Beruflich Dokumente
Kultur Dokumente
learning resources. Students are making less of a distinction between learning online
and offline. Classroom instruction may incorporate online learning activities such as
Twenty-eight percent of middle school students and 18% of high school students
answered not sure to the question: Technology and online communications are
questions, communicate with friends and family, play games and listen to music. As
communities, educators increasingly incorporate online tools and resources into their
India continues to attract entrepreneurs, attracted by the huge opportunity and market
size of this sector, and the relentless shift from public to private education. The
the total sector size at around 1.5 million schools, with over 25% of them being
private schools. Add to that the dramatic shift in enrollments away from public
schools to private schools (Private schools now secure 40% of enrollments), and the
Chapter :3 I have analysis the student feedback towards Online Learning Resources.
And last chapter I introduce our result , finding and limitation of our project
1
CONTENTS
NUMBER TOPIC PAGE NO.
CHAPTER 1 INTRODUCTION
RESEARCH METHODOLOGY
a) Research Design
b) Sample Size
4.1 Conclusion
4.2 Limitations
2
ANNEXURE
References/Bibliography
Appendices
3
TITLE OF THE PROJECT
4
CHAPTER - 1
Present day teachers as curriculum implementers are faced with several challenges
ranging from lack of motivation, training, poor infrastructure, and access to resource
materials. Of all these ,the worst is the lack of access to learning resources because it
has direct impact on the teacher and the learner. An ill-informed teacher is bound to
produce ill-informed learner. The result of situations like this is the fallen standard of
education being experienced in Nigeria today. In recent times, the dismal performance
generated huge public outcry. Several research findings attributed the mass failure to
several factors: Biu (1987) blamed the mass failure on lack of qualified teachers.
Adaralegbe(1983) also believed that teachers lack in-depth knowledge in the subject
that they teach. Ladi Dlakwa and Hadiza Isa Bazza(2010) observed that for teachers
they will produce poor quality students. Ugwu D.A., and Ohimekpen B.E. (2010)
opined that it is through quality education that Nigeria can overcome her multi-
students. What all these point to is that teachers must be resourceful to produce
academically sound students. The big questions are: are teachers in Yobe state
Are they computer literate? Are they aware of ICT and the richness of its e-learning
contents? E-learning as part of ICT has been defined by several authors and
particularly the internet, into the educational system. In other words, the concept of e-
5
learning is interwoven with the concept of ICT: both been inseparable entity.
means that e-learning is done through the use of electronic devices. He went on to say
irrespective of whom, when, and where, learning can take place. E-learning is the use
learners performance and report learners progress. The above definition underscored
Rosenberg (2001),is the process by which people acquire new skills or knowledge for
and learning which include terms such as: online learning, virtual learning, distributed
Students go online to find answers to their questions, communicate with friends and
family, play games and listen to music. As computing and networking technologies
incorporate online tools and resources into their curriculum, even replacing traditional
classroom interactions with virtual courses that take place entirely online.
6
Online learning may include any organized instruction using Internet technologies in
Education in which instruction and content are delivered primarily via the
A CMS includes software for the creation and editing of course content,
access and ease of use. Learning management system (LMS) is often used
This report explores student, teacher, and parent attitudes toward online learning
based on surveys completed by 232,781 K-12 students, 21,272 teachers, and 15,316
districts using a range of different online learning models. This report focuses on the
use of online learning for sixth through twelfth grade students and for teacher
professional development.
grades 6-12 have taken an online or distance learning course at school or on their
school.
7
In addition to the students who take an online course, many more students regularly
use online technologies for research and to communicate with family and friends
Students are making less of a distinction between learning online and offline.
