can go to a particular
link. Besides this, one can move to different parts of the document, or
even to other documents, in a natural manner.

Internet

The Portal serves as a great tool to democratize the education

by offering high quality educational content, educational resources
like e-books, e-journals, latest researches etc. to anyone who wishes
to improve his or her skills. To enable the Indian citizens to take
advantage of the Sakshat Portal, there are plans to provide broadband
connection to every Indian with zero charge for the bandwidth of this
portal.

4
Using Google tools for collaboration
A prime objective of effective teaching in a classroom is to
develop the skills of right information search among the learners.
While searching information over the Internet, we use different kinds
of search engines like Google, Yahoo, MSN or Altavista among
many. Additional to information search, in the current days of
collaboration there is high demand for information sharing.
A Blog (www.blogspot.com) is a place where people put up
their ideas, theories and views about any thing and invite others to
comment on them. You may put your photographs, video and audio
also on your blog site. Interactivity is an excellent feature of blogs.
Sakshat
Sakshat is a milestone initiative of the Ministry of Human
Resource Development (MHRD), Government of India, launched in
October 2006. MHRD has been developed a one stop Education
Portal for supporting all the education and learning connected
requirements of teachers, scholars, students and lifelong learners. The
portal helps in the educational needs of students ranging from K to 20
covering wide range or area fields of study including vocational
training and learning for life skills. The Sakshat portal is an excellent
example of collaboration among the Indian.
Computers in Education:
Computer application for education fall into various categories
like.
• Instruction
• Communication
• Multimedia
• Assessment
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Computer-Assisted Instruction (CAI)

The Encyclopedia Britannica defines computer-assisted

instruction as a program of instructional material presented by means
of a computer or computer systems.

The Wriddle reference defines CAI (computer-assisted

instruction) is the use of a computer as a medium of instruction for
tutorial, drill and practice, simulation, or games. CAI is used for both
initial and remedial training, and typically does not need that a
computer be connected to a network or provide links to learning
resources outside of the course.

The usage of computers in education was made easy with the

growth of microcomputers in the 1970s. Teachers use the computers
for instructional meaning either by presenting data or as a tutorial. In
tutorial mode, the student is presented a question by the computer. As
soon as the student provides the answer to that question, the feedback
about it accuracy is provided. If the answer was incorrect, the correct
answer is provided. Such systems have been proved to be useful in
drill practice. The students can adjust their pace of learning. The
feedback is individual. There are limitations too. Developing relevant
computer tutorial involves skill or programming, which the teachers
may not possess. The off the shelf courseware may sometimes not
suitable to the special needs of a class or curriculum. Nonetheless,
CAI have been found to be useful in enhancing the efficacy of
instructions.

Computer Based Learning (CBL)

Here the computers are used as the chief element of the

learning process in educational environment. Playing computer games
and browsing the web by the students is seen as a part of CBL.
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 McFarlane (2002) reported a significant value of the computer
games and recommended that they can be a unit of the school
curriculum.
She reported that that simulation and adventure games - such as
Sim City and Roller Coaster Tycoon, where players create societies or
build theme parks, developed children's strategic thinking and
planning skills. She further recommended that if educational material
could be built in, such games could be used in the classroom
legitimately.
Computer Mediated Communication
Computers play a great role in communications as well as has
been explained above in this unit. Through Computer-Mediated
Communication (CMC) the information is created, and exchanged
with the help of networked telecommunications systems (or non-
networked computers) that facilitate encoding, transmitting, and
decoding messages.(Thurlow, Lengel & Tomic, 2004 and Walther,
1996).
December (1997) defined computer-mediated communication
as the process of human communication through computers,
involving people, situated in specific contexts, engaged in the process
of shaping media for various purposes.
Different mode of CMC can be:
(a) Synchronous: This mode enables us to communicate in real time
mode. In addition to chat, we can see video as well. The examples are
Skype, Google talk, MSN, Yahoo Messenger etc.
(b) Asynchronous: This mode is not in real time and we receive and
reply back at different point of times. For example, email, Blogs,
wikis, newsgroups, etc.

