Utilizing Information and Communication Technology (ICT) Based Learning over Traditional Learning
Manoj Kumar Srivastava1, Rajesh Kumar2, Ashish Khare3
1Manoj Kumar Srivastava*, Department of Electronics and Communication University of Allahabad, (U.P.) India.
2Rajesh Kumar, Department of Electronics and Communication University of Allahabad, Allahabad, India.
3Ashish Khare, Department of Electronics and Communication University of Allahabad, Allahabad, India. 

Manuscript received on January 01, 2020. | Revised Manuscript received on January 20, 2020. | Manuscript published on January 30, 2020. | PP: 3405-3414 | Volume-8 Issue-5, January 2020. | Retrieval Number: E6442018520/2020©BEIESP | DOI: 10.35940/ijrte.E6442.018520

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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: Information and Communication Technology (ICT) based teaching always helps the learners to aware with new trends and technologies. The flexibility and ease of using this technology brings new dimensions to the learners. The effectiveness of the learning depends on the content of e-learning material and its proper organization. ICT based Teaching approaches provides better understanding of the subjects to the learners in descriptive ways. The E-learning contents may includes text, audio, video graphics and animation or the combination of all of the above .The performance of learners may be improve when learning materials includes Information and Communication Technology. There are various approaches to compare the effectiveness of learning. One of the method of comparing traditional teaching and ICT based teaching is pre-test, post-test intervention. In this paper pre-test, post-test intervention approaches of comparison of traditional and ICT based teaching / learning has been used. In this approach student’s t-Test is used to show the improvement on learning. Here, the t-value uses ‘-value statistical chart’ at 90% confidence level. The whole work is divided in to two sections; the former approach calculates the student’s performance in different subjects of computer science & engineering (CSE) with normal class room teaching while the latter approach calculated the student’s performance after ICT based learning. An experimental circumstance has been established for a group of 18 Post graduates students of computer science; for these purpose 10 different subjects of computer science has been taken in to considerations. When these students appeared in the test after normal teaching, their score were recorded.. When these students appeared in the test after ICT based teaching in the same subjects with the different set of question papers, their secured marks were again recorded. The t-test has been calculated with the help of the scores obtained by students using ICT based Teaching and normal class room teaching. This pre-test, post-test intervention provides better understanding of the subject in latter ICT based learning approaches. From experimental results of t-test we are in position to say that the ICT based learning approaches are better as compared to the normal traditional class room learning approaches.
Keywords: Pre-Test; Post-Test; ICT Based Learning; T-Value; Confidence Level.
Scope of the Article: Web-Based Learning: Innovation and Challenges.