CHAPTER ONE

INTRODUCTION

1.1 Introduction

Information and Communication Technology (ICT) has been acknowledged as one of the

important elements in shaping the education system in many countries. New methods of

technology have been introduced in the education throughout the past year, from the creation of

radio in the 1920s, television in the 1940s, computers in the 1950s and the Internet World Wide

Web in the 1980s. To date, the education system has seen the use of computers evolved from

standalone to accessing web and having web presence, to being able to provide integrated web

services for teaching and learning activities (White, 2005).

In Malaysia, the need for the Malaysians to be well abreast with the development and

usage of technology is getting crucial since Malaysia is making a critical transition from an

industrial economy to becoming the leader in the Information and Communications Technology

Age in the Asian region. To make the shift, the Malaysian education system has to undergo a

drastic transformation and changes were made to facilitate this transformation. In 1995, the

Prime Minister of Malaysia announced that the country was embarking on an ambitious program

to establish the Multimedia Super Corridor (MSC). Therefore, the education system also has

been affected by this program. Hence, the Ministry of Education (MOE) sees ICT as a means and

not an end in itself. The ministry believes that a properly designed and implemented computing

and communications will have the potential of realizing the vision of MSC in education

(UNESCO, 2003). ICT has been proven as a key element in shaping the education system in any

1
countries including Malaysia. However, a properly designed and implementation of ICT will

have the potential of realizing the vision of 2020 in education.

The National Education System of Malaysia for schools has been divided into a few

categories. It started from pre-school education, primary education, secondary education and post

secondary education. As for secondary education, it was again being divided into two more

categories which is lower secondary and upper secondary education. After the form five students

gained their results, they then will choose whether to further their studies in a higher level.

Ministry of Education has established the Matriculation Division on 1 September 1998 for

unification of all Matriculation Programs that were previously managed by local higher learning

institution such as local universities in Malaysia. Beginning of 2000/2001 session, all

Matriculation Programs with the exception of UIAM and UM centers were fully managed by

Matriculation Division, Ministry of Education (MOE).

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1.2 Background of the study

The Matriculation Program is a pre-university program or also known as a foundation

program for Malaysian students to qualify them to degree programs in the field of Science and

Technology in both local and overseas universities. However, matriculation colleges also offers

Accounts subject to cater for students who wanted to further their studies in the arts stream. The

duration of the foundation program is two semester. The curriculum focuses on the academic as

well as extra co-curriculum aspects. Students who are involved in the program are trained to

achieve academic excellence, leadership qualities and will instill admirable qualities

(Matriculation Division, 2010).

Penang Matriculation College was among the first 5 colleges that were fully operated by

the Matriculation Division. Since year 2000, Penang Matriculation College has been

administrated by 5 reputable and reliable directors. Each director has his own mission and vision

that will ensure that the college excels in all the fields that they participate. As the director

changed, some of the vision also been reviewed to suit the current needs of the students’ level

and expectation.

In 2007, the vision of the college has been reviewed by the director and the

administrative leaders. They have come up with a new vision that will incorporate a few areas in

the education process. The new vision of the college is to offer a world class foundation

education through research and Information and Communication Technology (ICT). Other than

that, Penang Matriculation College is also a hub for the Centre of Excellence in teaching and

learning process through ICT. By being one of the centre of excellence for ICT, the college has

to make a certain standard for other matriculation college in the ICT field.

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 There are a few ICT equipments that have been implemented in the lecture halls and

laboratories. All of these equipments are to help the academic staff in delivering their lesson

more effectively.

1.2.1 Syllabus

All of the Matriculation students follow the same syllabus. The syllabus was being

reviewed by the Matriculation board of directors, head of departments, head of each unit and

lecturers from various universities in Malaysia. They also undergo the same evaluation methods.

The exam papers were being marked by selected lecturers from matriculation colleges and other

lecturers from respective local universities. Selection of students for enrolment to the university

will only be done after the students have passed the matriculation program.

The matriculation program has undergone a few major changes in the curriculum since it

started. Currently the students in the all matriculation colleges nationwide have to learn a few

core subjects according to their major and a few other compulsory subjects. The core subjects for

the physical students are Physics, Mathematics and Chemistry whereas the Biological students

have to learn Biology, Mathematics and Chemistry. As for the accounts students, their core

subjects are Accounts, Business, Economics and Mathematics. The compulsory subjects that all

of the students in Matriculation colleges has to take are Information Technology, Moral and

Islamic Studies, English, Ethics (Dinamika Kemahiran) and Co-curriculum. Starting from

2004/2005 session, all Mathematics, Physics, Chemistry, Biology and Information Technology

subjects are taught in English language.

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 1.2.2 Lecturer expertise

In the beginning of Matriculation Program, the division has requited experience teachers

all over the country to teach the foundation program. It started out with teachers who have at

least 10 years of teaching experience in their field (HR Department, 2010). All of the lecturers in

matriculation colleges are compulsory to obtain a degree in their own fields. Although during the

early years of management, the division also took fresh graduates in their respected fields

without any background in education. These lecturers were then being sent to obtain their

diploma in education during semester break in order for them to be fully qualified to teach in

Matriculation Colleges (HR Department, 2010). In Penang Matriculation College, there are 242

lecturers who are qualified to teach in their respected fields.