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Computer Based Multimedia

Computers are heavily used for multimedia applications in

education. It has been found to be more effective and interesting than
dealing with text only. Multimedia in simple terms can be considered
as the data that include images, audio, video, or software. Agnew,
Kellerman, & Meyer (1996) pointed out that the multimedia is the
combination of text, graphics, images, audio, and video. The
multimedia applications can be developed with the help of devices
like personal computers, interactive televisions, smart phone or even
PDAs.

Educational multimedia applications can be shared over

Internet or DVDs. These applications may include documents,
statistics, photographs and graphics, presentations, video and audio of
events, and software. Examples include maps, video of meetings,
slide presentations by students and teachers, graphs of exam results,
and text of rules/regulations. Multimedia has been reported to be
important in presenting geographical information (Greene, 2001).

Assessment

The usage of a computer for assessment purposes, like:

Knowledge and Understanding

1. Computer-Assisted Assessment or Computer-Aided

Assessment (CAA)

2. Computer-Mediated Assessment (CMA)

3. Computer-Based Assessment (CBA)

4. Online assessment or E-Assessment

The computers and computer software are used to assess the

skills and knowledge of the learners in a specific discipline or area.
8
This may be based on screen testing systems or electronic portfolios.
In screen testing systems we can provide instant feedback as when the
learner undergoes test, the marks are automatically marked. In e-
portfolio system the work of the learner are stored for assessment.

Advantages of computer assisted assessment

The benefits of these computer assisted assessment is that they

personalised based on the requirements of students, teachers or
institution.

• Animation or presentations included in assessment so that the

student is able to comprehend the issue clearly.

• These implemented on a large scale and geographical area.

• Feedback can be generated instantly.

• Less paper work is involved.

• Saves money on postage and other administrative

arrangements.

What is Learning :

The ability of acquisition of knowledge or skills through study,

experience or by being taught is Mother Nature's reward.

Researchers today have tried to suggest that rat-killing by cats

is not an inherited behavior in cats, but rather an acquired one, just
like human fear, and that intelligence is also a result of experience.
Through association we learn to remember anything and everything.
Twentieth century psychoanalysts like Freud, Jung etc. The
association gained importance as a means of understanding the nature
of the illness of their patients. In fact, Aristotle was the first to point
out the importance of association in human learning. Every successful

9
word. He discovered that this is the primary mechanism of learning.
So far a reliable and significant relationship between meaningfulness
and ease of learning has been found using empirical scales of
meaningfulness. Meaningful words evoke vivid images that subjects
can describe when asked. When they create such images, they appear
to be more easily learned and remembered. Learning theory appears
to be enriched when introspective data is used.

Piaget has been criticized for ignoring the importance of socio-

cultural factors in cognitive development. Lev Vygotsky Factors in
Cognitive Development. Lev Vygotsky offered an alternative
approach to Piaget's approach to knowledge creation. He proposed
that the stages of development described by Piaget may not be true
for all children. Vygotsky argued that learning is rooted in this socio-
culture of the child where the child is not alone. The cultural setting
in which a child is immersed gives him/her a way of thinking. He
observed that children are able to solve problems independently in
what he called the area of real development. But beyond that,
sometimes children solve problems in what is called the 'zone of
proximal development'.

Constructivism in Learning

Constructivism has emerged as a leading theory of knowledge

and education. Constructivism provides a refreshing alternative to
traditional approaches to knowledge and learning. According to
constructivism, knowledge is actively created by each of us; It is
created piecemeal, through experience, by observing our actions and
the effects of our actions on the objects around us. Constructivism is a
combined and at the same time the combined result of investigations
from various disciplines e.g. Philosophy, Psychology, Education and

10
History of Science. Jean Piaget, John Dewey, Edmund Husserl, E.V.
Glasserfeld, Lev Vygotsky, and Joseph Novak are some of the
academics who have made notable contributions to constructivism.

Constructivism, as it exists today, is of three types viz., (a)

radical constructivism which is related with Piaget and Von
Glaserfeld; (b) social constructivism related with Vygotsky; and (c)
human constructivism propagated by Joseph Novak.

Domains Learning :

Educationists have attempted to classify learning into distinct

types by using the concept of domain. Benjamin Bloom has
suggested. 1) Cognitive domain 2) Affective Domain 3) Psychomotor
domain.

