11 Chapter IV

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CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

141
CHAPTER IV................................................................................................................ 141
DATA ANALYSIS AND INTERPRETATION ......................................................... 144
4.0 INTRODUCTION ............................................................................................. 144
4.1 Analysis of Qualitative Data .............................................................................. 144
4.2 Analysis of Quantitative Data ........................................................................... 144
4.2.1 Descriptive Statistics ................................................................................... 145
4.2.2 Inferential Statistics ..................................................................................... 145
4.3. Data Analysis and Interpretation for Objective 1 ....................................... 146
4.3.1 Analysis of the ICT based curriculum transaction practices by teacher

educators................................................................................................................. 146
4.3.2 Criteria 1 - Usage ......................................................................................... 147
4.3.3 Criteria 2- Preparation and Planning........................................................ 149
4.3.4 Criteria 3 - Selection of ICT Resource....................................................... 153
4.3.5 Criteria 4 - Practice in the ICT based session ........................................... 155
4.3.6 Criteria 5 – Evaluation ................................................................................ 160
4.3.7 Criteria 6 - Your Opinion ........................................................................... 161
4.3.8 Qualitative Conclusions from Feedback ................................................... 161
4.4 - Data Analysis and Interpretation for Objective 3 ........................................ 162
4.4.1 Analysis of Achievement in Content Test .................................................. 162
4.4.2 A Topic wise Comparison of the Achievement in Content Test .............. 163
4.4.3 An Overall Comparison of the Achievement in Content Test ................. 164
4.4.4 Significance of Difference of Mean - Coefficient of Correlation ............. 165
4.4.5 Significance of Difference of Mean - Memory Training Techniques ..... 166
4.4.6 Significance of Difference of Mean - Group work Pair work.................. 167
4.4.7 Significance of Difference of Overall Mean .............................................. 168

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4.5 - Data Analysis and Interpretation for Objective 4 ......................................... 169
4.5.1 Analysis of Teacher Trainee Feedback ....................................................... 169
4.5.2 Criteria 1 – Preparation .............................................................................. 170
4.5.3 Criteria 2 - Use of Teaching Aid / ICT Tool ............................................. 171
4.5.4 Criteria 3 - Management of Session / Activities ........................................ 172
4.5.5 Criteria 4 - Teacher Educators Role .......................................................... 173
4.5.6. Criteria 5 - Teacher trainees Role ............................................................. 175
4.5.7. Criteria 6 – Use of Collaborative Learning .............................................. 176
4.5.8. Criteria 7 – Use of Assessments ................................................................. 177
4.5.9. Criteria 8 - Overall Impression ................................................................. 178
4.5.10. Analysis of Total Mean of Effectiveness ................................................. 179
4.5.11. Significance of Difference of Mean of Criteria of Effectiveness ........... 180
4.5.12. Significance of Difference of Total Mean of Criteria of Effectiveness 182
4.6 Data Analysis and Interpretation for Objective 5 ........................................... 183
4.6.1. Analysis of Peer Teacher Educator Feedback .......................................... 183
4.6.2. Criteria 1 – Preparation ............................................................................. 184
4.6.3 Criteria 2 - Use of Teaching Aid / ICT Tool ............................................. 185
4.6.4 Criteria 3 - Management of Session / Activities ......................................... 186
4.6.5 Criteria 4 - Teacher Educators Role .......................................................... 187
4.6.6 Criteria 5 - Teacher Trainee’s Role .......................................................... 189
4.6.7 Criteria 6 – Use of Collaborative Learning ............................................... 190
4.6.8 Criteria 7 – Use of Assessments .................................................................. 191
4.6.9 Criteria 8 - Overall Impression .................................................................. 192
4.6.10 Analysis of Total Mean of Effectiveness .................................................. 193
4.6.11 Significance of Difference of Mean in Criteria of Effectiveness ............ 194

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4.6.12 Significance of Difference of Total Mean of Criteria of Effectiveness... 196
4.7 Data Analysis and Interpretation for Objective 6 ........................................... 197
4.7.1 Analysis of Usability of the ICT Based Model of Curriculum Transaction

................................................................................................................................. 197
4.7.2 Analysis of Usability Quality Component I - UNDERSTANDABILITY198
4.7.3 Usability Quality Component II – LEARN-ABILITY ............................. 203
4.7.4 Usability Quality Component III - OBJECTIVE ACHIEVEMENT ..... 205
4.7.5 Usability Quality Component IV - OPERABILITY ............................... 208
4.7.6 Usability Quality Component V - USER SATISFACTION .................... 212
4.7.7 Usability Quality Component VI - APPLICABILITY ........................... 213
4.7.8 Overall Qualitative Feedback about Usability.......................................... 216
4.7.9 Conclusions of the Data about Usability of ICT Based Model ................ 217
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CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

4.0 INTRODUCTION
The method of research used in this research is mixed method and thus there is a
diverse range of research questions under investigation. It means that a single method of
analysis is not suitable for addressing and resolving all the issues raised. Therefore, it is
of primary importance to undertake an appraisal of the different data analysis methods
and identify those procedures that are appropriate for testing and analyzing the
propositions forwarded in this study. The purpose of this chapter is to do just that. There
are two types of data which has been collected, quantitative data and qualitative data.
4.1 Analysis of Qualitative Data
In qualitative data, the information obtained from participants is not expressed in

numerical form. The emphasis is on the stated experiences of the participants and on the
stated meanings they attach to themselves, to other people, and to their environment. (P.
Banister, et. al., (1994). The analysis of qualitative data has been done using percentage
analysis, bar graphs, pie charts and listing of responses of the participants.
4.2 Analysis of Quantitative Data
In quantitative analysis, the information obtained from the participants is expressed in

numerical form. Quantitative Analysis is the process of presenting and interpreting
numerical data using descriptive statistics and inferential statistics.
Descriptive statistics include measures of central tendency (averages - mean, median

and mode) and measures of variability about the average (range and standard deviation).
These give the reader a 'picture' of the data collected and used in the research. (Coolican
1999).
Inferential statistics are the outcomes of statistical tests, helping deductions to be

made from the data collected, to test hypotheses set and relating findings to the sample or
population. (Coolican 1999).
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The analysis of the quantitative data was done by the researcher using both
descriptive and inferential statistics.
4.2.1 Descriptive Statistics
• Mean – The arithmetic mean (M) is the sum of separate scores or measures
divided by their number. In the present research it has been used for analyzing the
data because it is the most accurate measure of central tendency. It is an average
which represents all the scores of the group and thus provides a very concise
description about the performance of the group. It enables us to compare the
performance of the teacher trainees in the experimental group taught by the ICT
based model of curriculum transaction and the teacher trainees in the control
group taught by using the traditional method.
• Standard Deviation – The standard deviation was also calculated to facilitate
further statistical calculation of the t value.
4.2.2 Inferential Statistics
• t - Test –It is also important to determine whether the difference between the
means of the two groups is significant. The test of the significance of the
difference between two means is known as t – test.
• In the present research t – test was used to determine the significance of the
difference between the performance and feedback of the teacher trainees in the
experimental group taught by the teacher educator using the ICT based model of
curriculum transaction and the teacher trainees in the control group taught by the
teacher educator using the traditional method.
• Graphs were also used to compare performances of both the groups.

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4.3. Data Analysis and Interpretation for Objective 1

Objective 1 - To analyze the ICT based curriculum transaction practices by teacher
educators.
Research Question 1- What are the current ICT based curriculum transaction practices
by teacher educators in colleges of education?
4.3.1 Analysis of the ICT based curriculum transaction practices by teacher

educators.
A questionnaire was given to 50 teacher educators from 30 different colleges of
education and responses were tabulated as number of teacher educators giving the
response. Percentage analysis of the responses of teacher educators current practices of
ICT based curriculum transaction in colleges of education was done. The ICT based
curriculum transaction practices analyzed are as follows:
1. Usage – No. of Sessions, Types of ICT tools used.
2. Preparation and Planning – References and its record, Determining

authenticity of sources, Preparing session plan, Listing objectives achieved
through use of ICT.
3. Selection of ICT Resource - Criteria for Selection of ICT tool,

Consideration of the benefits of using specific ICT resources.
4. Practice in the ICT based session - Frequency of Use of ICT, Use of ICT
for active participation, Use interactive ICT tool, Use of Group work/ pair
work, Integration of assessments, Role of the Teacher Educator, Role of the
teacher trainee.
5. Evaluation of an ICT based session – Evaluation and its factors.