In conclusion, this is a study to look at the adoption of ICT by the academic staff or

lecturers in handling their teaching and learning process.

1.3 Statement of the Problem

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 Technology has always been involved in education. In this 21st Century, development of

core subject knowledge and understanding of the students is critical in maturing the students as

critical thinkers and problem solvers. Within the text of core knowledge of instruction, the

students also have to be well equip with other essential skills such as communication and

collaboration (Partnership for 21st Century Skills, 2009).Therefore, the lecturers play an

important role in encouraging and instilling the habit and skills of using ICT in learning process.

Technology has opened a new window for the educators to integrate technology

supported materials in the classroom settings by encouraging inquiry, helping communication,

constructing teaching products, assisting students’ self expression and overall improving the

achievement of students (Bruce & Levin, 2001).Thus, ICT tools have been integrated in the

Malaysian education system for the past years and the Ministry of Education has invested

heavily in developing the ICT infrastructures in schools especially smart schools. Therefore,

teachers and educators are encouraged to use the technology in their classroom for teaching and

learning process.

Meanwhile, to the knowledge of the researcher there has been no published research that

deals with the adoption of ICT use for educational purpose in Penang Matriculation College.

Since the College is moving towards world class education through ICT, a lot of equipments in

term of software and hardware are being implemented in the college for the lecturers to use in

their teaching and learning process. As the technology is evolving from day to day, the teaching

and learning process has been affected. Therefore, the problem addressed in this study is to

investigate to what extent the adoption of ICT is used among the academic staff in carry out their

teaching and learning processes.

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1.4 Theoretical Framework of the study

Advances of the information technology and communications (ICT) are affecting the

education system. Due to the demand of the society, teachers and students need to adopt and

adapt the technology in their daily education environment. Before the year of 2005, Malaysian

government has allocated a sum of RM5.2 billion for Digital Divide Program which aims to

reduce the digital gap between the urban and rural areas. The Ministry of Energy,

Communications and Multimedia was responsible to install telecommunications infrastructure

for all remote school and other rural departments (UNESCO, 2003). In the recent years, major

steps has been taken by Malaysian government to supply schools and other educational

institution with an ICT infrastructures, it is hope that technology will support innovative

pedagogies and improve the teaching and learning processes. According to Rogers (1995),

diffusion is the process by which an innovation is communicated through certain channels over

time among the members of a social system. Rogers (1995) defines innovation as “an idea,

practice or object that is perceived as new by an individual or other unit of adoption” and

diffusion is the process by which the innovation spreads.”

Rogers (1995) suggested that there are four components in the stage of innovation. The

first component is innovation. In the innovation stage is where new idea or practice which is

new to the potential unit. The innovation will be the new practice that will be implemented in a

new environment where new users will have a try on it. The second component is the

communication which the new set of users gained knowledge about the new innovation. The

next component that was included in the theory is time. Time will be representing the duration of

period where the innovation occurs. The last component is the social system where a group of

individuals in an organization work together to achieve a common goal.

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 According to Rogers (1995), the rate of adoption is the relative speed with which an

innovation is adopted by members of a social system. He argues that there are five major

attributes of innovations that influence the rate of adoption of any technology. Rogers also

mentioned that there are 5 variables that determine the rate of innovations. One of the variables

is the perceived attributes of innovations. There are five more attributes that will explain the

perceived attributes of innovations. Those five attributes are relative advantage, compatibility,

complexity, trialability and observability. These five attributes will be explained briefly in

sections as follows:

1.4.1 Relative Advantage

Relative advantage is the degree to which an innovation is perceived as being better that

the idea it supersedes (Rogers, 1995). Relative advantage meant that the degree to which the

users’ feels that the target technology is better than the current practice. In addition, relative

advantage is the extent to which a new technology offers improvements over currently available

tools. (A. Alzaidyieen, 2009)

1.4.2 Compatibility

Compatibility is the degree to which an innovation is perceived as consistent with the

existing values, past experiences and needs of potential adopters (Rogers, 1995). In other words,

compatibility means that the new idea or inventions is at par with the current values and

experiences of the targeted adopters in an organization.

1.4.3 Complexity

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 Rogers (1995) defined complexity as a degree to which an innovation is perceived as

relatively difficult to understand and use. In an organization, there will be a few levels of

adopters where they either interested in trying out the new innovations or they just simply

needed to learn the new innovations. For some people the level of complexity of new innovations

is different compared to others.

1.4.4 Trialability

According to Rogers, trialability is the degree to which an innovation may be

experimented with on a limited basis. In other words, innovations can be used on a trial basis. By

having the trial period, time and cost of the implementation is at the minimal rate. In other

words, trialability is the extent to which the innovation can be tried out.

1.4.5 Observability

This variable refers to the degree to which the results of an innovation are visible to

others (Rogers, 1995). Observability also can be referred as a channel of communication to

which an innovation is visible to others.