Types of Learning :

1) Non-associative learning

2) Habituation

3) Sensitization

4) Active learning

5) Associative learning

6) Operant Conditioning

7) Classical Conditioning

8) Observational Learning

9) Imprinting

10) Play

11) Enculturation

12) Episodic Learning

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 13) Multimedia Learning

14) E-learning and augmented learning

15) Rote Learning

16) Meaningful learning

17) Evidence based learning

18) Formal learning

19) Non formal learning

20) Informal Learning

21) Non formal learning and combined approaches

22) Tangential learning

23) Dialogic learning

24) Incidental learning

What is E-Learning:

Khan (1997), described web based instruction as a "hypermedia"

based instructional program, which usages the attributes and
resources of the world wide web to create a meaningful learning
environment where learning is fostered and supported. E-learning is
the provision of training and education by networked interactivity and
distribution by networked interactivity and distribution technologies
(Fry 2000 and Wild et.al., 2002) E-learning as simple learning and
communication exercises on computers and networks, or else all other
electronic sources, or else all other electronic sources. (Roffe 2002,
Schank, 2002 & Sambrook, 2003)

Kleimun (2004), defined e-learning can contribute to addressing each

challenge by enhancing the preparation of new teacher providing high
quality and readily accessible professional development opportunities
12
for active 'teachers' and making the teaching profession more
attractive (e.g. by providing) online resources for 'teachers' and new
connections to colleagues and mentors) to help address the teacher
recruitment and retention problem.

E-learning refers to the use of computer based electronic

technologies of Internet, E-mail, websites and CD-ROMS and their
applications to deliver, facilitate and enhance both formal and
informal learning and knowledge sharing at any time, any place and
any pace (World Bank, 2009)

Khan (2005) Indicates that E-learning has been described in various

ways, such as using a number of different technologies and methods
for delivery e.g. computer based training (CBL), Internet Based
Training (IBT), Web Based Instruction (WBI), Advanced Distributed
Learning (ADL), Distributed Learning (DL), Distance Learning,
Online Learning (OL), Mobile Learning (or M-Learning) or Remote
Learning and Learning management systems (LMS).

Learning Wikipedia (https://en.m.wikipedia.org)

Electronic learning or e-learning is computer enhanced

learning. A specific and always more diffused e-learning is mobile
learning (M-learning) which uses different mobile telecommunication
equipment, such as cellular phones.

Uses of mobile learning technology in the open learning system:

Mobile learning is the product of wireless revolution. Keegan

(2004) defined mobile learning (M-Learning) in the context of
mobility. As you know, mobile technologies include use of personal
digital assistants (PDAs), had helds/palmtops, smart phones and
mobile phones. One can comfortably carry such devices in one's hand

13
or in one's pockets. According to Keegan (2004) "It is the degree of
mobility that is the defining element of mobile learning... Therefore,
the term mobile learning should be limited to education and training
on devices one can comfortably carry around, in one's hand or in
one's pocket, and therefore, we do not think that the definition of
mobile learning should be extended to include laptop computers".

E-learning is possible with the help of computers. Laptop

computers have made e-learning more convenient. However, the
usage of PDAs, handhelds and palmtops with visual and audio
facilities have made m-learning most convenient for users. Additional
sophisticated technologies used in terms of streaming videos, colour
screens, moving graphics, SMS and MMS for development and
transaction of mobile learning courses in a number of open
universities. The mobile phones with provision for internet access,
still and moving photography, audio based presentations make m-
learning more effective. More specifically, academic administration
and student support services have been very much successful with the
help of SMS through mobile phones. Open learning institutions
monitor the progress of individual learners, communicate each and
every learning regarding institutions monitor the progress of
individual learners communicate each and every learner regarding
delivery of materials, contact session schedules, library support and
evaluation schedules with the help of mobile technologies like mobile
phones, smart phones and PDAs.
Mobile electronics used exclusively for meeting the exigencies
of curriculum transaction of any programme as a whole. To begin
with such technology can be used to facilitate the mobility component
of the teaching-learning process. Hence, the role of e-learning and