6. Opinion - Current ICT practice and ideal ICT practice.
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4.3.2 Criteria 1 - Usage

1. No. of ICT based sessions conducted by teacher educators in a year.
Table 12. No. of ICT Sessions Conducted by Teacher Educators in a Year
No. of ICT based Sessions No. of Teacher %

conducted in a year educators
2 34 68%
4 12 24%
>4 4 8%
Figure 15. No. of ICT Sessions Conducted in a Year
Observation – Table 12 and Fig. 15 indicates that 68% of teacher educators conduct 2
ICT based sessions in a year. 24% of teacher educators conduct 4 ICT based sessions in a
year and 8%of teacher educators conduct >4 ICT based sessions in a year.
Interpretation – Most teacher educators conduct 2 ICT based sessions in a year, some
teacher educators conduct 4 ICT based sessions in a year and very few teacher educators
conduct >4 ICT based sessions in a year.
Conclusions – In general teacher educators conduct very few ICT based sessions.
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2. The ICT tools used by teacher educators in the ICT based session.
Table 13. ICT Tools Used by Teacher Educators
ICT Tools used by Teacher No. of Teacher %

Educators Educators
PPT 50 100%
OHP Transparency 50 100%
Internet 4 8%
Figure 16. ICT Tools Used by Teacher Educators
Observation – Table 13 and Fig 16 indicates that 100% of teacher educators use PPT
and OHP transparencies as ICT tools. 8% of teacher educators use internet as an ICT
tool.
Interpretation – All teacher educators use PPT and OHP transparencies as ICT tools.
Very few teacher educators use internet as an ICT tool.
Conclusion – The most commonly used ICT tools are PPT and OHP transparencies.
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4.3.3 Criteria 2- Preparation and Planning

3. Sources of information for reference of content used by teacher educator for the
ICT based session.
Table 14. Types of References Used
Types of References used by No. of Teacher educators %

Teacher Educators
Reference Books 50 100%
Internet 50 100%
Observation – Table 14 indicates that 100% of teacher educators use reference books
and internet for reference of content for the ICT based session.
Interpretation - All teacher educators use reference books and internet for reference of
content for the ICT based session.
Conclusion – Reference books and internet are used commonly by teacher educators for
reference.
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4. Record of the References by Teacher Educators.
Table 15. Record of References by Teacher Educators
Record of References by Teacher No. of Teacher educators %

Educators
Yes 8 16%
No 42 84%
Figure 17. Record of References by Teacher Educators
Observation – Table 15 and Fig.17 indicates that 16% of teacher educators make a
record of the references used for the ICT based session. 84% of teacher educators do not
make a record of the references used for the ICT based session.
Interpretation – 8 teacher educators make a record of the references used for the ICT
based session. 42 teacher educators do not make a record of the references used for the
ICT based session.
Conclusion – In general teacher educators do not make a record of the references used
for the ICT based session.
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5. Determine authenticity of the source while referring information from the

internet.
Table 16. Determining Authenticity of Source
Determination of authenticity of No. of Teacher educators %

source
Yes 0 0%
No 50 100%
Observation – Table 16 indicates that 100% of teacher educators do not determine

authenticity of the source while referring information from the internet.
Interpretation – All teacher educators do not determine authenticity of the source while
referring information from the internet.
Conclusion – Teacher educators do not determine authenticity of the source while
referring information from the internet.
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6. Preparation of a session plan for conducting the ICT based session.
Table 17. Preparation of a Session Plan
Preparation of a session plan No. of Teacher %

educators
Yes 4 8%
No 46 92%
Figure 18. Preparation of a Session Plan
Observation – Table 17 and Fig. 18 indicates that 8% of teacher educators prepare a

session plan for conducting the ICT based session. 92 % of teacher educators do not
prepare a session plan for conducting the ICT based session.
Interpretation – Only 4 teacher educators prepare a session plan for conducting the ICT
based session and this is done in the B.Ed. practice lesson format. 46 teacher educators do
not prepare a session plan for conducting the ICT based session.
Conclusion – In general teacher educators do not prepare a session plan for conducting
the ICT based session.
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6. Separate listing of the objectives achieved through ICT.
Table 18. Listing of the Objectives Achieved through ICT
Separate listing of the Objectives No. of Teacher educators %

achieved through ICT
Yes 0 0%
No 50 100%
Observation – Table 18 indicates that 100% teacher educators do not separately list the
objectives achieved through ICT while conducting the ICT based session.
Interpretation – Teacher educators do not separately list the objectives achieved

through ICT while conducting the ICT based session.
Conclusion – No thought is given to the objectives achieved through ICT while
conducting an ICT based session by teacher educators.
4.3.4 Criteria 3 - Selection of ICT Resource
7. Use of criteria for selection of ICT tool for the ICT based session.
Table 19. Criteria for Selection of ICT Tool
Use of criteria for selection of ICT No. of Teacher educators %

tool
Yes 0 0%
No 50 100%
Observation – Table 19 indicates that 100% teacher educators do not use any criteria for
selection of ICT tool for the ICT based session.
Interpretation – Teacher educators do not use any criteria for selection of ICT tool for
Conclusion – No criteria are used by teacher educators for selection of ICT tool for the
ICT based session.
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8. Consideration of the benefits of using specific ICT resources to the teaching

learning process.
Table 20. Consideration of Benefits of Using ICT Resources
Consideration of the benefits of No. of Teacher educators %

using specific ICT resources to the
teaching learning process.
Yes 0 0%
No 50 100%
Observation – Table 20 indicates that 100% teacher educators do not consider the
benefits of using specific ICT resources to the teaching learning process.
Interpretation – Teacher educators do not consider the benefits of using specific ICT
resources to the teaching learning process.
Conclusion - The benefits of using specific ICT resources to the teaching learning
process are not considered by teacher educators.
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4.3.5 Criteria 4 - Practice in the ICT based session

9. Frequency of Use of ICT in the session.
Table 21. Frequency of Use of ICT
Frequency of Use of ICT in the No. of Teacher educators %

session.
At one stage only 36 72%
At some stages 9 18%
At all stages 5 10%
Figure 19. Frequency of Use of ICT
Observation – Table 21 and 19 indicates that 72% teacher educators make use of ICT at
one stage only in the session. 18% teacher educators make use of ICT at one stage only in
the session. 10% teacher educators make use of ICT at one stage only in the session.
Interpretation – 36 teacher educators make use of ICT at one stage only in the session. 9
teacher educators make use of ICT at some stages the session. 5 teacher educators make
use of ICT at all stages in the session.
Conclusion – In general teacher educators make use of ICT at one stage only during an
ICT based session.
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10. Use of ICT for generating active participation of teacher trainees.
Table 22. Use of ICT for Active Participation
Use of ICT for generating active No. of Teacher educators %

participation of teacher trainees.
Yes 24 48%
No 26 52%
Figure 20. Use of ICT for Active Participation
Observation – Table 22 and Fig. 20 indicates that 48% teacher educators make use of
ICT for generating active participation of teacher trainees. 52% teacher educators do not
make use of ICT for generating active participation of teacher trainees.
Interpretation –26 teacher educators do not make use of ICT for generating active
participation of teacher trainees. 24 teacher educators make use of ICT for generating
active participation of teacher trainees by asking questions only.
Conclusion – In general use of ICT does not generate active participation of teacher
trainees.
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11. Use interactive ICT tool
Table 23. Use of Interactive ICT Tool
Use interactive ICT tool No. of Teacher educators %
Yes 0 0%
No 50 100%
Observation – Table 23 indicates that 100% teacher educators do not use interactive ICT
tools.
Interpretation – Teacher educators do not use interactive ICT tools.
Conclusion - Interactive ICT tools are not used by teacher educators.
12. Use Group work/ pair work during an ICT based session
Table 24. Use of Group work/ Pair work
Use Group work/ pair work during No. of Teacher educators %

an ICT based session
Yes 0 0%
No 50 100%
Observation – Table 24 indicates that 100% teacher educators do not use group work/
pair work during an ICT based session.
Interpretation – Teacher educators do not use group work/ pair work during an ICT
based session.
Conclusion - Group work/ pair work are not used by teacher educators during an ICT
based session.
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13. Integration of assessments into the ICT based session.
Table 25. Integration of Assessments
Integration of assessments into the No. of Teacher educators %

ICT based session.
Yes 50 100%
No 0 0%
Observation – Table 25 indicates that 100% teacher educators integrate assessments into
the ICT based session by asking questions.
Interpretation –Teacher educators integrate assessments into the ICT based session by
asking questions only. They do not use any other forms of assessments.
Conclusion – Teacher educators use only questions as assessment tools.
14. Role of the Teacher Educator in an ICT based session.
Table 26. Role of the Teacher Educator
Role of the Teacher Educator in an No. of Teacher educators %

ICT based session
Active Role 50 100%
Passive Role 0 0%
Observation – Table 26 indicates that 100% teacher educators play an active role in an
ICT based session.
Interpretation – All teacher educators play an active role in an ICT based session.
Conclusion – Teacher educators play an active role in an ICT based session.
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15. Role of the teacher trainee in an ICT based session.
Table 27. Role of the Teacher Trainee
Role of the Teacher trainee in an No. of Teacher educators %

ICT based session
Active Role 28 56%
Passive Role 22 44%
Figure 21. Role of the Teacher Trainee
Observation – Table 27 and Fig. 21 indicates that 56% teacher trainees play an active
role in an ICT based session. 44% teacher trainees play a passive role in an ICT based
session.
Interpretation –28 teacher educators said that their teacher trainees play an active role in
an ICT based session but the activity is answering questions only. 22 teacher educators
said that their teacher trainees play a passive role in an ICT based session.
Conclusion - Involvement of the teacher trainees in an ICT based session conducted by
the teacher educator was mostly passive except for answering of questions.
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4.3.6 Criteria 5 – Evaluation

16. Evaluation of the ICT based session.
Table 28. Evaluation of the ICT Based Session
Evaluation of the ICT based No. of Teacher educators %

session.
Yes 50 100%
No 0 0%
Observation – Table 28 indicates that 100% teacher educators evaluate the ICT based
session.
Interpretation – All the teacher educators evaluate the ICT based session by using self
evaluation method only.
Conclusion - Teacher educators evaluate the ICT based session through self evaluation.
17. The factors considered in the evaluation. Please list.