percent of middle school students and 18% of high school students answered not
sure to the question: have you ever taken an online course or participated in a
It cannot be assumed that proficiency with technology, use of online tools for
schoolwork and personal use translates into a desire to take an online course. When
asked if they had ever taken an online course, 29-30% of students had not and were
not interested. This group of students may prefer to learn in face-to-face settings that
While 47% of students in grades 9-12 pursue online learning to secure courses not
offered at school and 43% to work at their own pace, extra help was the top reason
for 6-8th grade students (42%), teachers (57%) and parents (58%). Both parents and
teachers also value online courses as a way for students with an extended absence to
More teachers (46%) have taken an online course than students, however only 3%
have ever taught an online class. On a weekly basis, 17% of teachers use online
tools for professional development and 12% seek advice or counseling outside of
learning and 28% would like to see online courses offered as an alternative in their
8
district. Only 3% of Speak Up teachers report they have taught an online class,
Compared to 18% of teachers, 30% of 6-8 grade students, 39% of 9-12 grade
students, and 42% of parents believe that online classes are a good investment to
improve student achievement. More parents selected online classes than laptops and
white boards (the top choice for many students and teachers). Interviews suggest that
parents value their own online access to the curriculum and the ability to track their
childs progress.
Students go online to find answers to their questions, communicate with friends and
family, play games and listen to music. As computing and networking technologies
incorporate online tools and resources into their curriculum, even replacing traditional
classroom interactions with virtual courses that take place entirely online.
holds great potential for transforming education. In science education, for example,
students can access real-time images from space exploration. In mathematics, students
can interact with virtual tools, simulations, and manipulatives that help make abstract
concepts more concrete. Teachers can effectively and efficiently tailor instructional
activities to meet curriculum standards and the unique interests and educational needs
of their students. In short, with Internet resources, students can engage in highly
Many teachers tell us that their students are often very motivated by using online
9
enrichment potential. Problems include managing the large number of hits returned by
search engines, and determining if the resources are reputable and age-appropriate.
digital libraries. The overall mission of these educational libraries is to serve teachers
and students at all levels to help improve the efficiency and effectivess of education.
The purpose of this module is to help student to find high-quality online resources,
and learn strategies for incorporating them into your instructional activities using a
research area within educational evaluation. With the growing concern for
accountability in educational outcomes, the need for meaningful and stable measures
has grown.
The conventional analysis of satisfaction has been based on the assumption that
satisfaction is best seen in terms of student response to course components and the
methods used by teaching staff. Much of this analysis has been focussed upon
Some work has been done to define fitted models for student satisfaction. Malley
(1998) has extensively reviewed this area and has shown that there is a need to carry
out more research into structural models which can help explain the complexities of
student satisfaction. The research which is being reported here is the application of an
satisfaction with products and services as developed by Fornell and others at the
10
University of Michigan and extended into commercial applications through the work
the subject and/or course. Teacher performance, in this model, is seen as only one of a
students perceive that teacher performance has dropped below a critical level or when
teacher performance surpasses student expectations. That is, the performance of the
teacher will reduce satisfaction when student feel that they are not being given enough
information on how to pass the subject but will only increase satisfaction when his/her
that where a teaching performance brilliantly but fails to give students a sense of what
An important point about this approach is that it is not a simple linear model running
models of behaviour, that the outcome perceptions have an implicit feedback loop
back to expectations.
To determine the awareness level of students for the online learning resources.
11
CHAPTER - 2
The Education Sector in India continues to attract entrepreneurs, attracted by the huge
opportunity and market size of this sector, and the relentless shift from public to
private education.
Market Size:
placing the total sector size at around 1.5 million schools, with over 25% of them
being private schools. Add to that the dramatic shift in enrollments away from public
schools to private schools (Private schools now secure 40% of enrollments), and the
At first glance, this K-12 School (a term used Kindergarten through XII grade) sector
does appear very attractive. However, the street to success is littered with several
failed start-ups. We would recommend that edu-preneurs understand the sector really
12
The sector has its own characteristics that one must consider while developing a
Lengthy Sales cycles The Schools Sector is highly fragmented. There has
been no consolidation in the sector, and this is also unlikely in the near future,
due to regulations that make it difficult for corporates to enter and for existing
city. You should expect and plan for lengthy sales cycles and relatively higher
members, who are difficult to access. Some schools require that new
additional hurdle and delay in the sales cycle. So do ensure that you have
thought through your sales costs and planned to hire the right kind of
Product Market fit I have seen several startups develop great products
but fail to gain traction. I think thats because they have not really thought
about whether their target customer can understand, appreciate and assimilate
networked tablet devices, a teacher console and compelling content may sound
like a killer product, but are School Leaders able to appreciate the benefits of
this product, and do they have trained IT professionals and tech-savvy teachers
who can maintain and adopt these solutions? How will parents of that school
13
respond to textbooks giving way to Tablets? Will the academic head of the
school put her job on the line and be open to experimenting with such a
investments?