1.4.6 Adopter Categorization

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 In most organization, there will be few levels of adopters. Rogers mentioned that the

adopters can be categorized into a few sections (Rogers, 1995). There are five categories of

adopters that were suggested by Rogers. The categories are as follows:

1.4.6.1 Innovators: Venturesome

This group of people is interested in new ideas that lead them out of circle or peer networks and

into more cosmopolite social relationships. The characteristic of innovators is to be able to

understand and apply complex technical knowledge into their work. They also must be able to

cope with a high degree of uncertainty about an innovation at the time of adoption (Rogers,

1995).

1.4.6.2 Early Adopters: Respect

Early adopters are a more integrated part of the local social system that the innovators. This

group of people has the greatest degree of opinion leadership in most system. Potential adopters

look at to this group for advice and information about the innovation (Rogers, 1995).

1.4.6.3 Early Majority: Deliberate

The early majority adopt new ideas just before the average member if a system and they interact

frequently with their peers, but seldom hold positions of opinion leadership in a system. The

early majority’s unique position between the early and the relatively late to adopt makes them an

important link in the diffusion process (Rogers, 1995).

1.4.6.4 Late Majority: Skeptical

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The late majority adopt new ideas just after the average member of a system. Like the early

majority, the late majority make up one-third of the members of the system. The late majority do

not adopt until most others in their system have done so (Rogers, 1995).

1.4.6.5 Laggards: Traditional

Laggards are the last in a social system to adopt an innovation. Laggards tend to be suspicious of

innovations and change agents. Their innovation decision process is relatively lengthy with

adoption and use lagging far behind awareness knowledge of a new idea. Resistance to

innovations on the part of laggards may be entirely rational from the laggards’ viewpoint, as their

resources are limited and they must be certain that a new idea will not fail before they can adopt.

Figure 1: Adoption Categorization on the Basis of Innovativeness

1.5 Research objectives

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 The overall purpose of this study is to identify the extent to which educators and lecturers

use ICT for educational purposes in PMC. To accomplish this purpose, the objectives of this

study are to:

i. To determine the factors that enables the PMC lecturers’ to use ICT in teaching and

learning processes. (The WHY question)

ii. To determine how ICT is being used in the teaching and learning processes. (The HOW

question)

iii. To identify the barriers of ICT usage.(The CONSTRAINTS question)

1.6 Research Questions

This current research is conducted to identify the adoption of ICT use for educational

purposes b lecturers in PMC. Thus, this study attempts to answer the following research

questions namely:

1. Why do academic staffs use Information Communication Technology (ICT)?

2. How do academic staffs use ICT?

3. What are the barriers of using ICT in teaching and learning processes?

1.7 Significance of the study

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 In order to for the Malaysian government to visualized the mission of becoming a leader

in the ICT age, the Ministry of Education concentrated its efforts to support teachers all over the

nation to use the new ICT tools in their teaching practice, and various training programs have

been conducted to enhance teachers’ knowledge and skills in ICT in order to integrate

technologies effectively in schools and learning institution (UNESCO, 2003).

Thus, the purpose of the study is to identify the issues that the academic staffs

encountered in their adoption of technology in the learning and teaching environment. Other than

that, this research will hope to measure the acceptance of technology in the learning process from

the academician point of view. Moreover, this research will also focus on the barriers and

limitations that the academic staffs are facing when they are required to use technology provided

by the college. By conducting this study, it will shed light on the status of actual ICT usage

among lecturers in PMC (Actual scenario). It will also hope to provide useful guidelines for

policy makers and stakeholders in making critical decisions to enhance ICT usage in the

institution. Furthermore, by conduction this study, it is hope to provide clear guidelines for the

college in moving towards world class education through ICT.

1.7 Limitations of the study

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 Limitations are conditions beyond the control of the researcher that may place restrictions

on the conclusions of the study and their application to other situation. The present study has

certain limitations that need to be taken into account when considering the study and its

contributions (A. Alzaidyieen, 2009). Three limitations are identified which include:

1. This study is limited to investigating the level of ICT use in teaching and learning to a

population of lecturers in Penang Matriculation College (PMC)

2. Generalizations from the study should be limited to only the population described and

cannot be applied to any other group.

3. This study is limited to using questionnaires as a method for the data collection.

However, limited interviews will be used to triangulate the data.

4. This study is limited to how authentic or honest the respondents answer the questions.

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1.7 Operational Definitions

1. Information Communication Technology (ICT): The use of ICT in this study refers to

the use of computers, Internet and other related computer application by lecturers for

educational purposes.

2. Penang Matriculation College (PMC): Refers to educational institution that is used in

this study.

3. Ministry of Education (MOE): The ministry that controls and manages the

Matriculation Division.

4. Matriculation Division: The division that controls and manages all matriculation

colleges in Malaysia including Penang Matriculation College.