Qualitative Conclusions from Feedback
• No specific criteria or format is used by the teacher educators in evaluation of the
ICT based sessions conducted by them.
• It is a general overall evaluation of the quality of the session like excellent, good,
poor.
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4.3.7 Criteria 6 - Your Opinion

18. Satisfaction with the way in which the ICT based sessions are conducted.
Table 29. Satisfaction with ICT Based Sessions
Satisfaction with the ICT based No. of Teacher educators %

session.
Yes 0 0%
No 50 100%
Observation – Table 29 indicates that 100% teacher educators are not satisfied
with the way in which the ICT based sessions are conducted.
Interpretation – All the teacher educators are not satisfied with the way in
which the ICT based sessions are conducted.
Conclusion - Teacher educators are not satisfied with the way in which the ICT
based sessions are conducted.
4.3.8 Qualitative Conclusions from Feedback
19. Ideal of an ICT based session as given by teacher educators.

• For Planning a separate lesson plan format should be used for an ICT
based session.
• Selection of ICT resource should be done judiciously and variety of ICT
resources should be used.
• Teacher’s role should be as a guide and facilitator
• Teacher trainee’s role should be as active participants
• Assessments are essential
• Evaluation is essential
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4.4 - Data Analysis and Interpretation for Objective 3

Objective 3 - To study the effectiveness of ICT based model of curriculum transaction on
teacher trainee’s achievement in content test
H1 – The ICT based model of curriculum transaction will produce better teacher trainee
achievement in content test than the traditional method.
H01 - There is no difference in teacher trainee’s achievement in content test between the
ICT based model of curriculum transaction and traditional method.
4.4.1 Analysis of Achievement in Content Test

The researcher selected three topics on which instructional sessions were prepared
using the ICT based model of curriculum transaction and traditional method. The topics
were coefficient of correlation (CCR), memory training techniques (MTT) and group
work and pair work (GPW). The researcher conducted the sessions on the experimental
group using the ICT based model of curriculum transaction and on the control group
using the traditional method. To study the effectiveness of the model on the teacher
trainee’s achievement the researcher prepared a content test on the topics. The content
test was prepared based on the blueprint. The content test was for a total of 60 marks, 20
marks for each topic. The test was conducted for both the experimental group and the
control group under exam conditions. The test papers were scored using the model
answer and marking scheme prepared. The marks were tabulated topic wise as well as
overall score in content test. This was done to determine if the ICT based model of
curriculum transaction was equally effective in teaching of different topics from different
subjects. This would help in establishing the use of ICT based model of curriculum
transaction for all subjects. The tabulated scores were analyzed using mean, graph,
standard deviation and t- test.
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4.4.2 A Topic wise Comparison of the Achievement in Content Test

Table 30. Topic wise Mean of Content Test
Topics Mean of Experimental Mean of Control

Group Group
Coefficient of Correlation (CCR) 15.98 12.42
Memory training techniques (MTT) 16.38 12.16
Group work pair work (GPW) 15.84 13.95
Figure 22. Topic wise Mean of Content Test
Observation – Table 30 and Fig. 22 show that the mean of the results of the content test
of all three topics CCR, MTT and GPW is 15.98, 16.38 and 15.84 of the experimental
group is greater than the mean all three topics CCR, MTT and GPW of the control group
which is 12.42, 12.16 and 13.95.
Interpretation – The performance of the experimental group is better than the
performance of the control group in terms of teacher trainee’s achievement in all three
topics.
Conclusion – The ICT based model of curriculum transaction is more effective than
traditional method for all three topics as per achievement in content test.
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4.4.3 An Overall Comparison of the Achievement in Content Test

Table 31. Overall Mean of Content Test
Experimental Group Control Group
Mean 48.20 38.53
Figure 23. Comparison of Overall Achievement in Content Test
Observation – The mean of the results of the content test of the experimental group is
48.2 which is greater than the mean of the control group which is 38.53.
Interpretation – The performance of the experimental group is better than the

performance of the control group in terms of teacher trainee’s achievement in content
test.
Conclusion – The ICT based model of curriculum transaction is more effective on

teacher trainee achievement than traditional method as per content test.
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4.4.4 Significance of Difference of Mean - Coefficient of Correlation
After calculation of the Mean, the Standard deviation was calculated and then the t –
value was calculated and the results were tabulated and interpreted.
Table 32. Significance of Difference of Mean - Coefficient of Correlation
Group N Mean Standar df T- Level of Remark

d Value Significance
Deviati
0.01
on
EG 91 15.98 2.23 90 15.02 2.63 H0 Rejected
H1
CG 91 12.42 1.68 Accepted
Observation – Table 32 indicates that the obtained ‘t’ value is 15.02 at 0.05 level of
significance which is greater than the table ‘t’ value 2.63. Hence ‘t’ value is significant
and so it means that the research hypothesis is accepted and the null hypothesis is
rejected.
Interpretation – The results obtained indicate that the ICT based model of curriculum
transaction which was adopted for teaching the experimental group was significantly
more effective than the traditional method used for teaching the control group for the
topic of coefficient of correlation.

teacher trainee achievement than traditional method as per content test for the topic of
coefficient of correlation.
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4.4.5 Significance of Difference of Mean - Memory Training Techniques

After calculation of the Mean, the Standard Deviation was calculated and then the t –
Table 33. Significance of Difference of Mean - Memory Training Techniques

Deviati
0.01
on
EG 91 16.38 1.81 90 16.42 2.63 H0 Rejected
H1
CG 91 12.16 1.63
Accepted
rejected.
topic of memory training techniques.

memory training techniques.
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4.4.6 Significance of Difference of Mean - Group work Pair work

Table 34. Significance of Difference of Mean - Group work Pair work

Deviati
0.01
on
EG 91 15.84 1.30 90 9.45 2.63 H0 Rejected
H1
CG 91 13.95 1.33
Accepted
rejected.
topic of group work pair work.

group work pair work.
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4.4.7 Significance of Difference of Overall Mean

Table 35. Significance of Difference of Overall Mean
Group N Mean Standard df T- Level of Remark

Deviation Value Significance
0.01
EG 91 48.2 4.28 90 16.96 2.63 H0 Rejected
H1
CG 91 38.53 3.34 Accepted
significance which is greater than the table ‘t’ value2.63.
Hence ‘t’ value is significant and so it means that the research hypothesis is accepted and
the null hypothesis is rejected.
more effective on students achievement than the traditional method used for teaching the
control group as per content test.

overall teacher trainee achievement than traditional method as per content test.
The data analysis of the results of the content test proves that the ICT based model of
curriculum transaction is effective in improving overall teacher trainee achievement.
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4.5 - Data Analysis and Interpretation for Objective 4

Objective 4 - To examine the effectiveness of ICT based model of curriculum transaction
through teacher trainee’s feedback.
H2 - The ICT based model of curriculum transaction will be more effective than the
traditional method through teacher trainee feedback.
H02 - There is no difference in effectiveness between the ICT based model of curriculum
transaction and traditional method through teacher trainee’s feedback.
4.5.1 Analysis of Teacher Trainee Feedback

The researcher selected three topics on which instructional sessions were prepared using
the ICT based model of curriculum transaction and traditional method. The researcher
conducted the sessions on the experimental group using the ICT based model of
curriculum transaction and on the control group using the traditional method. To study
the effectiveness of the model through learner feedback a teacher trainee feedback form
using Likert scale was prepared on 8 criteria used to determine effectiveness after expert
opinion and pilot study. The teacher trainee feedback was collected from both the
experimental group and the control group after conducting all the three sample sessions.
As a 5 point likert scale was used the feedback was converted to scores as follows:
1 = bad, 2 = inadequate, 3 = fair, 4 = good and 5 = excellent
The scores were tabulated and analyzed criteria wise using mean and graph.
The criteria of effectiveness analyzed are as follows:
• Preparation,
• Use of Teaching Aid / ICT Tool,
• Management of Session / Activities,
• Teacher Educators Role,
• Teacher trainees Role,
• Collaborative Learning,
• Assessments
• Overall Impression
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4.5.2 Criteria 1 – Preparation

The preparation done by the teacher educator has been rated by the teacher trainees on a
scale of 1- 5 and the results have been analyzed.
Table 36. Preparation by Teacher Educator – Teacher Trainee Feedback
Criteria - 1 Preparation
Experimental Group 4.8
Control Group 4.34
Figure 24. Preparation by Teacher Educator - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on preparation by

teacher educator for experimental group is 4.8 which is greater than that of the control
group which is 4.34.
Interpretation - The performance of the experimental group is better than the
performance of the control group in terms of preparation by teacher educator as per
teacher trainee feedback.
Conclusion – The ICT based model of curriculum transaction is more effective in
preparation by teacher educator than traditional method as per teacher trainee feedback.
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4.5.3 Criteria 2 - Use of Teaching Aid / ICT Tool

The use of teaching aid / ICT tool have been rated by the teacher trainees on the
following points.
1. Selection of Teaching aid / ICT tool
2. Contribution of the Teaching aid / ICT tool in enhancing learning
Table 37. Use of Teaching Aid / ICT Tool - Teacher Trainee Feedback
Criteria - 2 Selection Contribution
Experimental Group 4.82 4.86
Control Group 3.57 3.52
Figure 25. Use of Teaching Aid / ICT Tool - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on selection of

teaching aid / ICT tool is 4.82 and contribution of teaching aid / ICT tool is 4.86 for
experimental group which is greater than that of the control group which is 3.57 & 3.52.
performance of the control group in terms of use of teaching aid / ICT tool by teacher
educator.
traditional method in use of teaching aid / ICT tool by teacher educator as per teacher
trainee feedback.
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4.5.4 Criteria 3 - Management of Session / Activities