Investors have invested in startups that hit such barriers, and are therefore wary. It
would therefore be prudent to think about these issues. I will let the reader develop on
their imagination and creativity to develop offerings for this segment, but to help out;
observed several issues, beginning with poor branding and messaging and in
have come across companies that take over school marketing, branding and
14
communication, some that take over the entire school management, and some
that focus on just boosting walk-ins. Perhaps there is a brand aggregation play
that is possible.
retaining and motivating their pool of teachers. Parents are very sensitive to
this aspect, and high teacher attrition is inevitably followed by high student
this area. They are simply unable to develop a well-rounded, forward thinking
students. Teachers walk into class without lesson-plans, classes are taught
development needs of students. There are several players in this sector, but the
science was driven by the constraints of schools not having science labs
capable of handling students of all grades. We therefore took the lab to the
15
classroom, by developing easy to use activity kits. I am sure there are creative
These are just a few gaps that we observe, but surely there are more opportunities to
exploit.
To summarize, we think that the K-12 sector continues to be an attractive sector with
strong growth potential and social importance, but its a sector that requires careful
INTRODUCTION OF COMPANY
India holds an important place in the global education industry. The country has more
than 1.4 million schools with over 227 million students enrolled and more than 36,000
higher education institutes. India has one of the largest higher education systems in
the world. However, there is still a lot of potential for further development in the
education system.
India has become the second largest market for e-learning after the US. The sector is
currently pegged at US$ 2-3 billion, and is expected to touch US$ 40 billion by 2017.
Moreover, the aim of the government to raise its current gross enrolment ratio to 30
per cent by 2020 will also boost the growth of the distance education in India.
16
Market Size
The education sector in India is poised to witness major growth in the years to come
as India will have worlds largest tertiary-age population and second largest graduate
talent pipeline globally by the end of 2020. In FY 2015-16, the education market was
worth about US$ 100 billion and is expected to reach US$ 116.4 billion in FY 2016-
17. Currently, higher education contributes 59.7 per cent of the market size, school
education 38.1 per cent, pre-school segment 1.6 per cent, and technology and multi-
Higher education system in India has undergone rapid expansion. Currently, Indias
higher education system is the largest in the world enrolling over 70 million students
while in less than two decades, India has managed to create additional capacity for
over Rs 46,200 crore (US$ 6.78 billion), and it is expected to grow at an average
annual rate of over 18 per cent to reach Rs 232,500 crore (US$ 34.12 billion) in next
10 years.
Indias IT firms are education with academic institutions and setting up in-house
institutes to groom the right talent as these companies move to Social Media,
Investment
The total amount of Foreign Direct Investments (FDI) inflow into the education sector
in India stood at US$ 1,256 million from April 2000 to March 2016, according to data
17
The education and training sector in India has witnessed some major investments and
cent of Indians from currently 15 per cent over a period of next three years.
Training and skills development firm NIIT has partnered with US-based edX
and Berkeley to about 5 lakh people over the next three years.
Byjus, an education technology start-up, has raised US$ 50 million from the
skill development with a budget of US$ 3.37 million, which will help create
industrial clusters.
Cisco Systems plans to invest US$ 100 million in India over the next 2 years,
open six new innovation labs, three centres of expertise and train around
Neev Knowledge Management Pvt. Ltd, which offers online and classroom-
based certification courses under the brand name EduPristine, has raised US$
10 million from Kaizen Management Advisors and DeVry Inc., which will be
used to increase its course offerings, and increase its presence to 15 cities
18
BRS Ventures & Holdings Ltd, owned by Abu Dhabi-based billionaire Mr B
R Shetty, plans to invest US$ 1.8 billion in Amaravati in the state of Andhra
education sector.