5. Adoption: The act of acceptance of ICT in the teaching and learning process.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The purpose of this chapter is to present the concept of the attributes of the title and related

researches that was done previously which could provide the rationale for this study. The review

will be divided into few subtopics that are related to the framing of this study. The first subtopic

provides a review of the ICT in general. In addition, the second subtopic will provides the

overview of ICT usage in education throughout the world. Moreover, in the third subtopic it will

provide reviews of ICT in Malaysian Education System. The fourth subtopic contains the

introduction of Matriculation Division. Finally, in the final subtopic, related researches done by

others incorporating Roger’s Diffusion of Innovation Theory.

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2.2 Information Communications and Technology (ICT)

Information Communication and Technology (ICT) is a common and widely used term

by most people in this current digital era. However, the ICT term can create different meanings

to various kinds of people. ICT term alone is defined in many ways by a lot of people which can

be viewed from many areas and perspectives.

In the term of ICT, there are two major components: Information Technology (IT) and

Communication Technology (CT). Throughout the years, the handling of information has

evolved drastically when ICT was first introduced. Since the first time computers have been

introduced, the process of analyzing data has been more effective and it is cheaper and time

consuming. (Muniandy & Tan, 2010)

According to United Nations Development Program (UNDP) in Malaysia, ICT is mainly

a tool to capture process and store information. When the old technology such as radio,

television, telephone and printed media is combined and integrated with the new technology such

as computers, network and Internet, the information can be delivered faster and more effectively

to the people around the world. ICT is no longer a phenomenon but has become an important

way when media and technology is being combined to distribute information. ICT can be

concluded as a combination of integration of Information Communication “IC”, Communication

Technology “CT” and Information Technology “IT”. The relationship of the ICT components

can be concluded in the diagram below (Yusoff & Lim, UNDP, 2003)

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 Information

Technology is transmitted in Information is exchanged

various forms using through fluid and continuous
technology as an enabler communication of ideas

PEOPLE
Technology Communications

Technology is an enabler or
vehicle to disseminate
knowledge

Figure 2: The dynamic of ICT as a continuous flow of information, communications and

technology.

Since the growth of ICT is becoming such a vital innovations that could benefits the

nation, many agreed that ICT can contribute to the growth and development of countries to

achieve their nations’ visions and to improved the way of life for the people of the nation. In the

Eight Malaysia Plan (2001-2005) has position ICT as a key enabler in the areas of education,

health and rural development. This development such as the Malaysian Smart School Project is

hoped to be realized with the adoption of ICT in the policy (Yusoff & Lim, UNDP, 2003). In the

Tenth Malaysia Plan (2010-2015) ICT has become one of the focuses in ensuring the growth of

the country. The Malaysian government feels that ICT is becoming an asset to the nation and a

certain of budget is being allocated for ICT development for the country (Berita Harian, 2010).

From the discussion of the literature review, it is believe that ICT plays a vital role in the

development growth of a nation’s policy and vision. By incorporating ICT into every industrial

18
sector including education will hoped to benefits all and envision Malaysians as both

contributors and beneficiaries of an increasingly global and knowledge based country. As this

research will focus on the adoption of ICT in the teaching and learning processes, the following

section concentrates on ICT in education.

2.3 ICT in Education

ICT in education have been evolved from one decade to another. Due to the increasing

demands of ICT used in education and advancement of ICT, researchers, educators, policy

makers are trying to incorporate the ICT into the education system. From the revolution of

technology starting from radios (1920s), to televisions (1940s), to stand alone computers (1950s)

and the Internet era (1990s) and other allied information technology are changing our lives

(White, 2005). The importance of ICT in the field of education is a new innovation that is

important to bring the current education system to a better level (A. Alzaidyieen, 2009).

In many countries technologies are increasingly important in the field of education. A

simple method of an interactive presentation will save the teachers’ time in a classroom.

Furthermore, by having an interactive presentation it will enhance the efficiency and

effectiveness of the teaching process. Other than that, educational technology will be important

for increasing student performance in the future and technology has become an essential

necessity in the teaching and learning processes (A. Alzaidyieen, 2009; Leung, 2009). Education

can be transformed using ICT that will bring new capabilities and capacities towards learning

process (White, 2005). Furthermore, many researchers argue that educators should prepare and

embrace a “paradigm shift” in order to achieve an effective transformation in the “information

age” (Mathie, 2000).

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 As mentioned by Taylor, he suggested that in order for any views about technology to be

changed, the society has to developed an understanding of the application of computing in

education depends upon seeing all computer use in application as in one of three methods. The

three modes that the computer will function are as a tutor, tool and tutee (Bull, 2009). Computers

as a tutor is an application designed by developers with a certain objectives that they want to

convey to the students whereas a computer as a tool is where the educators use the computers as

an aid or application to help them in their teaching and learning processes. Meanwhile, a

computer as a tutee is where the students will use the computers in dealing with the process of

learning.

Since the emergence of Internet and the World Wide Web, the education industry has

once again being affected by the new technology. It has expanded the teaching and learning

process to all new level of education. Thus, variety of new theories and learning approach has

emerge together with the technology such as e-learning, distance learning, online learning and

blended learning (Muniandy & Tan, 2010). The web has change the ways of people

communicate. Wikipedia is an example of a project that uses the web that allows the users to

share ideas openly and freely. Other than that, social networking websites such as Facebook,

Flickr and YouTube allow the users to share their ideas and exchanged information as well as

interest (Muniandy & Tan, 2010).