The management of the sessions and activities by the teacher educator has been rated by
the teacher trainees on the following aspects.
1. Organized Presentation of Material - OPM
2. Presentation Of Teaching Points With Examples - PTE
3. Sequencing Of Activities - SA
4. Management Of Transition Of Activities – TA
Table 38. Management of Session / Activities - Teacher Trainee Feedback
Criteria – 3 OPM PTE SA TA
Experimental 4.71 4.84 4.71 4.86

Group
Control Group 3.69 3.38 3.87 3.86
Figure 26. Management of Session / Activities- Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on management of

session / activities for organized presentation of material – OPM is 4.71, presentation of
173
teaching points with examples – PTE is 4.84, sequencing of activities - SA is 4.71,

management of transition of activities – TA is 4.86 for experimental group which is
greater than that of the control group which is 3.69, 3.38, 3.87& 3.86.
performance of the control group in terms of management of session / activities by
teacher educator as per teacher trainee feedback.
traditional method in management of session / activities by teacher educator as per
4.5.5 Criteria 4 - Teacher Educators Role

The role that the teacher educator played during the session was evaluated by the teacher
trainee on the following aspects.
1. Response to difficulties - RD
2. Individual Attention – IA
3. Enthusiasm - E
4. Active Role – AR
Table 39. Teacher Educators Role - Teacher Trainee Feedback
Criteria - 4 RD IA E AR
Experimental Group 4.86 3.71 4.71 3.01
Control Group 3.02 1.26 4.27 4.14

174
Figure 27. Teacher Educators Role - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on teacher

educators role for response to difficulties – RD is 4.86, individual attention – IA is 3.71
and enthusiasm – E is 4.71 for experimental group which is greater than that of the
control group which is 3.02, 1.26, 4.27. The mean of responses for active role AR for
experimental group is 3.01 which is smaller than mean of responses for active role AR
for control group which is 4.14.

performance of the control group in terms of teacher educator’s role except in the case of
active role as per teacher trainee feedback but that is expected as the ICT based model
proposes teacher educator as a guide and facilitator.
traditional method in teacher educator’s role as per teacher trainee feedback.
175
4.5.6. Criteria 5 - Teacher trainees Role

The teacher trainees also evaluated their own role during the session.
1. Level Of Your Motivation/Interest - LMI
2. Active Participants In Learning - AP
3. Directly Involved In Learning Process - DI
4. Ability To Choose Learning (What And When) - CL
Table 40. Teacher trainees Role - Teacher Trainee Feedback
Criteria 5 LMI AP DI CL
Experimental group 4.8 4.93 4.9 3.62
Control Group 3.63 3.12 3.02 1.41
Figure 28. Teacher trainees Role - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on teacher trainees
for level of motivation/interest – LMI is 4.8, active participants in learning – AP is 4.93,
directly involved in learning process – DI is 4.9, ability to choose learning (what and
when) – CL is 3.62 for experimental group which is greater than that of the control group
which is 3.63, 3.12, 3.02 & 1.41
performance of the control group in terms of teacher trainees role.
traditional method in teacher trainees role as per teacher trainee feedback.
176
4.5.7. Criteria 6 – Use of Collaborative Learning

The use of collaborative learning was evaluated by the teacher trainees and rating was
done for the following criteria.
1. Encouraged Interaction And Cooperation Among Students - IC
2. Monitor Learning In Groups / Pairs – ML
Table 41. Mean for Collaborative Learning - Teacher Trainee Feedback
Criteria 6 IC ML
Experimental Group 3.52 4.37
Figure 29. Use of Collaborative Learning - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on use of

collaborative learning for encouraged interaction and cooperation among students - IC is
3.52, monitor learning in groups / pairs – ML is 4.37 for experimental group which is
greater than that of the control group which is 1.13 & 1.13.
performance of the control group in terms of use of collaborative learning.
traditional method in use of collaborative learning by teacher educator as per teacher
trainee feedback.
177
4.5.8. Criteria 7 – Use of Assessments

Assessments are an important aspect of any teaching learning process and so the use
of assessments was evaluated by the teacher trainees on the following criteria.
1. Interwoven Assessment Of Learning - IA
2. Assessment Tasks – AT
Table 42. Mean for Use of Assessments - Teacher Trainee Feedback
Criteria 7 IA AT
Experimental. Group 4.19 4.76
Figure 30. Use of Assessments - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on use of

interwoven assessment of learning – IA is 4.19 and assessment tasks – AT is 4.76 for
performance of the control group in terms of use assessments by teacher educators as per
traditional method in use of assessments by teacher educators as per teacher trainee
feedback
178
4.5.9. Criteria 8 - Overall Impression

1. Overall Impression Of Session
Table 43. Mean for Overall Impression - Teacher Trainee Feedback
Criteria 8
Overall Impression
Experimental. Group
4.82
Control Group
4.03
Figure 31. Overall Impression - Teacher Trainee Feedback
Observation – The mean of responses as per teacher trainee feedback on overall

impression of session is 4.82 for experimental group which is greater than that of the
control group which is 4.03.
performance of the control group in terms of overall impression of session as per teacher
trainee feedback.
traditional method in overall impression as per teacher trainee feedback.
179
4.5.10. Analysis of Total Mean of Effectiveness

After doing a criteria wise analysis of effectiveness as per teacher trainee feedback the
scores of effectiveness were totaled and average mean of responses of all criteria was
calculated to get a total mean of responses of effectiveness for both experimental and
control groups and comparisons were made.
Table 44. Total Mean of Effectiveness - Teacher Trainee Feedback
Total Result Mean of Total effectiveness
89.98
Experimental Group
62.12
Control Group
Figure 32. Total Mean of Effectiveness - Teacher Trainee Feedback
Observation – The total mean of responses on effectiveness as per teacher trainee

feedback for experimental group is 89.98 which is greater than that of the control group
which is 62.12.
Interpretation - The overall effectiveness of the experimental group is better than the
overall effectiveness of the control group as per teacher trainee feedback.
Conclusion – Effectiveness of the ICT based model of curriculum transaction is more
than traditional method as per teacher trainee feedback.
180
4.5.11. Significance of Difference of Mean of Criteria of Effectiveness

The mean and the standard deviation was calculated and then the t – value was
calculated. The results were tabulated and interpreted to determine the significance of
difference of mean of experimental group and control group in criteria of effectiveness
as per teacher trainee feedback.
Table 45. Significance of Difference of Mean of Criteria of Effectiveness- Teacher
Trainee Feedback
Criteria Gro N Mean Standard df T- Table t - Remark

up Deviation Value Value
Preparation EG 91 4.8 0.40 90 6.97 2.63 H02

Rejected
CG 91 4.34 0.48
Use of Teaching EG 91 9.68 0.56 90 11.26 2.63 H02

Aid / ICT Tool Rejected
CG 91 7.09 1.32
Management of EG 91 19.12 1.19 90 17.28 2.63 H02

Session / Rejected
Activities CG 91 14.8 2.05
Teacher EG 91 16.30 1.39 90 13.85 2.63 H02

Educators Role Rejected
CG 91 12.70 2.05
Teacher trainees EG 91 18.25 1.35 90 25.25 2.63 H02

Role Rejected
CG 91 11.18 2.33
Collaborative EG 91 7.89 0.78 90 51.18 2.63 H02

Learning Rejected
CG 91 2.26 0.68
Assessments EG 91 8.95 0.62 90 24.92 2.63 H02

Rejected
CG 91 5.71 1.05
Overall EG 91 4.82 0.38 90 11.29 2.63 H02

Impression
CG 91 4.03 0.60 Rejected
Total EG 91 89.98 5.30 90 24.23 2.63 H02

Significance
181
Observation – Table 45 indicates that the obtained ‘t’ value is greater than table t value
at 0.05 level of significance and 0.01 level of significance for all the criteria of
effectiveness as per teacher trainee feedback. Hence ‘t’ value is significant and so it
means that the research hypothesis H2 is accepted and the null hypothesis is rejected.
more effective than the traditional method for all criteria of effectiveness as per teacher
trainee feedback.
Conclusion – The ICT based model of curriculum transaction has more effectiveness
182
4.5.12. Significance of Difference of Total Mean of Criteria of Effectiveness

After calculating the effectiveness criteria wise, calculation of the total and average of the
mean was done, then the standard deviation was calculated and then the t – value was
calculated with the help of the formula given and the results were tabulated and
interpreted to determine the significance of difference of mean of experimental group and
control group in criteria of effectiveness as per teacher trainee feedback.
Table 46. Significance of Difference of Total Mean of Criteria of Effectiveness-

Teacher Trainee Feedback
Criteria Gro N Mean Stand df T- Table t - Rema

up ard Value Value rk
Devia
tion
Total EG 91 89.98 5.30 90 24.23 2.63 H02

Significance
CG 91 62.12 9.57 Rejec
ted
Observation – Table 46 indicates that the obtained ‘t’ value of 24.23 is greater than table
t value of 2.60 at 0.01 level of significance for effectiveness as per student feedback.
Thus the research hypothesis is accepted and the null hypothesis is rejected.
transaction was significantly more effective than the traditional method as per teacher
trainee feedback.
183
4.6 Data Analysis and Interpretation for Objective 5
Objective 5 - To examine the effectiveness of ICT based model of curriculum transaction

through peer teacher educator feedback.
H3 – The ICT based model of curriculum transaction will be more effective than the
traditional method through peer teacher educator feedback.
H03 - There is no difference in effectiveness between ICT based model of curriculum
transaction and traditional method through peer teacher educator feedback.
4.6.1. Analysis of Peer Teacher Educator Feedback