Byjus, an education technology start-up, has raised US$ 75 million from US-
firm Sofina, which will be used to improve content delivery, expand product
pipeline, launch in new markets and continue to build its talent pool.
US$ 40 billion private school sector in India and thereby provide optimised
in the country.
around 500 educational institutions to build digital content and curriculum for
Tata Trusts, part of the Tata Group, has entered in to a strategic partnership
with web-based free learning portal, Khan Academy, and seeks to use
19
eBay India. Anuna Education will train entrepreneur to sell their products on
eBay globally in collaboration with eBay India along with a practical training
they could be assimilated with other students. This directive came as a part of
Education Act.
while the other four will be set up under the Public Private Partnership (PPP)
model.
Government Initiatives
Some of the other major initiatives taken by the Government of India are:
The Union Budget 2016-17 has made the following provisions for the
education sector:
class
20
o Digital Repository for all school leaving certificates and diplomas
financing
development centres
education
rural households
o Objective to skill one crore youth in the next three years under the
Depository (NAD).
businesses in technology, design and testing and will train engineers and
The Government of India has signed a financing agreement with The World
21
The Human Resource Development (HRD) Ministry has entered into a
Consultancy Services Ltd and real-estate firm Hubtown Ltd, to open three
Kaushal Bharat, Kushal Bharat. Under this initiative, the government has set
itself a target of training 400 million citizens by 2022 that would enable them
Pradhan Mantri Kaushal Vikas Yojana (PMKVY), National Policy for Skill
Development and Entrepreneurship 2015, Skill Loan scheme, and the National
o PMKVY is the flagship program under the Skill India Initiative and it
skill the Indian youth rapidly with high standards and at the same time
22
o The National Skill Development Mission is developed to expedite the
boost partnerships between the two countries in the fields of higher education
Road Ahead
Various government initiatives are being adopted to boost the growth of distance
and M-learning.
Education sector has seen a host of reforms and improved financial outlays in recent
years that could possibly transform the country into a knowledge haven. With human
23
Moreover, availability of English speaking tech-educated talent, democratic
governance and a strong legal and intellectual property protection framework are
enablers for world class product development, as per Mr Amit Phadnis, President-
The Government of India has taken several steps including opening of IITs and IIMs
in new locations as well as allocating educational grants for research scholars in most
several educational organisations, the higher education sector in India is set for some
technical education, research and innovations. It came into existence in the year 1998
24
Established by the Jaypee Group, Jaypee University of Information Technology is a
more than 600 acres of land on the National Highway No.1 at the entry of Jalandhar
City. It is the largest single campus university in India, with more than 25,000
students, 3,500 faculty and staff, offering more than 150 programmes.
Amity is a leading education group with over 125,000 students studying across its
various campuses in India. Amity has campuses at Noida, Lucknow, Jaipur, Gurgaon,
Gwalior, Greater Noida, Mumbai, Raipur and Kolkata. All its campuses are
25
Having been in the business of English training for over 32 years, today Veta stands
head and shoulders above any such training academy and has a pan India presence.
More than 3.5 million learners have stepped out of Veta with enhanced confidence
pool for global industry requirements. The company which was set up in 1981, to help
the nascent IT industry overcome its human resource challenges, has today grown to
to individuals,...