14
other kinds media support can be recognised very well along with
adoption of m-learning component in the open learning system.
Advantage of E-learning :
Callan (2010) & Garrison (2011) indentified many advantages
for e-learning technologies including.
1) Less expensive to deliver, affordable and savage time
2) Flexibility in terms of availability - any time anywhere. In
other words, e-learning enables the learner to access the
materials from anyplace at any time.
3) Access of global resources and materials that meet student's
level of understanding and information.
4) Self-pacing for slow or quick learners reduces stress and
increases satisfaction and retention.
5) E-learning allows more effective communication between the
learners and their instructors through the use of eleectronic
mails, discussion boards and chat room.
6) Learners have the ability to path their progress.
7) Learners can also learn through a variety of activities that apply
to many different learning styles that learners have.
8) It helps the learners develop knowledge of using the latest
technologies and the internet.
9) The e-learning could improve the quality of teaching as it
backing the face to face teaching approaches.
Attitude :
Attitude as a class of learning attitudes are learned and teacher's
parents or peers can establish or modify them by providing
appropriate reinforcement. While 'Attitude' is the opening of

15
emotional outlook towards something 'interest' is the positive result
and ultimately the stabilization of interest leads to treat the above said
'something' as 'value'. Interest refers to attending something whereas
values are enduring way of thinking, acting and behaving.
All Port (1935, P.810)
"An attitude is a mental and neural state of readiness, organized
through experience, exerting a directive or dynamic influence upon
the individual's response to al objects and situation with which it is
related."
Aiken (2000)
"A learned predisposition to respond positively or negatively to
a specific object, situation, institution, or person".
Perez Cereijo (2006) proposes that students attitude towards e-
learning provides a beneficial construct to predict learning outcomes.
Krech and Crutchfield (1948, P.152) defined attitude as "An
enduring organization of motivational, emotional, perceptual and
cognitive process with respect to some aspect of the individual's
world."
The core of the concept is that a state of readiness or set. One
literal meaning is that of "position assumed to serve some purpose." It
is a predisposition to perceive, feel behave towards specific objects or
certain people in a particular manner.

A student's attitude towards something consists of his/her

feelings for or against what he conceives that thing to be. So on
attitude generally involves following attributes.

1) An object (the something)

2) A direction (for or against)

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 3) Emotion (feeling its intensity) and

4) Cognitive elements (what the student conceives the object to

be).

Measurement of attitude :

Attitude can be measured using a questionnaire interview,

anecdotal record or rating scale or an attitude scale based on the
method of direct questioning the method of paired comparisons. The
method of equal-appearing intervals, the method of successive
intervals, the method of summated ratings. Scalogram analysis... etc.
or OS goods method of semantic differential. Attitude are inferred
through TAT also.

Attitude Scales:

Attitude scales have been designed to measure attitudes of a

subject or group of subject towards issues, institutions and group of
people.

Types of Attitude Scales:

The most common means of measuring attitudes is to provide

individuals with a list of phrases or adjectives and ask them to
respond to each phrase or adjective according to their true feelings.
These lists are called 'scales'. Different 'scaling techniques' have led to
the development of different types of attitude scales. The most
commonly used scales are Linkert Scale, Guttman Scale, Thrustone
Scale and Semantic Differential Scale.

1) Likert Scale:

A Likert scale consists of a series of statements that all relate to

a person's attitude toward an item (eg - attitude toward school). Two
types of statements appear on a Likert scale.

17
i) The first type of statements whose support indicates a positive
or favorable attitude towards the object in question (called a
favorable statement).

ii) The second type includes statements whose support implies a

negative or unfavorable attitude towards the object (called
adverse statements). A Likert scale includes an equal number
of favorable and unfavorable statements.

Modifications of Likert Scale

i) Variation in response options – The original Likert scale

included five response options. When using an odd number of
options the respondent tends to select the 'not sure' option to
avoid the actual choice. With an equal number of options the
respondent is forced to choose between favorable and
unfavorable responses to the attitude item.

ii) The format of the statement has also been changed. Incomplete
statements are used instead of complete statements.

Advantages of Likert Scale

i) Easy to build.

ii) Ability to adapt to a variety of attitude objects, situations,

settings

iii) Ability to assess both - direction and intensity of attitude.