To study the effectiveness of the model through peer teacher educator feedback, a peer
teacher educator feedback form using Likert scale was prepared on 8 criteria used to
determine effectiveness of the session after expert opinion and pilot study. The peer
teacher educator feedback was collected on both the experimental group and the control
group after conducting all the three sample sessions. As a 5 point likert scale was used
the feedback was converted to scores as follows:
1 = bad, 2 = inadequate, 3 = fair, 4 = good and 5 = excellent
The scores were tabulated and analyzed criteria wise using mean and graph.
The criteria of effectiveness analyzed are as follows:
• Preparation,
• Use of Teaching Aid / ICT Tool,
• Management of Session / Activities,
• Teacher Educators Role,
• Teacher trainees Role,
• Collaborative Learning,
• Assessments
• Overall Impression
184
4.6.2. Criteria 1 – Preparation

The preparation done by the teacher educator has been rated by the peer teacher educator
on a scale of 1- 5 and the results have been analyzed.
1. Level of Research - Research
2. Planning - Plan
3. Preparation - Prep
4. Session Plan - SP
Table 47. Preparation by Teacher Educator – Peer Teacher Educator Feedback
Criteria - 1 Research Plan Prep SP

Control Group 3.44 4.22 4.22 3.56
Figure 33. Preparation by Teacher Educator – Peer Teacher Educator Feedback
Observation – The mean of responses as per peer teacher educator feedback on

preparation for research is 4.78, plan is 4.67, prep. is 4.89 and session plan is 4.67 for
experimental group which is greater than that of the control group which is 3.44, 4.22,
4.22 & 3.56.
performance of the control group in terms of preparation as per peer teacher educator
feedback.
Conclusion – The ICT based model of curriculum transaction is more effective in
preparation than traditional method as per peer teacher educator feedback.
185
4.6.3 Criteria 2 - Use of Teaching Aid / ICT Tool

The use of teaching aid/ICT tool has been rated by the peer teacher educator on the
following points.
1. Selection of teaching aid / ICT tool
2. Contribution of the teaching aid / ICT tool in enhancing learning
3. Handling of teaching aid / ICT tool
4. Justification of teaching aid / ICT tool
Table 48. Use of Teaching Aid / ICT Tool – Peer Teacher Educator Feedback
Criteria 2 Selection Contribution Handling Justification
Experimental Group 5 5 4.67 4.78
Control Group 3.78 3.56 3.56 3.89
Figure 34. Use of Teaching Aid / ICT Tool – Peer Teacher Educator Feedback
Observation – The mean of responses for selection of teaching aid / ICT tool is 5,
contribution of teaching Aid / ICT tool is 5, handling of teaching aid / ICT tool is 4.67
and justification of teaching aid / ICT tool is 4.78 for experimental group which is greater
than that of the control group which is 3.78, 3.56, 3.56 & 3.89.
Interpretation-The performance of the experimental group is better than the
performance of the control group in terms of use of teaching aid / ICT tool.
traditional method in use of teaching aid / ICT tool as per peer teacher educator feedback.
186
4.6.4 Criteria 3 - Management of Session / Activities

The management of the sessions and activities by the teacher educator has been rated by
the peer teacher educator on the following aspects.
1. Organized Presentation of Material - OPM
2. Presentation Of Teaching Points With Examples - PTE
3. Sequencing Of Activities - SA
4. Management Of Transition Of Activities – TA
Table 49. Management of Session / Activities – Peer Teacher Educator Feedback
Criteria 3 OPM PPE SA TA
Control Group 3.78 4.33 3.89 3.89
Figure 35. Management of Session / Activities – Peer Teacher Educator Feedback
Observation – The mean of responses for organized presentation of material – OPM is

4.89, presentation of teaching points with examples – PTE is 4.89, sequencing of
activities - SA is 4.78, management of transition of activities – TA is 4.67 for
experimental group which is greater than that of the control group which is 3.78, 4.33,
3.89 & 3.89.
performance of the control group in terms of management of session / activities.
traditional method in management of session / activities.
187
4.6.5 Criteria 4 - Teacher Educators Role
The role that the teacher educator played during the session was evaluated as follows.
1. Response to difficulties - RD
2. Individual Attention - IA
3. Enthusiasm - E
4. Active Role – AR
Table 50. Teacher Educators Role – Peer Teacher Educator Feedback
Criteria 4 RD IA E AR
Experimental group 4.56 4.89 4.78 2.67
Control Group 3.56 1.22 4.33 4.78
Figure 36. Teacher Educators Role – Peer Teacher Educator Feedback
Observation – The mean of responses as per peer teacher educators feedback on

response to difficulties – RD is 4.56, individual attention – IA is 4.89 and enthusiasm – E
is 4.78 for experimental group which is greater than that of the control group which is
188
3.56, 1.22, 4.33. The mean of responses for active role AR for experimental group is 2.67
which is smaller than mean of responses for active role AR for control group which is
4.78.

performance of the control group in terms of teacher educator’s role except in the case of
active role as per peer teacher educator feedback but that is expected as the ICT based
model proposes teacher educator as a guide and facilitator.
traditional method in teacher educator’s role as per peer teacher educator feedback.
189
4.6.6 Criteria 5 - Teacher Trainee’s Role

The teacher trainee’s role during the session was evaluated by the peer teacher educator.
1. Level Of Motivation/Interest - LMI
2. Active Participants In Learning - AP
3. Directly Involved In Learning Process - DI
4. Ability To Choose Learning (What And When) - CL
Table 51. Teacher Trainee’s Role – Peer Teacher Educator Feedback
Criteria 5 LMI AP DI CL
Experimental group 5 5 4.89 3.67
Control Group 3.67 1.67 1.33 1.11
Figure 37. Teacher Trainee's Role – Peer Teacher Educator Feedback
Observation – The mean of responses for level of motivation/interest – LMI is 5, active

participants in learning – AP is 5, directly involved in learning process – DI is 4.89,
ability to choose learning (what and when) – CL is 3.67 for experimental group which is
greater than that of the control group which is 3.67, 1.67, 1.33 & 1.11
performance of the control group in terms of teacher trainee’s role as per peer teacher
educator feedback.
traditional method in teacher trainee’s role as per peer teacher educator feedback.
190
4.6.7 Criteria 6 – Use of Collaborative Learning

The use of collaborative learning was evaluated by the peer teacher educator and rating
was done for the following criteria.
1. Encouraged Interaction And Cooperation Among Students - IC
2. Monitor Learning In Groups / Pairs – ML
Table 52. Collaborative Learning – Peer Teacher Educator Feedback
Criteria 6 IC MGM
Experimental. Group 4.78 4.78
Figure 38. Use of Collaborative Learning – Peer Teacher Educator Feedback
Observation – The mean of responses as per peer teacher educator feedback on use of
collaborative learning for encouraged interaction and cooperation among students - IC is
4.78, monitor learning in groups / pairs – ML is 4.78 for experimental group which is
greater than that of the control group which is 1.00 & 1.00.
performance of the control group in terms of use of collaborative learning by teacher
educator as per peer teacher educator feedback.
traditional method in use of collaborative learning by teacher educator as per peer teacher
educator feedback.
191
4.6.8 Criteria 7 – Use of Assessments

Assessments are an important aspect of any teaching learning process and so the use
of assessments was evaluated by the peer teacher educator on the following criteria.
1. Interwoven Assessment Of Learning - IA
2. Assessment Tasks – AT
Table 53. Use of Assessments – Peer Teacher Educator Feedback
Criteria 7 IA AT
Experimental group 4.78 4.22
Figure 39. Use of Assessments – Peer Teacher Educator Feedback
Observation – The mean of responses as per peer teacher educator feedback on use of
interwoven assessment of learning – IA is 4.78 and assessment tasks – AT is 4.22 for
performance of the control group in terms of use assessments by teacher educators as per
peer teacher educator feedback.
traditional method in use of assessments by teacher educators as per peer teacher
educator feedback.
192
4.6.9 Criteria 8 - Overall Impression

1. Overall Impression Of Session
Table 54. Overall Impression – Peer Teacher Educator Feedback
Criteria 8 OI
Experimental. Group 4.89
Control Group 3.81
Figure 40. Overall Impression – Peer Teacher Educator Feedback
Observation – The mean of responses as per peer teacher educator feedback on overall
impression of session is 4.89 for experimental group which is greater than that of the
control group which is 3.81.
performance of the control group in terms of overall impression of session as per peer
teacher educator feedback.
traditional method in overall impression as per peer teacher educator feedback.
193
4.6.10 Analysis of Total Mean of Effectiveness

After doing a criteria wise analysis of effectiveness as per peer teacher educator
feedback, the criteria wise scores of effectiveness were totaled and average mean of
responses of all criteria was calculated to get a total mean of responses of
effectiveness for both experimental and control groups and comparisons were made.
Table 55. Total Mean of Effectiveness – Peer Teacher Educator Feedback
Total Mean of Effectiveness

Experimental group 116.56
Control Group 77.83
Figure 41. Total Mean of Effectiveness – Peer Teacher Educator Feedback
Observation – The total mean of responses on effectiveness as per peer teacher educator
feedback for experimental group is 116.56 which is greater than that of the control group
which is 77.83.
Interpretation - The overall effectiveness of the experimental group is better than the
overall effectiveness of the control group as per peer teacher educator feedback.
Conclusion – Effectiveness of the ICT based model of curriculum transaction is more
than traditional method as per peer teacher educator feedback.
194
4.6.11 Significance of Difference of Mean in Criteria of Effectiveness