Furthermore, there is a large amount of researches done on the using ICT in teaching

and learning and from the researches it can proves that there is a lot of advantages and benefits

from ICT when it is incorporated with education (A. Alzaidyieen, 2009; Leung, 2009). For

example, the advantage that ICT can bring in education is such as increasing the motivation

levels among the students. With interesting graphic and colourful illustration together with the
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animations and appropriate sound effects, ICT can provides multisensory to the students and

encourage the learning process (Leung,2009 )

2.4 ICT in Malaysian Education

Like most developing nations, Malaysian government has identified ICT as a key to

achieve developed nation status by the year 2020 and considerable amount of efforts in the field

of education has been taken to in the steps of achieving the vision 2020 (UNESCO,2003). The

steps includes the transformation of the education system and the workers since the field of

education was identified as having the key role to produce highly skilled workers with adequate

skills, knowledge and competency to compete with the world (Muniandy & Tan, 2009).

According to the Ministry of Education, the concept of ICT in education includes system

that enable information gathering, management, manipulation, access and communication in

various forms (Chan, 2002). The Ministry of Education has formalized a mission statement in

1995 which reflects the Ministry’s commitment towards achieving the goals of Vision 2020: “To

develop a world class quality education system which will realize the full potential of the

individual and fulfill the aspirations of the Malaysian nation.” The same commitment is also

indicated in the National Philosophy of Education which calls for “developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically balanced and

harmonious.”(UNESCO,2003). Consistent with the Malaysian’s vision of 2020, the Ministry of

Education has formulated three main policies or ICT education:

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 • ICT for all students
• ICT as teaching and learning tools
• ICT used to increase productivity, efficiency and effectiveness of the management
system

In the first policy it means that ICT is used to reduce the digital gap between the schools where

ICT is provided to all students in various schools. The second policy focuses on ICT as teaching

and learning tools where it can be a part of a subject or a subject by itself. The third policy

stresses on the use of ICT in order to increase the productivity, efficiency and effectiveness of

education management through office automation and data analysis (Lallana, 2004).

To support the country’s ICT master plan and fulfill the Vision 2020, the education

system is being transformed to create a new generation of more creative and innovative

Malaysians who are adept in the new technologies and able to access and managed the

information explosion. One of the major projects that funded by the government is the Smart

School Project. The Smart Schools are characterized as not only by the introduction of

technology but also by their ability to deliver education in a better way. The first phase of

implementation began in 1999 with 90 schools and aim the government is to convert all schools

into Smart Schools by 2010 (Lallana, 2004).

Another example of the effort that the Ministry of Education has taken is the introduction

and implementation if ICT related subject in the current Malaysian curriculum. The subjects are

such as Information and Communication Technology, Computer Graphics, Multimedia

Production, Fundamentals of Programming, Program and Development Tools, Computer

Machine Architecture, Business Application of Computers, Computer Support System and

Network Support System in order to enhance the ICT literacy in teaching and learning process

22
(Muniandy, Tan, Masood & Mohamad, 2009).

The Malaysian education system provides 11 years of free schooling. Although

schooling is not compulsory, over 95% of all seven year olds are enrolled in public schools

(Idrus & Atan, 2004). Most children between the age of four and six years begin their education

at pre-school in kindergartens setup throughout the country by the government, non government

agencies and private sector. The structure of formal school education in Malaysia is a 6-3-2-2

pattern. This structure represents the primary (6 years), lower secondary (3 years); upper

secondary (2 years) and per-university (2 years) levels respectively (Idrus & Atan, 2004).

2.5 Matriculation Division

Ministry of Education has established the Matriculation Division on 1 September 1998

for unification of all Matriculation Programs that were previously managed by local higher

learning institution such as local universities in Malaysia. Beginning of 2000/2001 session, all

Matriculation Programs with the exception of UIAM and UM centers were fully managed by

Matriculation Division, Ministry of Education (MOE).

The Matriculation Program is a pre-university program or also known as a foundation

program for Malaysian’s Bumiputera students to qualify them to degree programs in the field of

Science and Technology in both local and overseas universities. However, matriculation colleges

also offers Accounts subject to cater for students who wanted to further their studies in the arts

stream. The duration of the foundation program is two semester. The curriculum focuses on the

academic as well as extra co-curriculum aspects. Students who are involved in the program are

trained to achieve academic excellence, leadership qualities and will instill admirable qualities.

2.6 Review of Diffusion of Innovation Theory

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 Diffusion of innovations has been used as a framework in many studies within the

context of adoption in the technology education area. Medlin (2001) suggested that Everett

Roger’s Diffusion of Innovation theory is most appropriate theory to investigate the adoption of

ICT in education. This theory can be used to describe the pattern of adoption, to assist in

predicting whether and how a new innovation will be successful in its use and to ascertain its

consequences (Medlin, 2001). There are quite a number of researches that used Roger’s theory to

identify the factors that affects the use of ICT in the education context.