Founded in 1994, Educomp is the largest education company in India with presence
across the entire education ecosystem. From schools to skills, Educomp group
empowers over 30 million learners and educators across 65,000 schools. Educomp
26
owns Indias largest K12 content library with over 20,000 modules of rich 3D
Indias education sector offers a great opportunity with approximately 29 per cent of
Indias population being between the age group of 0-14 years. The schooling segment
in India is anticipated to be around US$ 144 billion by 2020 from an estimated US$
95.8 billion in 2015. In 2014, with 29.63 million students and approximately 48,116
colleges and institutions, Indias higher education segment is the largest in the
India has one of the largest networks of higher education institutions in the world with
666 universities and 39,671 colleges. It is also the third largest in terms of education
enrolment with over 21.5 million enrolments per year. The private education sector
which was valued at an estimated US$ 96 billion in 2015 is estimated to reach US$
The Government of India has planned to provide enhanced access to higher education
by creating two million additional seats for each age group, in the 12th Five-Year
Plan. An advisory body, National Knowledge Commission (NKC) has been set up to
27
guide policy and direct reforms, focusing on certain key areas such as education,
science and technology, agriculture, industry and e-governance. It has also allowed
100 per cent Foreign Direct Investment (FDI) in the education sector through the
automatic route since 2002. In the year 2015 government is expected to launch New
Education Policy to address the changing dynamics in the education industry of the
The Education sector in India is poised at a crucial stage in its growth. Indias
demographic advantage of having a large population of youth, coupled with low gross
At the same time, the growth of the Indian economy and upward movement of income
levels is boosting spend on Education, which already accounts for the second-highest
Government support for the sector has also seen a boost, with substantial reforms and
increased financial outlays being announced and implemented. These reforms aim at
not only strengthening the sector but facilitating planned expansion of the sector.
28
The interplay of all these factors has made Education an attractive sector with
multiple opportunities, as can be seen by the high growth many players are witnessing
and pursuing.
We have a dedicated education sector team serving all key segments of the Education
sector.
Our Clients
and real estate players/corporates looking to venture into the education sector.
Our scientific methodology for our education sector allows us to provide you
end-to-end solutions:
29
India, with its huge population, is the most exciting higher education market in the
world.
The education and training sector in India is standing at $600 billion and the private
education segment alone is expected to cross $45 billion mark by 2015 from the
present $35 billion, according to a research by Investor Relation Society. This sector
is named as the major employment driver in India in the Indian Job Outlook Survey
2012. It is expected that employment opportunities will continue to grow in this sector
Huge potential
The higher education system in India has witnessed remarkable growth in the past few
years. India is definitely ahead of other developed countries in the field of education
and training. The number of institutes offering higher education is much more in India
when compared to China and the US. A latest report by Ernst & Young states that the
number of institutes offering higher education in India is 44,668. Of that, 33,668 offer
various degrees and the rest offers diplomas. The total number of institutes in China is
30
According to the E & Y report, the number of students pursuing higher education is
Based on this observation, several foreign institutions are foraying into India. This is
New opportunities
Education and training sector is undergoing a sea change in the recent past with the
focus shifted from public to private sector. Private sector is also actively involved in
education and its role will become more poignant in days to come. The private
sector's role in the higher education sector has been growing at a rapid pace over the
The education market is now thriving on the back of the workforce proving itself
According to the Investor Relation Society research, skill and vocational training are
India.
Roadblocks
shortage of trained faculty, poor infrastructure of institutes and limited scope for
research are some of the hindrances for the education and training sector in India.
31
2.2 LITERATURE REVIEW
Osuala (2009) observed that technology has the capacity to change the role of the
teacher. Teachers now act more as resource persons or facilitators, meeting such
opportunities to apply acquired skills. Nwana (2009) is also of the view that e-
learning provides the relevant platform for teachers to develop capacities for high
delivery and preparing students for a role in an information age (Amedu, 2014). As a
future leader, the student needs a sound educational foundation in order to cope with
the ever changing world. In the words of Kirsh, (2002), e-learning can improve
materials to meet individual needs. In addition to the above, access to online journals
is made possible through e-learning. Students and teachers get a better chance of
reaching out to books, journals made available on the internet. A broader interaction
is gotten from the outside world through interaction on the internet (Edna, 2013).
This chapter deals with the methodology adopted in conducting the study. The chapter
analysis of data.
32
conclusions in form of recommendations. The data has been collected from both the
Research Design
The research was based on assessing consumer behavior. The design was exploratory
The study was based on the use of questionnaires. These approaches were used
because they were satisfactory tools for collecting data for the sample population to
A research design is the arrangement of the condition for collection and analysis of
data in a manner that aims to combine relevance to the research purpose with
economy in procedure.
A research design is the specification of methods and procedure for acquiring the
33
Technique of data collection.
Sources of Data
Both primary and secondary source of data were used in conducting the research.