The t – value was calculated and the results were tabulated and interpreted to determine
the significance of difference of mean of experimental group and control group in criteria
of effectiveness as per peer teacher educator feedback.
Table 56. Significance of Difference of Mean in Criteria of Effectiveness– Peer
Teacher Educator Feedback
Criteria Gro N Mean Standard df T- Table t - Remark

up Deviation Value Value
Preparation EG 9 19 1.58 16 4.6 2.92 H03
Use of Teaching EG 9 19.44 0.88 16 6.75 2.92 H03

Aid / ICT Tool
Management of EG 9 19.22 1.39 16 4.83 2.92 H03

Session /
Activities CG 9 15.89 1.54 Rejected
Teacher EG 9 16.89 1.45 16 4.24 2.92 H03

Educators Role
Teacher trainees EG 9 18.56 0.73 16 19.6 2.92 H03

Role
Collaborative EG 9 9.56 0.88 16 26.07 2.92 H03

Learning
CG 9 2.00 0 Rejected
Assessments EG 9 9 0.71 16 13.33 2.92 H03
CG 9 3.67 1 Rejected
Overall EG 9 4.89 0.33 16 7.14 2.92 H03

Impression
Total EG 9 116.56 6.46 16 11.35 2.92 H0

significance Rejected
CG 9 77.83 7.92
195
Observation – Table 56 indicates that the obtained ‘t’ value is greater than table t value
at 0.01 level of significance for all the criteria of effectiveness as per student feedback.
Hence ‘t’ value is significant and so it means that the research hypothesis H3 is accepted
and the null hypothesis is rejected.
more effective than the traditional method for all criteria of effectiveness as per teacher
educator feedback.
than traditional method as per teacher educator feedback.
196
4.6.12 Significance of Difference of Total Mean of Criteria of Effectiveness

After calculating the effectiveness criteria wise, calculation of the total and average of
the mean was done, then the standard deviation was calculated and then the t – value was
calculated and the results were tabulated and interpreted to determine the significance of
difference of mean of experimental group and control group in criteria of effectiveness as
per peer teacher educator feedback.
Table 57. Significance of Difference of Total Mean of Criteria of Effectiveness– Peer

Teacher Educator Feedback
Tool Gro N Mean Standard df T - Value Table t - Remark

up Deviation Value
Teacher EG 9 116.56 6.46 16 11.35 2.92 at H0

Educator 0.01 level Rejected
CG 9 77.83 7.92
Feedback
Observation – Table 57 indicates that the obtained ‘t’ value of 11.35 is greater than table
t value 2.92 at 0.01 level of significance for effectiveness as per peer teacher educator
feedback. Hence ‘t’ value is significant and so it means that the research hypothesis is
accepted and the null hypothesis is rejected.
more effective than the traditional method for effectiveness as per peer teacher educator
feedback.
than traditional method as per teacher educator feedback.
197
4.7 Data Analysis and Interpretation for Objective 6
Objective 6 - To find the usability of the ICT based model of curriculum transaction for
teacher educators.
Research questions
• What would be the response of the user group of teacher educators about the
usability of the ICT based model of curriculum transaction?
• How much is the total usability of the ICT based model of curriculum transaction
for teacher educators?
4.7.1 Analysis of Usability of the ICT Based Model of Curriculum Transaction

To study the usability of the ICT based model of curriculum transaction for teacher
educators the researcher finalized the usability quality components. The researcher then
prepared a questionnaire covering the various usability components to collect feedback
about the usability of the ICT based model of curriculum transaction. The questionnaire
was validated through expert opinion.
Selection of user group was done purposefully based on the availability and
willingness of the teacher educators. The researcher then distributed the manual of ICT
based model of curriculum transaction with CD to the user group. An orientation of
aspects of the ICT based model of curriculum transaction was given by the researcher to
the user group. Time was given for actual use of the ICT based model of curriculum
transaction by the user group of teacher educators.
The researcher then collected feedback on the usability of the ICT based model of
curriculum transaction through questionnaire and interview. Open ended questions were
given to get qualitative feedback on usability of the ICT based model of curriculum
transaction.
The responses were analyzed through percentages, graphical presentation and

qualitative interpretation. The frequency of the responses was totaled and then the
responses were converted to percentage scores. The responses to the open ended
statements were summarized.
198
4.7.2 Analysis of Usability Quality Component I - UNDERSTANDABILITY

The understandability of the ICT based model was analysed through 7 questions
covering understandability of the theoretical base of constructivism, principles of the ICT
based model, procedure, stages and reflective questions used throughout the model. The
analysis has been done statement wise and responses given.
Statement1 - The ICT based model is easy to understand.
Table 58. Easy to Understand - ICT Based Model
Responses Frequency %
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 58 reveals that 100% of the users responded that the ICT based
model is easy to understand
Interpretation – All the users found the ICT based model easy to understand.
Conclusion – It is easy to understand the ICT based model of curriculum transaction.

199
Statement 2 - Easy to understand constructivism as the theoretical base of ICT

based model.
Table 59. Understandability of Constructivism as Theoretical Base of the Model
Yes 12 80%
No 3 20%
Total 15 100%
Figure 42. Understandability of Constructivism as Theoretical Base of the Model
Observation – Table 59 and Fig. 42 reveals that 80% of the users responded that it was
easy to understand constructivism as the theoretical base of ICT based model. 20% of the
users responded that it was not easy to understand constructivism as the theoretical base
of ICT based model. If No response –They did not understand constructivism as a theory
and thus constructivism as the theoretical base of ICT based model was not easy to
understand.
Interpretation –Majority of the users found it easy to understand constructivism as the
theoretical base of ICT based model.
Conclusion – It is easy to understand constructivism as the theoretical base of ICT based
model.
200
Statement 3 - Principles of the ICT based model are easy to understand.
Table 60. Understandability of Principles of the ICT Based Model
Yes 14 93.4%
No 1 6.6%
Total 15 100%
Figure 43. Understandability of Principles of the ICT Based Model
Observation – Table 60 and Fig. 43 reveals that 93.4% of the users responded that the
principles of the ICT based model are easy to understand. 6.6% of the users responded
that the principles of the ICT based model are not easy to understand. If No response –
They did not understand the principle of reflective practice and thus the principles of the
model were difficult to understand.
Interpretation –Majority of the users found the principles of the ICT based model easy
to understand. A very negligible percentage of users found the principles of the ICT
based model not easy to understand and only one of the principles i.e., the principle of
reflective practice was not easy to understand.
Conclusion – It is easy to understand the principles used in the ICT based model.
201
Statement 4 - Easy to understand procedure of ICT based model.
Table 61. Understandability of Procedure of ICT Based Model
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 61 reveals that 100% of the users responded that the procedure of
the ICT based model is easy to understand.
Interpretation –All the users found the procedure of the ICT based model easy to
understand.
Conclusion – It is easy to understand the procedure of the ICT based model.
Statement 5 - Easy to understand stages of ICT based model.
Table 62. Understandability of Stages of ICT Based Model
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 62 reveals that 100% of the users responded that the stages of the
ICT based model easy to understand
Interpretation –All the users found the stages of the ICT based model easy to
understand.
Conclusion - It is easy to understand stages of the ICT based model.

202
Statement 6 - Easy to understand reflective material of ICT based model.
Table 63. Understandability of Reflective Material of ICT Based Model
Frequency %
Responses
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 63 reveals that 100% of the users responded that the reflective
material of the ICT based model was easy to understand
Interpretation –All the users found the reflective material of the ICT based model easy
to understand.
Conclusion – It is easy to understand the reflective material of the ICT based model.
Statement 7 - Easy to understand sample session plans of ICT based model.
Table 64. Understandability of Stages of ICT Based Model
Yes 15 100%
No 0 0%
Observation – Table 64 reveals that 100% of the users responded that the sample
sessions of the ICT based model were easy to understand.
Interpretation –All the users found the sample sessions of the ICT based model easy to
understand.
Conclusion – It is easy to understand the sample session plans of the ICT based model.
203
4.7.3 Usability Quality Component II – LEARN-ABILITY

The learn-ability of the ICT based model was analyzed through 3 questions covering
general learn-ability of the ICT based model, learning ability of the teacher trainees who
are taught using the ICT based model, and the contribution of the self-evaluation
questions in learning how to use the ICT based model.
Statement 8 - Easy learn ability of usage of the ICT based model
Table 65. Learn-ability of the Usage of ICT Based Model
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 65 reveals that 100% of the users responded that the ICT based
model were easy to learn to use.
Interpretation –All users found the ICT based model was easy to learn to use.
Conclusion – It is easy to learn how to use the ICT based model.
Statement 9 – Learn-ability of teacher trainees.