For example, Blankenship (1998) investigated the factors related to computers use by

teachers in classroom instruction. From his research, he suggested there are five major factors

that affect the use of computers in teaching and learning process. Those factors are attitude,

access, training, support, and characteristic of the individuals. By identifying these factors, the

adopters’ category can be identified and necessary measures can be taken to improve the level of

adoption among the teachers (Blankenship, 1998).

Roger’s theory can be adapted by any researchers to identify any innovations that are

done in any area. For example, Albirini (2004) used Roger’s Diffusion of Innovations theory to

investigate the attitudes of EFL high school teachers in Syria toward ICT in education and to

explore the relationship of teachers’ attitudes with a selected set of variables. These variables are

computer attributes, cultural perceptions, computer competence, computer access and

demographic variables (Albirini, 2004).

Another example of the use of diffusion of innovation theory in a study is from a research

done by A. Alzaidyieen (2009). The study focuses on the factors affecting the use of ICT for

educational purposes by Jordanian rural secondary school teachers. In the study, he focuses on

24
the five characteristics of innovations that effect the teachers’ diffusion such as relative

advantage, compatibility, complexity, trialability and observability (A. Alzaidyieen, 2009).

CHAPTER THREE

METHODS AND PROCEDURES

3.1 Introduction

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 The purpose of this chapter is to describe the design and methodology used in conducting

this research. It will describe the research methods used to answer the research questions.

Therefore, this current chapter provides a description of the research design, research population

and sample. Specifically this chapter also includes the selection of the research site, information

regarding the proposed instrumentation, data collection procedures and analysis procedures. As

stated in the first chapter, this study is done to answer the research questions of finding the

adoption of ICT used among the academic staff in carrying out their teaching and learning

methodology.

Therefore, the method that will be use in this research is a descriptive method to answer

the following research questions:

4. Why do academic staffs use Information Communication Technology (ICT)?

5. How do academic staffs use ICT?

6. What are the barriers of using ICT in teaching and learning processes?

3.2 Research Design

The purpose of the study is to identify the issues that the academic staffs encountered in

their adoption of technology in the learning and teaching environment. This research also will

measure the acceptance of technology in the learning process from the academician point of

view. Moreover, it will also focus on constrain and limitation that the academic staffs are facing

26
when they are required to use technology provided by the college. Research design is a plan of

conducting the whole research study. This study will be using a descriptive research method

where a quantitative technique of analyzing the data will be carried out in order to find the

findings. Descriptive or quantitative research can be describe as explaining phenomena by

collecting numerical data that are analyzed using mathematically based methods in particular:

statistics (Muijs, 2004).

The qualitative method is used to answer the research questions of the study. The

rationale for this technique is that the quantitative data and result will provide a general picture

of adoption of ICT usage among the lecturers in their teaching and learning processes. Moreover,

there is one major stage for the purpose of data collection and that is pen and paper

(questionnaire). The research design will be a linear and direct (top to bottom) data collection

procedure. The diagram below will conclude the research design for this study.

27
 Figure 3: Research Design

3.3 Research Population and samples

The definition of a population is a group of individuals that one or more characteristics in

common that are of interest to the researcher (John & James, 1998). Currently there are 242
28
qualified lecturers in Penang Matriculation College (HR Department). This number refers to the

total numbers of lecturers with various teaching background.

Sampling is a process of selecting a number of participants for a study in such a way that

they will represent the large population which they were selected. There are several ways of

selecting a sample from a population. There are five sampling categories. Those categories are

such as random sampling, systematic sampling, stratified sampling, cluster and multistage

sampling. Out of these five sampling categories, only one technique will be used, which is the

stratified sampling. Stratified sampling is a mini reproduction of the population. In the stratified

sample, the sampling frame is divided into non overlapping groups or strata. Then a sample is

randomly taken from each stratum. The sample of this research is also a convenient sample for

the researcher.

The participants of the study are going to be divided according to a characteristic that the

researcher has set. They are going to be divided according their subjects that they are currently

teaching. Example of a group of lecturers that will be selected is among Mathematics lecturers.

Within the group of mathematic lecturers, 15 participants will be randomly selected to take part

in the study.

In terms of quantitative methods, a large samples size will represent a significant result.

Choosing a correct population frame is important if the research results are to be generalized. For

the purpose of the research, one set of questionnaires will be distributed to 110 lecturers from

various teaching background for the purpose of data collection in order to answer the research

questions.

3.4 Research Instruments

29
 The quantitative methods will be used to collect the research data. Questionnaire is

defined as “a pre formulated written set of questions to which respondents record their answers,

usually within rather closely defined alternatives” (Sekaran, 2003).

The questionnaire that will be used included four major sections. The first group of

questions will be collecting the demographic data whereas the second group of questions will be

investigating the reason behind the ICT usage among the lecturers in PMC. The third group of

the questionnaire will investigate the areas of ICT usage done by the lecturers in their teaching

and learning processes. Finally the fourth group of questions was designed to identify barriers

and limitations that the lecturers faced when they try to incorporate ICT with their teaching and

learning method. The questionnaire that was prepared consists of 42 items for which the

participants have to answer. In section two and three, responses are given in a 5-point Likert

scale.