1.2 Need of the Research:

The 21st century is the era of e-learning. E-learning has
emerged as a dominant medium of learning. Everyone is engaged
with a high quality education through e-learning from every corner of
the world. E-learning increases access to innovative educational
sector and e-learning leadership throughout world i.e. artificial
18
intelligence, robotics etc. E-learning offers various innovative
opportunities for growth of creative abilities. The implementation of
learning through electronic media in Secondary education is highly
encouraged by the National Policy of Education (NEP- 1996) and
National Education Policy (NEP- 2020).
Secondary school education forms the base of higher learning
from the ongoing discussion it is very clear that Secondary school
students should have positive high attitude towards e-learning in
order to get its optimum benefit. Teachers and parents of the students
play significant role in educating the students. Their attitude towards
e-learning matters a lot for the involvement of students in e-learning.
It has been general observation of the researcher and his
colleagues that students of Secondary school do not take sufficient
interest in e-learning. Teachers also make minimum use of e-learning
to teach their subject. This is an alarming situation. The researcher
felt that it is necessary to deeply investigate attitude of students
towards e-learning so as to suggest students, their parents and
teachers suitable remedial measures for optimum benefit of e-
learning. Therefore the researcher decided to study attitude of
Secondary school students, their parents and teachers towards e-
learning.
1.3 Significance of the research :
The present research would be useful in following manner.
1) The study will be useful to understand attitude towards e-
learning among learners studying in Secondary schools, their
parents and teachers.
2) The study will help the students of Secondary schools their
parents and teachers to assess their attitude towards e-learning.
3) Meager numbers of students have knowledge of e-learning.

19
 4) The study will be helpful for teachers to understand the need of
adequate training for e-learning.
5) The present research will be helpful in providing genuine
feedback to the teacher's students parents and other concerned
stakeholders regarding the level of e-learning attitude of
students, parents and teachers.
6) The present research will be helpful for suggesting
administrators like headmaster, education officer etc. to take
suitable initiatives and steps for the progress of high positive
attitude among learner their parents and teachers.

1.4 Title of the Research:

A study of attitude towards e-learning among students studying
in Secondary schools, their parents and teachers in Marathwada
region.

1.5 Operational Definition of Important Words in

research title:
1.5.1 Marathwada region: Marathwada is a proposed state and
geographical region of the Maharashtra State in India. It consists of
eight regions Aurangabad, Parbhani, Osmanabad, Beed, Hingoli,
Jalna, Latur and Nanded.

1.5.2 Secondary School : Implies all Marathi, Urdu and English

Medium government / private Secondary school for pupils between
the ages of 14 to 16 in Marathwada region of Maharashtra state.

1.5.3 Attitude: Attitude is an expression of favor or disfavor toward a

person, place, thing or event.

1.5.4 E-learning: An instruction delivered via all electronic media

including internet, intranets, extranets, satellite broadcast TV & CD-
ROM is termed as e-learning.
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1.5.5 Attitude towards e-learning: It is a tendency of react
favourably or unfavourably of attitude towards e-learning. It is a
tendency of Secondary school students of Marathwada region their
parents and teachers towards e-learning.
1.5.6 Teacher : Is a person who is teaching to students of 9th or 10th
grade of Marathi, Urdu or English medium Secondary school.
1.5.7 Student : Is a child who is studying in the class 9th or 10th of
Marathi, Urdu or English medium Secondary school.
1.5.8 Parents : Is a person whose son / daughter is studying in the 9th
or 10th of Marathi, Urdu or English medium Secondary school.

1.6 Assumptions of the study :

1) E-learning helps students to learn difficult concept and create
positive attitude towards learning.
2) E-learning develops healthy attitude among teachers to teach
difficult and abstract ideas.
3) E-learning helps the parents to explain the certain abstract ideas
to their children.
4) E-learning generates positive attitude among parents.

1.7 Objective of the research :

Objective 1: To ascertain attitude of Secondary school students
towards e-learning.
Objective 2.1: To ascertain attitude of Marathi medium Secondary
school students (male) towards e-learning.
Objective 2.2: To ascertain attitude of Marathi medium Secondary
school students (female) towards e-learning.
Objective 3.1: To ascertain attitude of English medium Secondary
school students (male) towards e-learning.
21
Objective 3.2: To ascertain attitude of English medium Secondary
school students (female) towards e-learning.