Table 66. Learn-ability of Teacher Trainees
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 66 reveals that 100% of the users responded that teacher trainees
were able to learn effectively through teaching by this ICT based model.
Interpretation –All the users found that teacher trainees are able to learn effectively
through teaching by this ICT based model.
Conclusion - Teacher trainees are able to learn effectively when taught by this ICT
based model.
204
Statement 10 - Self evaluation questions help in enhancing learning of the ICT based
model
Table 67. Learn-ability through Self Evaluation Questions
Yes 14 94.33%
No 1 6.67%
Total 15 100%
Figure 44. Learn-ability through Self Evaluation
Observation – Table 67 and fig. 44 reveals that 94.33% of the users responded that self
evaluation questions were helpful in enhancing learning of the ICT based model. 6.67%
of the users responded that self evaluation questions were not helpful in enhancing
learning of the ICT based model. If No response –They felt that self evaluation is not
appropriate as it may not be reliable.
Interpretation –Most of the users found that self evaluation questions were helpful in
enhancing learning of the ICT based model. A very negligible number of users said that
self evaluation questions were not helpful in enhancing learning of the ICT based model.
Conclusion - Self evaluation questions were helpful in enhancing learning of the ICT
based model.
205
4.7.4 Usability Quality Component III - OBJECTIVE ACHIEVEMENT
The usability quality component of objective achievement of the ICT based model was
analyzed through 2 questions covering goal achievement of the ICT based model and
objective achievement of the ICT based model. The analysis has been done statement
wise and responses given.
Statement 11 - Goal Achievement of ICT based model
Table 68. Goal Achievement of ICT Based Model
Yes 13 86.66%
No 2 13.34%
Total 15 100%
Figure 45. Goal Achievement of ICT Based Model
ICT based model help in fulfilling the goal of enabling the teacher educator to effectively
plan, design, develop, conduct, assess and evaluate curriculum transaction using ICT.
206
13.34% of the users responded that the ICT based model did not help in fulfilling the goal
of enabling the teacher educator to effectively plan, design, develop, conduct, assess and
evaluate curriculum transaction using ICT.
If No response –They felt that the goal of enabling the teacher educator to effectively
plan, design, develop, conduct, assess and evaluate curriculum transaction using ICT
through use of the model was not feasible as it is not possible to achieve mastery over all
the aspects.
Interpretation – Most of the users responded that the ICT based model help in fulfilling
the goal of enabling the teacher educator to effectively plan, design, develop, conduct,
assess and evaluate curriculum transaction using ICT. A negligible number of users
responded that the ICT based model did not help in fulfilling the goal of enabling the
teacher educator to effectively plan, design, develop, conduct, assess and evaluate
curriculum transaction using ICT.
Conclusion - The ICT based model helps in fulfilling the goal of enabling the teacher
educator to effectively plan, design, develop, conduct, assess and evaluate curriculum
transaction using ICT.
207
Statement 12 - ICT based model of curriculum transaction helps in fulfilling the

objectives stated in the model.
Table 69. Achievement of Objectives of ICT Based Model
Yes 13 86.66%
No 2 13.34%
Total 15 100%
Figure 46. Achievement of Objectives of ICT Based Model
Observation – Table 69 and fig. 46 reveals that 86.66% of the users responded that the
objectives of the ICT based model were achievable. 13.34% of the users responded that
the objectives of the ICT based model were not achievable.
If No response –They felt that it is not possible to achieve all objectives of the ICT
based model.
Interpretation – Most of the users responded that the objectives of the ICT based model
were achievable. A negligible number of the users responded that the objectives of the
ICT based model were not achievable.
Conclusion - The objectives of the ICT based model are achievable.
208
4.7.5 Usability Quality Component IV - OPERABILITY

The usability quality component of operability of the ICT based model was analyzed
through 4 questions covering sequencing of the stages, application of constructivism
while conducting a session, application of the principles while conducting a session and
procedure to be followed in the ICT based model. The analysis has been done statement
wise and responses given.
Statement 13 - Appropriate sequencing of the stages of the ICT based model
Table 70. Appropriate Sequencing of Stages of the ICT Based Model
Yes 14 94.33%
No 1 6.67%
Total 15 100%
Figure 47. Appropriate Sequencing of Stages of the ICT Based Model
stages of the ICT based model were appropriately sequenced. 6.67% of the users
responded that the stages of the ICT based model were not appropriately sequenced.
209
If No response –The teacher educator felt that the stage 6 - Reflecting on the impact of
ICT based lesson is not necessary.
Interpretation – Most of the users responded that the stages of the ICT based model
were appropriately sequenced. A negligible number of the users responded that the stages
of the ICT based model were not appropriately sequenced.
Conclusion - The stages of the ICT based model are appropriately sequenced.
Statement 14 – Use of constructivism in the ICT based model
Table 71. Use of Constructivism in the ICT Based Model
Yes 13 86.67%
No 2 13.34%
Total 15 100%
Figure 48. Use of Constructivism in the ICT Based Model

210
Observation – Table 71 and Fig. 48 reveals that 86.67% of the users responded that use
of constructivism in the ICT based model is possible. 13.34% of the users responded that
use of constructivism in the ICT based model is not possible.
If No response –The teacher educator felt that the use of constructivism in the ICT based
model will bring restrictions in an ICT based session.
Interpretation – Majority of the users responded that use of constructivism in the ICT
based model is possible. Very few of the users responded that use of constructivism in the
ICT based model is not possible.
Conclusion - It can be concluded that use of constructivism in the ICT based model is
possible.
Statement 15 - Using the principles in the ICT based model
Table 72. Using the Principles in the ICT Based Model
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 72 reveals that 100% of the users responded that it is possible to
use the principles highlighted in the ICT based model while conducting the session.
Interpretation –All the users found that it is possible to use the principles highlighted in
the ICT based model while conducting the session.
Conclusion – It is possible to use the principles highlighted in the ICT based model
while conducting the session.
211
Statement 16 - Following the procedure of the ICT based model.
Table 73. Follow Procedure of the ICT Based Model
Yes 14 94.33%
No 1 6.67%
Total 15 100%
Figure 49. Follow Procedure of the ICT Based Model
Observation – Table 73 and Fig. 49 reveals that 94.33% of the users responded that it is
possible to follow the procedure stated while conducting the ICT based session. 6.67% of
the users responded that it is not possible to follow the procedure stated while conducting
If No response –The teacher educator felt that a lot of planning will be required to follow
the procedure stated in the ICT based Model.
Interpretation –Majority of the users responded that it is possible to follow the
procedure stated while conducting the ICT based session. A very negligible number of
the users responded that it is not possible to follow the procedure stated while conducting
Conclusion - It can be concluded that it is possible to follow the procedure stated while
conducting the ICT based session.
212
4.7.6 Usability Quality Component V - USER SATISFACTION

The usability quality component of user satisfaction of the ICT based model was
analyzed through 2 questions covering effective curriculum transaction and likeability of
the ICT based model. The analysis has been done statement wise and responses given.
Statement 17 - ICT based model helps in effective curriculum transaction
Table 74. ICT Based Model Helps in Effective Curriculum Transaction
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 74 reveals that 100% of the users responded that ICT based model
helps in effective curriculum transaction
Interpretation –All the users found that ICT based model helps in effective curriculum
transaction.
Conclusion – ICT based model helps in effective curriculum transaction.
Statement 18 – Likeability of the ICT based model
Table 75. Likeability of the ICT Based Model
Yes 15 100%
No 0 0%
Total 15 100%
Observation – Table 75 reveals that 100% of the users responded that they like the ICT
based model of curriculum transaction.
Interpretation –All the users like the ICT based model of curriculum transaction.
Conclusion – ICT based model is liked by teacher educators.
213
4.7.7 Usability Quality Component VI - APPLICABILITY

Statement 19 - Applicability of ICT based model to teaching theory of any subject in
the B.Ed. curriculum.
Table 76. Applicability of ICT Based Model to Teaching of any Subject in the B.Ed.
Curriculum.
Yes 15 100%
No 0 0%
Total 15 100%
can be used for teaching theory component of any subject in the B.Ed. curriculum
Interpretation –All of the users responded that ICT based model can be applied for
teaching theory component of any subject in the B.Ed. curriculum.
Conclusion – Thus it can be concluded that The ICT based model can be applied for
teaching theory component of any subject in the B.Ed. curriculum.
Statement 20 - ICT based model can be used by D.T.Ed. teacher educators
Table 77. ICT Based Model can be Used by D.T.Ed. Teacher Educators
Yes 15 100%
No 0 0%
Total 15 100%
can be used by D.T.Ed. Teacher educators.
Interpretation –All of the users responded that ICT based model can be used by
D.T.Ed. Teacher educators.
Conclusion –The ICT based model can be used by D.T.Ed. teacher educators.
214
Statement 21 - ICT based model can be used by teacher trainees

Table 78. Use of ICT Based Model by Teacher Trainees
Yes 14 94.33%
No 1 6.67%
Total 15 100%
Figure 50. Use of ICT Based Model by Teacher Trainees
Observation – Table 78 and Fig. 50 reveals that 94.33% of the users responded that ICT
based model can be used by teacher trainees. 6.67% of the users responded that ICT
based model cannot be used by teacher trainees.
If No response – Teacher trainees may not be able to understand the concepts in the
model.
Interpretation – Majority of the users responded that ICT based model can be used by
teacher trainees. A very negligible number of the users responded that ICT based model
cannot be used by teacher trainees.
Conclusion –The ICT based model can be used by teacher trainees.
215
Statement 22 - ICT based model can be used by school teachers.
Table 79. Use of ICT based Model by School Teachers
Yes 14 94.33%
No 1 6.67%
Total 15 100%
Figure 51. Use of ICT based Model by School Teachers
rs
Observation – Table 79 and Fig. 51 reveals that 94.33% of the users responded that ICT
based model can be used by school teachers. 6.67% of the users responded that ICT
based model cannot be used by school teachers.
If No response – School teachers may not be able to understand the concepts in the
model.
Interpretation – Majority of the users responded that ICT based model can be used by
school teachers. A very negligible number of the users responded that ICT based model
cannot be used by school teachers.
Conclusion – The ICT based model can be used by school teachers.
216
4.7.8 Overall Qualitative Feedback about Usability

Qualitative feedback comprises of 3 questions which required qualitative statements to be
made by the teacher educators. The responses to these questions are summarized and
listed.
Statement 23 - What did you like about the ICT based model?
Responses -
217
• Effective for teaching any topic.