Items in section two and three were being adapted from a questionnaire done by Leung

K.P from his research paper entitled “Effects of Professional Development on Teacher’s

Integration of ICT in Teaching in Hong Kong” (Leung K.P, 2009). The items were adapted and

modified to suit the research questions as well as to suit the targeted participants of the study.

A short interview session will be conducted by the researcher with two selected

participants. The two participants will be selected randomly and their opinion will help the

researcher to triangulate the data that has been collected from the questionnaire. The participants

will be needed to answer a few structured interview questions about ICT in education and their

opinion on it.

3.5 Data collection

30
 The data collection for this study will be gathered through qualitative means. Thus, the

printed questionnaires will be sent to 7 units which be amounted to 110 respondent. The units

that will be selected are the English, Physic, Biology, Chemistry, Mathematics and combination

of 4 arts subjects (unit). Lecturers will be requested to complete the questionnaires and to be

submitted to a person in charge that the researcher has assigned earlier. Hence, the completed

questionnaires will be collected by the researcher on the same day it was distributed.

The qualitative data will only be obtained once the data from the questionnaire has been

obtained. From here, the researcher will get a better understanding of the ICT usage based on the

findings of the questionnaire before the interview session is being carried out.

3.6 Data analysis

The data from this study will be analyzed using the measures of central tendency. The

scale from the questionnaire ranges from 1 to 5. Scale 1 indicated the lowest agreement and scale

5 indicates the highest agreement of each items. The data collected will be calculated for

frequency, mean and standard deviation. The mean is to look for the average score in

indentifying the levels of each aspect of the research questions.

Two main software will be using for the data analysis. Microsoft Excel 2007 will be used

for data entry from the data collected whereas SPPS version 16.0 will be used for data analysis.

Chart and diagrams will be generated from the data analysis that was acquired. As for the

qualitative data, Microsoft Word 2007 will be used to dictate the responses from the participants.

3.7 Pilot Study

31
 A pilot study was conducted before the actual data collection was carried out. The aim of

conducting a pilot study is to test out the items other than try out the methods and data collection

method for the study. A pilot study is also important in order to acquire the validity of the

instruments and to ensure that the wordings of the items are understandable and appropriate for

the participants.

For this study, three steps were used in the pilot study. Firstly, the adapted questionnaire

were checked and reviewed according to the research objectives and questions. Secondly, the set

of questionnaire were validated by an expert on the subject matter in order to ensure that

questions were at a par with the research objectives, questions and procedures. Lastly, a random

sampling method was used to select 15 samples among academic staffs in Penang Matriculation

College to participate in this study.

Therefore, the pilot study was intended to achieve the following matters:

1. To ensure that the questionnaire design fits the research questions in terms of content as

well as the wording.

2. To ensure that the data collected from the questionnaire will be sufficient to provide

answer to the research questions.

3. To gather information and perception as well as feedback from the participants.

4. To gain the validity and reliability of the instruments.

The data collected from the pilot study then were analyzed and the result will be

presented by the value of Cronbach Alpha. The Cronbach Alpha is a method commonly used to

examine the reliability coefficient of items in a test. The reliability result of the questionnaire is
32
being summarized in the table below. In order to increase the value for Cronbach Alpha, two

items of the questionnaire were taken out from the instrument.

Table 3.7: Relibility Statistics

CHAPTER 4

DATA ANALYSIS AND RESULTS

4.1 Introduction
The aim of this study is to investigate to what extent the adoption of ICT used among

academic staff in one of the matriculation college in the northern region in their teaching and

33
learning processes. In the previous chapter, it has been stated the outline of the methodology

used in the research in order to achieve the research objectives and to answer the research

questions related to ICT use for educational purposes by the academic staff in Penang

Matriculation College. The purpose of this chapter is to present the results of an analysis from

the quantitative and qualitative data collected from the academic staff through a set of

questionnaire and interviews.

The data analysis procedure that used in this study was divided into two main parts:

quantitative data and qualitative data analysis. Data was collected using mixed methods where

the first part of data collection came from the questionnaire (quantitative) and interviews

(qualitative). The participants involved during the data collection were 82 academic staff from

Penang Matriculation College. The results of this study are reported in a few subsections in this

chapter. The first (1) subsection will include the description of the sections in the quantitative

data analysis. Secondly (2) the next subsection will include the result of reliability test that was

done on the questionnaire by referring to the value of Cronbach Alpha. In the third (3)

subsection, it will describe the response rate of the participants. In fourth (4) subsection, it will

describe the summary of the descriptive demographic data whereas in the fifth (5) subsection the

quantitative data analysis will be presented. In the last sub section, the qualitative data will be

presented.

