Student Perception of the Usefulness of Smart Phones as Learning Tools - Research Proposal Example

Name Institution Lecturer Course Date Research Methodology and Questionnaire Design Introduction The past decade has seen the Internet spawning numerous innovations and services, which are based on its interactive character. The emergence of inexpensive wireless networks, coupled by small and microprocessors, has resulted into increased deployment of mobile devices, such as smart phones, that allow people to handle and access information almost anywhere and at any time (Milrad and Spikol 62). Accordingly, the mobile devices have been used in a variety of applications and places that require access to and handling of information. Particularly, the mobile devices, especially smart phones have been used in learning institutions as learning tools (Milrad and Spikol & Liu and Hong). A tangible example of such initiatives is the Multicasting Services and Information in Sweden (MUSIS), which involves the use of smart phones, such as iPhone and the Blackberry for Mobile Learning (mLearning). Some lecturers have made efforts to encourage students to use the smart phones for mLearning. In this paper, such efforts are evaluated by conducting a research study regarding the use of smart phones as learning tools at UTS. Research Questions and Objectives The objectives of this study are to: i. Evaluate the percentage of students is using smart phones for mLearning at UTS ii. Understand the impact of the smart phones’ Internet connectivity charges on their use for mLearning by students iii. Understand the impact of age and gender on the use of smart phones for mLearning iv. Understand the academic activities that are undertaken by students when their use smart phones for mLearning v. Understand students’ perception of the usefulness of smart phones as learning tools vi. Understand the perception of lectures on the usefulness of smart phones in the learning environment In order to achieve the goal of this study, this research aims at addressing the following research questions: 1. To what extent mLearning is effective at UTS? 2. What are the factors affecting mLearning? 3. To what extent do students and lecturers see smart phone as a useful tool in learning? Research Hypotheses i. H01: A majority of students at UTS are using smart phones for mLearning. ii. H02: iPhone is the most common smart phone being used by students. iii. H03: The cost of smart phones, with respect to the Internet connectivity charges, affects students’ use of smart phones for mLearning. iv. H04: Age and gender affects students’ use of smart phones for mLearning. v. H05: Smart phones help students to increase their academic performance. Research Approach Quantitative research approach will be used to collect quantitative data, which will help the research team to gain insight into the use of smart phones for mLearning. Data Collection Method Survey method of data collection will be used for this research study because it will allow for the collection of a lot of information within a short time. Population The study will conduct surveys using students and lecturers from the faculty of Information Technology (IT), who use mLearning. Sample An optimum sample size, which depends on the population size, should be selected to ensure a balance between available study resources (time and money) and the desired accuracy level (Ott and Longnecker 230). This study will use a sample size of 500 students and lecturers, from the IT faculty, who will be randomly selected. Online surveys will facilitate conducting the research using the sample size, which is deemed sufficient for the desired accuracy. Measurement Scale Measurement scales help in determining the amount of variable that a variable posses. In particular, Likert scales generate scores that are used for comparing opinions from participants for the purpose of analysis (Bond and Fox: 101). Accordingly, Likart scales, in particular five point Likart scales, will be used for measuring students’ responses (opinions) by giving them a numerical value. Coding of quantitative data helps in analysis. To facilitate analysis of the quantitative data, data will be coded based on the five point Likart scale, which will be coded 1, 2, 3, 4 and 5 accordingly. Research Procedure The research will be conducted by a team from UTS. The research will begin by sensitizing students and lectures from the faculty of IT at UTS about the research so that they can check their mails. Afterwards, students and lecturers’ e-mail addresses shall be obtained from their respective departments after which a sample of 20 students and lectures’ emails shall be randomly selected. The surveys shall be sent to the selected email addresses and the respondents expected the completed surveys after 1 day. Analysis Analysis of quantitative data involves summarizing the numerical information that has been collected or numerical data obtained after the coding process. Statistical methods, that are descriptive for basic analysis and inferential in answering the research questions, shall be used for analyzing the quantitative data. Questionnaire Design The design and detail of questionnaires, which are used in surveys, affects response rate (Gillham 37). Therefore, there are some key points that should be taken into consideration when designing the questionnaire, which are as follows: Questions type: This study will make use of closed end questions when conducting the survey. Close end questions, in general, ensure consistency of the data, which is essential for data analysis since they constrain respondents to particular answers. The respondents will be asked to select or rank answer rather than express their opinions. Questions wording: The researcher will ensure to follow the BRUSO criteria in wording of the questions. Based on the BRUSO criteria, the questions should be: 1. Brief: questions are not long. 2. Unambiguous: questions are understandable and answerable. 