Browsing by Subject "ICT tools"
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Item Attitude of Master Level Students towards ICT in Mathematics Education(Department of Mathematics Education, 2018) Joshi, Amba DattThis study is based on mixeddesignentitled“Attitude of Master Level Students TowardsICT in Mathematics Education.”The purpose of thisresearch isto findthe attitude of master level students towards ICT in mathematics education and tocompare the attitude between boy’s andgirl’sstudents towards ICT in mathematics education. The sample of the study consisted from Tribhuvan UniversityKirtipur, Kathmandu.The data were collected fromquestionnaireand interview.Altogether 100 students wereconsidered as the sample (85 boys and 15 girls) by random sampling strategy.For this, a set of questionnaire was developed as the tool.To collectthe data from interview guideline four students were selectedusingpurposive sampling method. The attitude of students measured in the five categories rating scale of Likert. The collected data was tabulated and analyzed by using SPSS software to get thevalue of statistics χ 2 -test, percentage, mean and standard deviationand t-testfor objective first and second respectively. The findings,mean value ofboy’sstudents is 301.18 andgirls students is54.18.In the comparisonof boys andgirl’sattitudet-valueof thestatements was6.31whichdoes not lie its tabulated value 1.96. So, alternate hypothesis is rejected. This shows that there is significance difference between the attitude ofboy’sstudents and girls students. The study concluded thatthere is a positive attitude towards ICT in mathematics education and significance difference between the attitude ofboy’s andgirl’sstudents towards ICT in mathematics education.It is also concludedthat there is well designed course, sufficient materials and equipment’s in ICT lab,effective learning activities, goodinternet access and evaluation system of ICT in mathematics education.Item Availability of ICT Tools in Mathematics Classroom: A Case Study(Department of Mathematics Education, 2023) Bishwokarma, RajanAvailable With Full TextItem Availabiliy of ICT tools in mathematics classroom: A case study(Department of Mahematics Education, 2023) BIshwokarma, RajanThis study focuses on the"Availability of ICT Tools in Mathematics Classroom: A Case Study ".The main objectives of this study were to find out the status of the use of ICT in Mathematics classes at Dhading District and to find out the opportunities and challenges to practice ICT at secondary level mathematics teachers and students. This study was based on qualitative Research design. This studywas conducted with a sample of one school from the public selected bypurposive sampling.The Researcher has selected one head teacher,two mathematics teachers and four studentsof Shree Palpa samari bhanjyang School. Researcher used direct interviews with students, the head teacher, and the math teacher.Researcher observed classroom two times on different days during teaching- learning activities. The collected information from teachers and students was analyzed with the help of the theoretical and conceptual framework developed bythe researcher. The finding of the study shows the development of innovative technologies for teaching learning activities, the government schools of Nepal were trying to implement ICT integration into schools. The school has its computer lab and other ICT infrastructures available at school. The available tools and devices were not sufficientbecause of excessive number of student.Mathematics teachers were using technologies for teaching mathematics interactively. This study shows that several challenges and opportunities to utility ICT in mathematics. ICT integration in Mathematics-education has a positive impact on both the teaching and learning process. The study was conducted to determinethe impediments to the integration ofICT in Mathematics. There are some barriers to integrating ICT in teaching and learning mathematics in various branches of mathematics. viii Major education implications of the study are school administration should givemore concentration to buildICT infrastructures and motivate teachers to integrate technologies in their classroom activities.Government schools should try to coordinate with different governmental non-governmental organizations to develop their ICTs capacity in school.Mathematics teachersalsoshould improve their teaching-learning practice emphasized on group discussion and child-friendly teaching-learning instead of lecture methods.Students should know about there are various opportunities to learn besides the classroom activities.Item Practices of ICT in Teaching and Learning Mathematics(Department of Mathematics Education, 2019) Adhikari, Bhanu BhaktaAvailable with full textItem Practices of ICT Tools in Teaching Mathematics(Department of Mathematics Education, 2022) Banskota, Bal KrishnaThe study entitled “Practices of ICT tools in teaching mathematics “aims to examine the use of ICT tools in teaching mathematics and identify teacher's practices ICT tools in teaching mathematics. The data were collected by questionnaire to 152 teachers from 50 schools of Kathmandu district. The respondents were selected by simple random sampling method. The survey design was conducted to achieve the objectives of the study. The score of 1,2,3,4,5 were used to the skill in favor of always, frequently , sometime, rarely and never these five points of Likert scale was adopted were asked to indicator their options with tick (..) mark.The statistical toolsMann-Whitney u test were used to find out significance difference between mean scores of teachers the use of ICT in teaching mathematics. The collected data was tabulated and analyzed by using SPSS software version 21.0 to get the value of statistics percentage, mean and standard deviation for objective first and second respectively. By analyzing and interpretation of obtained data, the researcher found that maximum teachers do not used ICT tools regularly in the mathematics classroom. More than one fourth percentage of teacher using ICT in daily whenever required and that percentage is very poor in maximum ICT tools which indicates that maximum of them are poorly using it in their daily activities in school. It is conclude that there is no significant difference in the use of ICT tools between private and public schools, male and female age groups, teaching experiences, job position and ICT using experience. This study also shows that maximum secondary school’s mathematics teacher has minimum