Primary Sources
In getting primary data there are several approaches available to gathering data. In
order to collect reliable and valid information, the researcher go to the market place
and collect data from different user of student. The method used in collecting the
Questionnaires
The purpose of using questionnaire was to identify and assess the affect the consumer
Secondary Sources
The study also made use of secondary data in collecting information. The sources of
the secondary data include books, internet search, articles, and journals among others.
This helped to identify how others have defined and measured key concepts, the data
sources that of others used and this helped to discover how this research project is
Sample Size
A sample size of 100 was chosen from the market. This was based on the consumer
behavior and to ensure that the sampled was representative enough to draw conclusion
The simple random sampling technique was used to select respondents from the
market. This is basically because the population will have an equal chance of being
sampling technique, was used to select respondents. This was because the researcher
wanted to deal with only typical cases based on the objectives of the study.
responded by the consumers. The questions were designed to make the purpose of the
study successful after the results have been ascertained. This instrument gave
Administration of Instruments
Copies of the questionnaire were distributed to consumers at market place. After some
time, the researcher went back and collected the answered questionnaires. The
researcher explained the questions to the respondents thoroughly after copies of the
questionnaire were given them. The purpose of this was to help the respondents to
understand the purpose of the research, and to do away with suspicions, partialities
and also to be able to provide their independent opinions on the questionnaire items
given them. To have a valid and reliable data, the researcher ensured that the
Data Analysis
The collected data were statistically analyzed, using the pie-chart and tables.
Representations like tables and charts were used to ensure easy and quick
35
interpretation of data. Responses were expressed in percentages. Data from the
completed questionnaire were checked for consistency. The items were grouped based
on the responses given by the respondent. This method was used because it is the best
36
CHAPTER - 3
1. Which age bracket do you fall into? Tick one option only.
a) 21-30
b) 31-40
c) 41-50
d) 51-60
e) >61
Table No. 1
LAKH/ANNUM)
21-30 4 4%
31-40 27 35%
41-50 35 35%
51-60 27 27%
> 61 7 7%
37
Graph No. 1
40
35 35
35
30
27
25
20
15
10
7
5 4
0
21-30 31-40 41-50 51-60 > 61
Interpretation : asked respondents to choose their age bracket. Results are captured
Table 1. Over a third of respondents were between 41 and 50 with 27% in each of the
categories 31 to 40 and 51 to 60. Only 4% were in the under 30 category and 7% were
over 61.
38
2. Distribution of Respondents According to Occupation
Table No. 2
RETIRED 14 14%
STUDENT 16 16%
BUSINESS 16 16%
Graph No. 2
Interpretation : Out of 100 respondents 14% were retired,12% were private job
holders, 42% were government job officials, 16% were students and 16% were
businessman.
39
3.Employed on full-time or part-time basis?
Table No. 3
Full-time 40 40%
Part-time 60 60%
Graph No.3
60
Full-time
40 60
Part-time
Interpretation : Out of 100 respondents 40% user are full time employee and rest
40
4. Which of the following have you taught most during the most recent academic
year?
Face-to-face course
Blended/hybrid course
Online course
Graph No.4
Interpretation : As shown in Graph No.4, many respondents taught in more than one
responses (21%) and finally only 10% of responses related to online courses.
41
5. How aware are you of Open Educational Resources (OER)?
Table No. 5
them
42
Graph No.5
Interpretation : Figure 5 shows that 15% of respondents, were not aware of OER. A
further 19% had heard of OER, but did not know much about them. A similar number
were somewhat aware but not sure how they could be used. A third of respondents
were aware of OER and some of their uses and finally 14% were very aware of OER
43
6. Do you share educational resources that you produce?
Table No. 6
Yes 65 65%
No 35 35%
Graph No.6
35
Yes
No
65
Interpretation : Out of 100 respondents 65% user share educational resources that
you produce and rest not share share educational resources that you produce.
44
7. Do you think your institutional repository is appropriate for sharing
educational resources?
Table No. 7
Yes 51 51%
No 49 49%
Graph No.7
35
Yes
No
65
Interpretation : Results were split down the middle with 51% viewing their
7.
45
Q.8. What is your perception about online learning resources?