3. Relevant: questions of the survey are relevant to the purpose of the survey. 4. Specific: each questions designed to get specific information but question should not be very specific 5. Objective: questions will have an obvious purpose, which should be in line with the title and introduction of the questionnaire. Structure of the questionnaire: The questions will be numbered in sequence with a provision for answering (with appropriate answering boxes). The questionnaires will be attractive and accessible right from the introductory paragraph, through the questions (including arrangement of questions) to format and font used. Survey Type In order to collect ample of the relevant data, and, therefore, realize the purposes of this study, self administered questionnaires be used. Particularly, online surveys shall be used in which the questionnaires will be sent to the correspondents via email since they allow for low cost and speedy data collection especially where respondents are IT knowledgeable, as is the case with this research study. Type of Questions In order to ensure consistency of the data, closed end questions will be used. Consistency of the data is essential for data analysis. The questionnaires (as shown in the questionnaire development section), will be sent to sent to students and lecturers through e-mails and responses will be obtained through e-mails. The following close-ended questions types will be put to the students and lecturers through the questionnaires: Multiple choice questions: such as the type of smart phone possessed, age bracket Categorical: respective gender Ordinal: ranking of activities in order of importance Likart scale: respondents’ reaction towards a statement The Questionnaire Use of Smart Phone for Accessing Study Materials Dear _____________________ You use mLearning. The researchers would know whether and how you use smart phone as a learning tool, as well as the factors that limit your use of the smart phone as a learning tool. This will help us to recommend best ways of encouraging students to use smart phones as learning tools, which will improve their learning. Please complete the following short questionnaire and return it via our email address, if possible before 20/06/2012. Please be honest as your responses shall be treated with confidentiality and anonymity, and they will not be used, in any way, against you. Thank you for your cooperation. Yours Sincerely, Instructions Please indicate the correct answer by clicking in the appropriate checkbook and typing letter “x” or the appropriate numerical value. 1. Please indicate your gender Male Female 2. Please indicate your age bracket 18 years and below 19-23 24-28 29-33 34-38 39-43 44-48 Above 48 3. Please indicate your profession Student Lecturer 4. What challenges do you experience in mLearning? Difficulty in holding study discussion with fellow students Difficulty accessing lecture materials Difficulty in contacting lecturers Difficulty in doing and turning in assignments 5. Do you have a smart phone? Yes No 6. Which one of these makes do you have? iPhone Samsung LG Motorola HTC Other (please specify) _____________________ 7. Do you have access to the Internet on your smart phone? Yes No 8. Who pays for the Internet? You The University 9. How often, in a semester, do you use you smart phone for mLearning? Never Sometimes (not more than once in a week) Often (at least twice in a week) 10. If you use your smart phone for mLearning, what, in particular do you use it for? Download lecture material Complete assignments Conduct quizzes Revise for examinations Conduct research Please respond to the following statements by indicating, in the box, the number that best represents your view (1= strongly disagree, 2= disagree, 3= not sure, 4= agree, 5= strongly agree). Statement 1 2 3 4 5 11. Immediate access to study materials, such as lecture notes, through a smart phone enhances the learning process 12. Smart phones make it easy to access learning materials for mLearning 13. Smart phones make it easy for students in mLearning to communication with their lecturers and their fellow students 14. Smart phones enable students to achieve they academic objectives easily and efficiently 15. Smart phones help students to increase their academic performance 16. Smart phones improve the quality of mLearning 17. Students fail to use smart phones for mLearning due to the high costs of the Internet 18. If the internet charges for the smart phones are catered for by the university, students will likely use smart phones for mLearning 19. I found it very expensive to use my smart phone for mLearning due to the high Internet charges associated with it 20. I found the UTS mLearning tool very helpful 21. It was easy to download study materials, from the UTS mLearning tool, through use of my smart phone 22. I found it very easy to access the UTS mLearning tool through my smart phone 23. My smart phone made it possible for me to access lecture materials for mLearning 24. I found it interesting to use my smart phone as a study tool for mLearning 25. My smart phone has enabled me to increase my academic performance in mLearning Works Cited Bond, Trevor G & Fox, Christine M. Applying the Rasch Model: Fundamental Measurement in the Human Sciences, Second Edition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 2007. Gillham, Bill. Developing a Questionnaire. London, UK: Continuum Books, 2000. Liu, Chen-Chung & Hong, Yi-Ching. “Providing Hearing-Impaired Students with Learning Care After Classes Through Smart Phones and the GPRS Network.” British Journal of Educational Technology. 38. 4 (2007): 727-741. Milrad, Marcelo & Spikol, Daniel. “Anytime, Anywher Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project.” Journal of Educational Technology & Society. 10. 4 (2007). Ott, Layman L & Longnecker, Michael T. An Introduction to Statistical Methods and Data Analysis, Sixth Edition. Belmont, USA: Cengage Learning. 2010. Read More