practices in ICT tools.Item Teachers’ perception on the use of ICT tools in ELT(Department of English Education, 2022) Sharma, GayatraThe thesis entitled Teachers’ Perceptions on the Use of ICT tools in ELT is an attempt to explore the secondary level English teachers’ perceptions towards using ICT tools in ELT and also find out the problems and challenges faced by English teachers while using ICT tools in classroom. In order to carry out this study I followed mixed method and survey as research design. To meet the objectives of this research study, I randomly selected 40 secondary level English teachers from 15 public secondary schools of Kathmandu district using purposive non-random sampling procedure. Questionnaire was used to collect the data for this study. The findings of the study show that teachers have positive beliefs on use of ICT for English language learning. They believe language learning is facilitated by using ICT.ICT tools to improve achievement levels, inspire creative thinking and encourage students to become self-learners to have access to the authentic and verities of learning materials, to make sustainable and reliable learning. Similarly, it shows that majority of teachers believed that using ICT tools in the classroom is not frustrating rather it helps to motivate students teaching learning activities. It increases students' autonomous and participation in English language teaching and learnings. This thesis has been organized into five chapters. The first chapter deals with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter includes review of related theoretical literature, review of related empirical literature, implications of the review for the study and conceptual framework. Similarly, the third chapter consists of Survey design, Population, Sampling procedure source of data and research tool of the study. Likewise, the fourth chapter presents the analysis and interpretation of results and the fifth chapter includes conclusions and recommendations at three different areas (policy related, practice related and further research related). Finally, references and appendices are presented.Item Use of ICT Tools in English Classroom: Teachers’ Narrative(Department of English Education, 2023) Neupane, PabitraThis research study entitled Use of ICT Tools in English Classroom: Teachers’ Narrative was conducted to explore teachers’ use of ICT in teaching English language and to examine the challenges faced by ELT teachers on using ICT in classroom. I used narrative inquiry as a research design under qualitative research approach. The population of the research included all the secondary level English teachers of Gorkha district. In addition, four secondary level English teachers were selected as the sample for this study. Non –random purposive sampling procedure was used to carry out this research. I conducted in depth- interview to elicit the required data. Moreover, the data were analysed and interpreted using thematic approach. From the analysis and interpretation of the data, it was found that ELT teachers were benefitted from the use of ICT tools and it has created child friendly atmosphere in the classroom. Likewise, it was found that use of ICT tools in the English classroom has increased the collaboration and co-operation among the students. However, it shows that due to the lack of sufficient knowledge and skills, support from the school administration, financial problem, load shedding problem and poor connectivity of internet, implementation of ICT seems to be challenging. The present study consists of five chapter, the first chapter deals with the introduction of the study, along with the background of the study, statement of the problem, objectives of the study, research questions, rationale of the study, delimitation of the study and definition of the key terms. The second chapter consists of review of theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework. similarly, the third chapter consist of methods and procedure of the study which covers design and methods of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedure, data analysis and interpretation of data, Finally, the fifth chapter incorporates the findings and conclusion of the study followed by some policy, practice and further related implications based on the study. At the end reference and appendices are included.Item Use of ICT tools in teaching English at secondary level schools(Department of English Education, 2023) Chemjong Limbu, DipaThis thesis is in title Using ICT Tools in Teaching English at Secondary Level Schools. The purpose of the study is to identify and analyze the problems faced by teachers in teaching while using ICT tools at secondary level in Choubise Rural Municipality and also to find causes of such arising problems and explore the status of ICT tools in schools. The design of the study was qualitative. However, both qualitative and quantitative data were used to conduct this study. In total, four schools were selected for sample by purposeful sampling method. From those schools four senior English teachers who taught secondary level and used ICT tools while teaching were selected. Questionnaire, interviews and observation checklist were used as tools to collect data. The researcher used thematic and descriptive analysis for analyzing and interpreting of data collected from questionnaire and depth interview. Quantitative data which were collected from observation checklist were presented in figure and table. It was found that the main problems faced by the teachers while using ICT in teaching are lack of training, lack of equipment and resource, large volume of students, lack of electricity, lack of confidence and lack of knowledge. The main causes of arousing those problems are economic factors, teacher factors and pedagogical factors. This study has been divided into five different chapters. The first chapter deals with general background of the study, objective the study, statement of the problems, research question and delimitation of the study. The second chapter deals with the review of related literature, conceptual framework and the implication of the study. The third chapter consists of the methodology under which source of data, sampling procedures, research tools, process of data collection and ethical consideration. The fourth chapter deals with the finding and analysis of collected data. And the fifth chapter deals with the summary, conclusion and recommendation of the research/study. The selected schools and data collection tools have been included in appendices.