Aashanadissertationviva (1)

1.

A Dissertation on
A Study on ICT in Teaching and Learning in colleges of Mumbai
Ms . Aashana Pinkesh Mehta
Guide : Dr. Jyoti Thakur
Head Depaertment of Commerce
SNDT Women.s University
Email ID :aashnamehta.84@gmail.com

2.

Flow of presentation
Introducti
on
Findings
Statement of
the problem
CCCCcccccc
Data Analysis
Literature
Objectives
Review
Hypotheses
Research
Methodology
Data Analysis

3.

Introduction
ICT is also known as information and communication technology. It is used for searching information and data for
various purpose for research, to gain knowledge, and in works of life. It is used also for storing data in form of
various tools in pendrive, Hard drive, Microsoft tools.
ICT AND EDUCATION
Teaching and learning are two separate terms . Teaching to have full knowledge of the subject and then to impart
this knowledge to someone or students. Learning means to grabe the knowledge into your mind and explain and
utilize or apply in your life in different ways.

4.

Statement of the problem
This project aims at to study on ICT in
teaching and learning and creating
awareness of ICT and using it in proper
manner to improve learning and teaching
skills so that students get proper knowledge
of the subject and identify where the method
of teaching and learning is lacking
Significance of the study
- To improve ICT tools in teaching and learning process
to get better teaching results.
- This project aims on how to create awareness of ICT
tools in education.

5.

Objectives
Objectives of ICT in teaching and learning
To study the concept of ICT in teaching and learning
To study the awareness of ICT in education
Suitable measures to improve the use of ICT in teaching and learning
Review of Literature

6.

Literature Review
Rewiew of literature
1. Nor Aulida Rahmi,et(2025)-This study identified the most commonly used types of Science, Technology, Enginearing and Mathematics
(STEM) Integrated information and communication technology in Science education & explore their development in Indonesia.
The findings includes e-modules as the most dominating teaching learning method. Mobile learning & video
animation navigation features. The limitation was that it was focusing only on high school.
learning are least used audio
2.Mohmoud, Enaz & Bawanch , Ali Khaled(2025)-This study investigates more detail practices technique that can be used in classroom
management software programs including Google Classroom, Microsoft Teams, Class Dojo, Canvas LMS. This kind of tools positively
impact students engagement participant organization & communication skill development.
3.Bousangthong, Vannasouk(2024)- The findings includes that some building & facilities are conducive to using ICT & there are sufficient
computers for the needs of the institutions & there are sufficient ICT personnel moderately agree. There is ICT training required for the
teachers in use of ICT tools such as Microsoft Office Word, Excel PowerPoint, Google (creating google classroom, google meet)
4.Lomos, Catalina, Layhen, J,W, (Hans) & Sabine Tieck. –The four in balance model which includes ICT infrastructure, digital learning material
vision & expertise was used. It is seen that very small percentage of teachers who report the use of ICT un their lessons.
5.Mandal, Arup Kumar(2024)- In this study male and female there is no difference in D.EI.Ed teacher training institutions & there is no
difference in government , government aided & self finance institutions. Student teacher taught by ICT method. There is efficiency.
5
6. Sharma, Anchal(2021) – Indian teachers have been adopting various Education Technology with their classroom teaching. However there is
lack of digital content insufficient time & poor connectivity & infrastructure.
7. Amporah, Benjamin Kwasi & Francis Stories(2020)- ICT integration enhances teaching and learning , motivates learning & enhances
learning environment it also enhances academic performance.

7.

Research Methodology
I have selected questionnaire as research methodology tool.
Name
Sample
Students
50
Teachers
30

8.

Data Analysis
Students
1.Awareness of ICT
Majority students understand ICT concept (42% agree)
However, many remain neutral (36%)
P e rc e n ta g e
50
40
30
20
10
0
S trong ly
D is a g re e
D is a g re e
Ne utra l
Ag re e
S trong ly
Ag re e

9.

2.Students: Learning Impact
42% agree ICT helps understand difficult topics
ICT improves engagement and interest in learning
P e rc e n ta g e
40
30
20
10
0
S trong ly
D is a g re e
D is a g re e
N e utra l
Ag re e
S trong ly
Ag re e

10.