Objective 4.1: To ascertain attitude of Urdu medium Secondary

school students (male) towards e-learning.

Objective 4.2: To ascertain attitude of Urdu medium Secondary

school students (female) towards e-learning.

Objective 5: To ascertain attitude of Secondary school parents

towards e-learning.

Objective 6.1: To ascertain attitude of Marathi medium Secondary

school parents (male) towards e-learning.

Objective 6.2: To ascertain attitude of Marathi medium Secondary

school parents (female) towards e-learning.

Objective 7.1: To ascertain attitude of English medium Secondary

school parents (male) towards e-learning.

Objective 7.2: To ascertain attitude of English medium Secondary

school parents (female) towards e-learning.

Objective 8.1: To ascertain attitude of Urdu medium Secondary

school parents (male) towards e-learning.

Objective 8.2: To ascertain attitude of Urdu medium Secondary

school parents (female) towards e-learning.

Objective 9: To ascertain attitude of Secondary schools teachers

towards e-learning.

Objective 10.1: To ascertain attitude of Marathi medium Secondary

schools teachers (male) towards e-learning.

Objective 10.2: To ascertain attitude of Marathi medium Secondary

schools teachers (female) towards e-learning.

22
Objective 11.1: To ascertain attitude of English medium Secondary
schools teachers (male) towards e-learning.
Objective 11.2: To ascertain attitude of English medium Secondary
schools teachers (female) towards e-learning.
Objective 12.1: To ascertain attitude of Urdu medium Secondary
schools teachers (male) towards e-learning.
Objective 12.2: To ascertain attitude of Urdu medium Secondary
schools teachers (female) towards e-learning.
Objective 13: To ascertain significance of difference between
attitudes of male and female Marathi medium Secondary school
students towards e-learning.
Objective 14: To ascertain significance of difference between
attitudes of male and female English medium Secondary schools
students towards e-learning.
Objective 15: To ascertain significance of difference between
attitudes of male and female Urdu medium Secondary school students
towards e-learning.
Objective 16: To ascertain significance of difference between
attitudes of male and female parents of Marathi medium Secondary
school students towards e-learning.
Objective 17: To ascertain significance of difference between
attitudes of male and female parents of English medium Secondary
school students towards e-learning.
Objective 18: To ascertain significance of difference between
attitudes of male and female parents of Urdu medium Secondary
school students towards e-learning.
Objective 19: To ascertain significance of difference between
attitudes of male and female teachers of Marathi medium Secondary
schools towards e-learning.
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Objective 20: To ascertain significance of difference between
attitudes of male and female teachers of English medium Secondary
schools towards e-learning.
Objective 21: To ascertain significance of difference between
attitudes of male and female teachers of Urdu medium Secondary
school towards e-learning.

1.8 Hypothesis :
a) Research Hypothesis:
H01: Attitude of Secondary school students towards e-learning is
moderate.
H02.1: Attitude of Marathi medium Secondary school students (male)
towards e-learning is moderate.
H02.2: Attitude of Marathi medium Secondary school students
(female) towards e-learning is moderate.
H03.1: Attitude of English medium Secondary school students (male)
towards e-learning is moderate.
H03.2: Attitude of English medium Secondary school students
(female) towards e-learning is moderate.
H04.1: Attitude of Urdu medium Secondary school students (male)
towards e-learning is moderate.
H04.2: Attitude of Urdu medium Secondary school students (female)
towards e-learning is moderate.
H05: Attitude of Secondary school parents towards e-learning is
moderate.
H06.1: Attitude of Marathi medium Secondary school parents (male)
towards e-learning is moderate.
H06.2: Attitude of Marathi medium Secondary school parents
(female) towards e-learning is moderate.