• Use of constructivism
• Justified use of ICT
• Increase creativity of teacher educator
• Good option to traditional teaching
• Teacher as a guide and facilitator
• Objectives are well defined
• Principles are appropriate
• Self learning
• Reflective practice
• Self evaluation
• User friendliness of the manual
Statement 24 - What did you not like about the ICT based model?
Responses -
• Constructivism will be difficult to implement in an ICT based session.
• Reflective questions were difficult.
Statement 25 -What changes would you suggest to be made in the ICT based model?
Responses -
• Other techniques like problem solving, brainstorming, brain based learning should
be included.
• Manual should be in Marathi also.
• Reflective questions should be replaced by instructions.
4.7.9 Conclusions of the Data about Usability of ICT Based Model

Based on the overall observations and interpretations about the usability of the ICT
based model for teacher educators the researcher concluded the user group responses
in the form of percentage.
218
Table 80. User Group Responses in % about Usability of the ICT Based Model
Usability Quality Statements % %

components Obtained Average
Understandability The ICT based model is easy to 100% 96.2%

understand.
Undestandability of Constructivism as 80%
the theoretical base of ICT based model.
Principles of the ICT based model are 93.4
easy to understand.
Undestandability of - Procedure of ICT 100%
based model
Undestandability of stages of ICT based 100%
model.
Undestandability of reflective material of 100%
ICT based model.
Undestandability of sample session plans 100%
of ICT based model.
Learn ability Easy learn ability of usage of the ICT 100% 98.1%
based model
Learn ability of Teacher trainees 100%
Learn ability through Self Evaluation 94.3%
Questions
Objective Goal Achievement of ICT based model 86.7% 86.7%
Achievement Achievement of objectives of ICT based 86.7%
model
Operability Appropriate sequencing of the stages of 94.3% 93.8%
the ICT based model.
Use of constructivism in the ICT based 86.7%
model.
219
Usability Quality Statements % %

components Obtained Average
Using the principles in the ICT based 100%

model
Following the procedure of the ICT 94.3%
based model.
User Satisfaction ICT based model helps in effective 100% 100%
curriculum transaction
Likeability of the ICT based model 100%
Applicability Applicability of ICT based Model to 100% 97.2%
teaching theory of any subject in the
B.Ed. curriculum.
ICT based model can be used by D.T.Ed. 100%
teacher educators
ICT based model can be used by Teacher 94.3%
trainees
ICT based model can be used by school 94.3%
teachers.
Total % of usability of ICT based model 95.3%
Observation – Table 80 shows that the understandability of the ICT based model is
96.2%. The learn ability of the ICT based model is 98.1%. The objective achievement of
the ICT based model is 86.7%. The operability of the ICT based model is 93.8 %. The
user satisfaction of the ICT based model is 100%. The applicability of the ICT based
model is 97.2 %. Total % of usability of ICT based model is 95.3%. User group of
teacher educators expressed their views about likeability and improvements to the ICT
based model.
Interpretation – Usability of the ICT based model was proved on the basis of the
usability quality component and responses of the user group of teacher educators and the
total % of usability of ICT based model was found to be 95.3%.
220
Table 81. Total usability of ICT Based Model
S.No. Usability Quality Component Average % Total %

1 Understandability 96.2% 95.3%
2 Learnability 98.1%
3 Objective Achievement 86.7%.
4 Operability 93.8 %.
5 User Satisfaction 100%
6 Applicability 97.2%
Figure 52. Usability Quality Components of ICT Based Model
Observation – Table 81 and Fig.52 shows that the understandability of the ICT based
model is 96.2%. The learn-ability of the ICT based model is 98.1%. The objective
achievement of the ICT based model is 86.7%. The operability of the ICT based model is
93.8 %. The user satisfaction of the ICT based model is 100%. The applicability of the
ICT based model is 97.2 %.
Interpretation - The understandability of the ICT based model is excellent. The learn
ability of the ICT based model is excellent. The objective achievement of the ICT based
model is good. The operability of the ICT based model is excellent. The user satisfaction
of the ICT based model is excellent. The applicability of the ICT based model is
excellent.
221
Analysis of expert comments and suggestions about the ICT based model.
• The ICT based model has been very thoughtfully designed.

• Constructivism as the base for the ICT based model is very appropriate
• Principles of the ICT based model are very appropriate
• The stages of the ICT based model are logically sequenced
• Reflective design of the ICT based model is very good
• The manual gives a complete idea about the ICT based model
• The ICT based model is very useful for conducting effective ICT based sessions
• The sample sessions are excellently designed.
Suggestions from experts about the ICT based model
• Other techniques like problem solving and brainstorming should be included.

• Manual should be in Marathi also.
Conclusion – The ICT based model is very useful to teacher educators for curriculum
transaction.

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140

DATA ANALYSIS AND INTERPRETATION

CHAPTER IV................................................................................................................ 141

DATA ANALYSIS AND INTERPRETATION ......................................................... 144

4.0 INTRODUCTION ............................................................................................. 144

4.1 Analysis of Qualitative Data .............................................................................. 144

4.2 Analysis of Quantitative Data ........................................................................... 144

4.2.1 Descriptive Statistics ................................................................................... 145

4.2.2 Inferential Statistics ..................................................................................... 145

4.3. Data Analysis and Interpretation for Objective 1 ....................................... 146

4.3.1 Analysis of the ICT based curriculum transaction practices by teacher

4.3.2 Criteria 1 - Usage ......................................................................................... 147

4.3.3 Criteria 2- Preparation and Planning........................................................ 149

4.3.4 Criteria 3 - Selection of ICT Resource....................................................... 153

4.3.5 Criteria 4 - Practice in the ICT based session ........................................... 155

4.3.6 Criteria 5 – Evaluation ................................................................................ 160

4.3.7 Criteria 6 - Your Opinion ........................................................................... 161

4.3.8 Qualitative Conclusions from Feedback ................................................... 161

4.4 - Data Analysis and Interpretation for Objective 3 ........................................ 162

4.4.1 Analysis of Achievement in Content Test .................................................. 162

4.4.3 An Overall Comparison of the Achievement in Content Test ................. 164

4.4.4 Significance of Difference of Mean - Coefficient of Correlation ............. 165

4.4.5 Significance of Difference of Mean - Memory Training Techniques ..... 166

4.4.6 Significance of Difference of Mean - Group work Pair work.................. 167

4.4.7 Significance of Difference of Overall Mean .............................................. 168

4.5 - Data Analysis and Interpretation for Objective 4 ......................................... 169

4.5.1 Analysis of Teacher Trainee Feedback ....................................................... 169

4.5.2 Criteria 1 – Preparation .............................................................................. 170

4.5.3 Criteria 2 - Use of Teaching Aid / ICT Tool ............................................. 171

4.5.4 Criteria 3 - Management of Session / Activities ........................................ 172

4.5.5 Criteria 4 - Teacher Educators Role .......................................................... 173

4.5.6. Criteria 5 - Teacher trainees Role ............................................................. 175

4.5.7. Criteria 6 – Use of Collaborative Learning .............................................. 176

4.5.8. Criteria 7 – Use of Assessments ................................................................. 177

4.5.9. Criteria 8 - Overall Impression ................................................................. 178

4.5.10. Analysis of Total Mean of Effectiveness ................................................. 179

4.5.11. Significance of Difference of Mean of Criteria of Effectiveness ........... 180

4.5.12. Significance of Difference of Total Mean of Criteria of Effectiveness 182

4.6 Data Analysis and Interpretation for Objective 5 ........................................... 183

4.6.1. Analysis of Peer Teacher Educator Feedback .......................................... 183

4.6.2. Criteria 1 – Preparation ............................................................................. 184

4.6.3 Criteria 2 - Use of Teaching Aid / ICT Tool ............................................. 185

4.6.4 Criteria 3 - Management of Session / Activities ......................................... 186

4.6.5 Criteria 4 - Teacher Educators Role .......................................................... 187

4.6.6 Criteria 5 - Teacher Trainee’s Role .......................................................... 189

4.6.7 Criteria 6 – Use of Collaborative Learning ............................................... 190

4.6.8 Criteria 7 – Use of Assessments .................................................................. 191

4.6.9 Criteria 8 - Overall Impression .................................................................. 192

4.6.10 Analysis of Total Mean of Effectiveness .................................................. 193

4.6.11 Significance of Difference of Mean in Criteria of Effectiveness ............ 194

4.6.12 Significance of Difference of Total Mean of Criteria of Effectiveness... 196

4.7 Data Analysis and Interpretation for Objective 6 ........................................... 197

4.7.1 Analysis of Usability of the ICT Based Model of Curriculum Transaction

4.7.2 Analysis of Usability Quality Component I - UNDERSTANDABILITY198

4.7.3 Usability Quality Component II – LEARN-ABILITY ............................. 203

4.7.4 Usability Quality Component III - OBJECTIVE ACHIEVEMENT ..... 205

4.7.5 Usability Quality Component IV - OPERABILITY ............................... 208

4.7.6 Usability Quality Component V - USER SATISFACTION .................... 212

4.7.7 Usability Quality Component VI - APPLICABILITY ........................... 213

4.7.8 Overall Qualitative Feedback about Usability.......................................... 216

DATA ANALYSIS AND INTERPRETATION

4.1 Analysis of Qualitative Data

In qualitative data, the information obtained from participants is not expressed in

4.2 Analysis of Quantitative Data