Students: ICT Usage
36% say ICT is regularly used in classroom
ICT helps in assignments (44%) and study material access (40%)
P e rc e n ta g e
40
35
30
25
20
15
10
5
0
S trong ly
D is a g re e
D is a g re e
N e utra l
Ag re e
S trong ly
Ag re e

11.

Students: Skills & Training
42% know basic ICT tools
Need for training identified (40% neutral, 42% support training)

12.

Teachers: ICT Understanding
70% teachers understand ICT well
Strong awareness among faculty
P e rc e n ta g e
80
70
60
50
40
30
20
10
0
S trong ly
D is a g re e
D is a g re e
Ag re e
S trong ly
Ag re e

13.

Teachers: Teaching Effectiveness
66.67% say ICT is more effective than traditional methods
Improves engagement and interaction
P e rc e n ta g e
80
60
40
20
0
S trong ly D is a g re e
D is a g re e
Ag re e
S trong ly
Ag re e

14.

Teachers: Benefits of ICT
Improves student understanding (73%)
Enhances communication and assessment efficiency

15.

Teachers: Challenges
Need for training (70%)
Need better infrastructure (63%)
Does not significantly reduce workload

16.

Final Conclusion
Students: Moderate impact of ICT
Teachers: Strong impact of ICT
Recommendation: Improve training, infrastructure, and usage

17.

Hypothesis
Hypotheses statement
Ho -There is a significant impact of ICT in the teaching learning evaluation.
Here above 50% agree then the hypotheses is accepted while below 50% hypotheses is rejected

18.

Hypotheses
For students
Statement
Percentage
Hypotheses
1. Understanding the concept of
ICT
46% Agree
Hypothese rejected
2. ICT helps understanding
difficult topic
48% Agree
Hypotheses rejected
3 ICT makes learning interesting
and Engaging
54% Agree
Hypotheses Accepted
4 ICT Supports independent
Learning
46% Agree
Hypotheses Rejected
5 Knowledge of Using Basic ICT
tools
56% Agree
Hypotheses Accepted
6 Awareness of online Platforms
and digital library
58% Agree
Hypotheses Accepted
7 Regular use of ICT in
classroom
42% Agree
Hypotheses Rejected

19.

For teachers
Statement
Percentage
Hypotheses
1. Clearly understand concept of
ICT in teaching and learning
70% Agree
Hypotheses Accepted
2. ICT makes teaching more
interactive and engaging
56% Agree
Hypotheses Accepted
3. ICT supports innovative
teaching methods in the
classroom
83.33% Agree
Hypotheses Accepted
5ICT helps in assessing students
performance effectively
80% Agree
Hypotheses Accepted
6 ICT helps in understanding
difficult topics better
73.33% Agree
Hypotheses Accepted
7 ICT reduces workload of
teachers
46.67% Agree
Hypotheses Rejected
4 ICT helps in better
communication between
teachers and students

20.

Conclusion
Conclusion
In the students data there is no significant impact of ICT in teaching and
learning
While in teacher as the Hypotheses is accepted so there is significant impact
of ICT in teaching and learning.

21.

Findings and Suggestions
Findings
The data collected from 50 students and 30
teachers was analyzed using percentage
analysis to
understand the role and effectiveness of
Information and Communication Technology
(ICT) in
eaching and learning in colleges of Mumbai.
The analysis shows that most students are
aware of the concept of ICT and its importance

22.

Suggestions
Based on the findings of the study, the following
suggestions are proposed to improve the use of
ICT
in teaching and learning:
1.Training programs should be conducted for
teachers to improve their knowledge and skills in
using
ICT tools effectively.
2.Students should be provided with ICT training
workshops so that they can utilize digital tools for
learning, research, and academic work.

23.

Chapter Outline
1) Introduction
2) Statement of the problem
3) Objectives
4) Literature Review
5) Conceptual Framework
6) A Study of use of ICT in teaching and learning in colleges of Mumbai
7) Research Methodology
8) Hypotheses
9) Findings and suggestions