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H07.1: Attitude of English medium Secondary school parents (male)
towards e-learning is moderate.
H07.2: Attitude of English medium Secondary school parents
(female) towards e-learning is moderate.
H08.1: Attitude of Urdu medium Secondary school parents (male)
towards e-learning is moderate.
H08.2: Attitude of Urdu medium Secondary school parents (female)
towards e-learning is moderate.
H09: Attitude of Secondary school teachers towards e-learning is
moderate.
H010.1: Attitude of Marathi medium Secondary school teachers
(male) towards e-learning is moderate.
H010.2: Attitude of Marathi medium Secondary school teachers
(female) towards e-learning is moderate.
H011.1: Attitude of English medium Secondary school teachers
(male) towards e-learning is moderate.
H011.2: Attitude of English medium Secondary school teachers
(female) towards e-learning is moderate.
H012.1: Attitude of Urdu medium Secondary school teachers (male)
towards e-learning is moderate.
H012.2: Attitude of Urdu medium Secondary school teachers (female)
towards e-learning is moderate.
b) Null Hypothesis:
H013: There is no significant difference between attitudes of male
and female Marathi medium Secondary school students towards e-
learning.
H014: There is no significant difference between attitudes of male
and female students English medium Secondary school students
towards e-learning.

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H015: There is no significant difference between attitudes of male
and female Urdu medium Secondary school students towards e-
learning.
H016: There is no significant difference between attitudes of male
and female parents of Marathi medium Secondary school students
towards e-learning.
H017: There is no significant difference between attitudes of male
and female parents of students studying in English medium
Secondary schools towards e-learning.
H018: There is no significant difference between attitudes of male
and female parents of Urdu medium Secondary school students
towards e-learning.
H019: There is no significant difference between attitudes of male
and female teachers of Marathi medium Secondary schools towards e-
learning.

H020: There is no significant difference between attitudes of male

and female teachers of English medium Secondary school students
towards e-learning.

H021: There is no significant difference between attitudes of male

and female teachers of Urdu medium Secondary schools towards e-
learning.

c) Independent and Dependent Variables:

Variables of the Problem:

Variables in research simply refers to a person, place, thing, or
phenomenon that you are trying to measure in some way. The best
way to understand the difference between a dependent and
independent variable is that the meaning of each is implied by what
the words tell us about the variable you are using.

26
 Following are the variables of the research:
Independent variables
Student: Studying in Secondary Schools
Parents : Whose son / daughter is studying in Secondary schools
Teachers : Teaching in Secondary schools.
Dependent Variables:
Attitude
Other Variables:
1. Marathi Medium Secondary Schools
2. English Medium Secondary Schools
3. Urdu Medium Secondary Schools
4. Gender - Male / Female students studying in Secondary schools
their male / female parents and male /female teachers.
1.9 Scope and Limitation of the Research:
1.9.1 Scope of the Research:
1.9.1.1 Scope of Area: The research was conducted only in
Marathwada region in which eight districts Jalna, Aurangabad,
Parbhani, Nanded, Hingoli, Beed and Osmanabad.
1.9.1.2 Content Scope: The present research is applicable only for
the students of Secondary schools their parents and teachers.
1.9.1.3 Unit Scope: The study is confined to only a few variables i.e.
Secondary School Students their parents and teachers, attitude
Marathi Medium Schools, English Medium Schools, Urdu Medium
Schools and Gender.
1.9.2 Limitations of the Research:
1.9.2.1 Limitation of Area: The research studies only Marathi,
English and Urdu medium Secondary school students their parents
and teachers in Marathwada region.
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Delimitations of the study:
The delimitations of the present study are as follows:

1.9.2.2 Limitation of Content: The study is confined to Marathi,

English and Urdu medium Secondary schools students their parents
and teachers only.

1.9.2.3 Limitation of Unit: The study is confined to only a few

variables i.e. Secondary School Students their parents and teachers,
attitude Marathi Medium Schools, English Medium Schools, Urdu
Medium Schools and Gender.

1.9.2.4 Limitation of the Time: The research is applicable only for

the year 2014 to 2023.

1.10 Epilogue:
In the introduction conceptual meanings of the variables are
being identified in an elaborative way. The objectives are defined in a
much specified manner so as to understand the research work more
clearly. The need and significance of the problem is discussed which
enables us to understand the reason of selecting the variables that is
emotional understand the reason of selecting the variables that is
attitude towards e-learning. The operational meaning of the terms and
variables are defined for the in-depth acquaintance of the variables.
Overall this chapter through is an introduction to the research work.

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