Table No. 8:
Percentage
Good 75%
Ordinary 10%
No comment 10%
Poor 5%
Total 100%
Graph No.8:
75%
80%
70%
60%
50%
40%
30%
20% 10% 10%
5%
10%
0%
Good Ordinary No comment Poor
Interpretation:
The above graph reveals that good perception comes for online learning resources is
75% .
46
CHAPTER 4
4.1 Finding
2. Out of 100 respondents 14% were retired,12% were private job holders, 42%
were government job officials, 16% were students and 16% were
businessman.
3. Out of 100 respondents 40% user are full time employee and rest are part time
4. As shown in Graph No.4, many respondents taught in more than one type of
responses (21%) and finally only 10% of responses related to online courses.
5. Our research shows that 15% of respondents, were not aware of OER. A
further 19% had heard of OER, but did not know much about them. A similar
number were somewhat aware but not sure how they could be used. A third of
respondents were aware of OER and some of their uses and finally 14% were
very aware of OER and knew how they could be used in the classroom.
6. Out of 100 respondents 65% user share educational resources that you
produce and rest not share share educational resources that you produce.
7. Our research split down the middle with 51% viewing their institutional
47
SUGGESTIONS
desktops computers,
,for example, solar energy in all secondary schools and take care of
CONCLUSION
The results from the research provide continuing data on the complexity of student
satisfaction. Of particular interest is the differences between the satisfaction with the
subject and the satisfaction with the course and the university where there is a
stronger relationship between the more global measures than with the specific subject
measure. Within this particular subject environment, it is clear that the subject is
viewed differently from the overall course and the university within the context of
student satisfaction. This is in agreement with the basic structure of the satisfaction
48
model (Figure 1) because there will be different saliences applied to different
The differential nature of the students' expressed satisfaction is also reflected in the
outcome measures. In the first place, it is only the satisfaction with the subject with
the model. In the second, the recommendation of the course and of the university are
The nature of the distribution for subject satisfaction (Table ) raises some questions
about the interpretation of the analyses. Those respondents giving a rating of 1 might
be seen as outliers but this was not shown by an inspection of the Box-Plot for the
variable. It could be argued that their responses probably reflect the reality of the
installing and running the software and this might be assumed to impact on
satisfaction.
and learning and there is the need for teachers to take advantage of the numerous
benefit and opportunities it offers. One way to do this is to become computer literate.
available to them. Most importantly, teachers and learners should endeavor to apply
being able to recognize e-learning resources and being able to apply them in teaching
are the key factors in the effective utilization of electronic resources in the present
computer age. Yobe state is grappling with problems of students poor performance in
49
public examinations and there is the need therefore for teachers to embrace e-learning
LIMITATIONS OF STUDY
As has been mentioned above no study or project is error free neither is it limited by
some constraints. Following are some of the limitations observed while conducting
While observing the internal environment at the education, it was felt that the
There was a conflict between the sectors given for mapping and what actually
was mapped
A lot of companies were avoided even though there was potential to grow due
The client database prepared in the education was not accessible to all the
overlapping of work
The education products were not explained in detail and only a brief overview
However, these limitations were not very huge roadblocks and hence could be worked
upon. The minimization of limitations can make this project an even better success.
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ANNEXURE
REFERENCES/BIBLIOGRAPHY
Books:
of Nigeria, Nnsukka.
Science (LIS) Education in Nigeria: Developing a Model for the 21st Century.
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Bibiana, N. N. et al, (2012). Challenges of E-learning in Tertiary Institutions
WEBSITES:
https://www.ruffalonl.com/college-student-retention/satisfaction-priorities-
assessments/student-satisfaction-inventory
http://info.shine.com/industry/education-training/1.html
http://indiainbusiness.nic.in/newdesign/index.php?param=industryservices_lan
ding/359/2
https://yourstory.com/2015/07/indian-education-solutions-sector/
http://www.ibef.org/industry/education-presentation
http://www.ibef.org/industry/education-presentation
http://www.ey.com/in/en/industries/india-sectors/education
http://cerg.csse.monash.edu.au/reports/sat_1202.htm
https://ideas.repec.org/a/ris/buecrj/0113.html
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