4.2 Quantitative Data Analysis

The questionnaire that was distributed contains 4 main sections. Section (1) focused on

the participants’ demographic information that consists of general background knowledge of the

participants that is related to teaching experience and ICT usage. A type of statistics that is used

34
to analyze this section is percentages. Section (2) focused on the factors that enable the academic

staff to use ICT in their teaching and learning processes. Participants were needed to respond to

the items by selecting a series of Lickert Scale of (Strongly Disagree, Disagree, Neutral, Agree

and Strongly Agree). Percentages, Means and Standard Deviations were used to report on the

result of this section.

The focus in section (3) is to determine the methods and ways that the academic staff

used ICT in their teaching and learning processes. There were 17 items that were used to clarify

the methods and ways of ICT usage among academic staff. The participants were needed to

respond to another set of Lickert Scale of (Strongly Disagree, Disagree, Neutral, Agree and

Strongly Agree) and Percentages, Means and Standard Deviations were used for the purpose of

data analysis. Section (4) has 6 items that dealt with the barriers and constraints faced by the

academic staff in conducting their teaching and learning processes. In this section, the

participants were needed to respond to the items by choosing options given which is appropriate

to the questions. Meanwhile, Percentages, Means and Standard Deviations were used for the

purpose of data analysis.

4.3 Reliability of the Instrument

The reliability of the instrument was determined by internal consistency (alpha

coefficient) in the study. Each sub section was analyzed independently in order to obtain the

sufficient Cronbach alpha value. The value for Cronbach alpha for the second (2) section which

is to determine the factors that enable the academic staff to use ICT in their teaching and learning

processes was 0.80. For section three (3), the value of Cronbach alpha that was obtained was

0.89 that determine the ways and methods of ICT used among academic staff. The value for the

35
Cronbach alpha in the fourth (4) section was 0.79. The values for sections 2,3 and 4 can be

summarized in the table below:

Scale by sections Alpha Coefficient

Section 2 0.80

Section 3 0.89

Section 4 0.79

Table 4.1 : Reliability of the instrument

4.4 Response Rate

The director of Penang Matriculation College has agreed to support the study that is

being done by the researcher. A total of 110 academic staffs were given the questionnaire to be

answered. Out of the 110 participants, eighty two (82) participants completed the questionnaire.

The overall response total of academic staffs that participated in the questionnaire was (N=82)

representing a 74.6% response rate as being summarized in the table below:

Population Num in Num of usable % of usable

36
 population Responses responses

Total 110 82 74.6

Table 4.2: The response rate

4.5 Descriptive Summary of Demographic Data

Tables 4.3 through table 4.5 represent the frequencies and the percentages of

demographic data that was collected from the questionnaire. Demographic data contains 5 main

questions regarding the background of the participants. The characteristic of the participants

includes gender group, age group, teaching experience, subject taught and their experience in

using computers in as an aid in their work. Table 4.3 summarizes demographic data of gender

group of participants of the questionnaire. Out of 82 participants, 14 of them were males and 68

were females. The analysis of the data can be concluded in table 4.3 and Figure 1.

Gender Frequency Percentage

Male 14 17%
Female 68 83%

Total 82 100%

Table 4.3: Data on gender distribution

37
 Figure 4.3: Percentage of Gender Distribution

Table 4.4 represents the frequency and percentage of the age group of the respondents.

The age group for the respondents varies from 18-25 years old to over than 46 years old. The

most age group was in the group range of 31- 35 years old consists of 23 respondents that makes

up to 28% of the age group. The least age group was in the group range of 18-25 years old that

consists of 1 respondent that makes up to 1% of the age group. The distribution of the age group

is summarized in table 4.4 and Figure 2.

Age Frequency Percentage

18-25 1 1%
26-30 19 23%
31-35 23 28%
36-40 14 17%
41-45 8 10%

38
 Over 46 17 21%

Total 82 100%

Table 4.4: Data on age distribution

Figure 4.4: Percentage of Age Group Distribution

The responses from the respondents on their teaching experience shows that the most

respondents have at least 6 to 10 years of teaching experience where a total of 32 participants

responded to the questionnaire that makes up to 39%. The respondents that stated that they have

1 year of teaching experience consists of 1 responded that makes up to 1%. Table 4.5

summarizes the frequency and percentages of the respondents’ teaching experience.

Years of teaching Frequency Percentage

experience (years)

0-1 1 1%
2-5 18 22%

39
 6-10 32 39%
11-15 9 11%
More than 15 22 27%

Total 82 100%

Table 4.5 : Data on teaching experience

Figure 4.5: Percentage of Teaching Experience

4.6 Quantitative Results

Table 4.6 summarizes the data analysis of items in section 2 which is to determine the

factors that enable the academic staffs to use ICT in their teaching and learning processes. In

order to answer the first research question for the study, respondents were requested to answer 12

Lickert scale items that will determined the reasons the academic staffs uses ICT in their

teaching and learning processes.

40
 Percent (%)
Std.
Items Strongly Disagree Neutral Agree Strongly Mean
Deviation
Disagree Agree
IT sufficient knowledge 2.4 6.1 23.2 68.3 0 3.57 0.72
IT as a trend 0 12.2 20.7 54.9 12.2 3.67 0.84
Use IT to create positive learning attitude 0 13.4 11.0 61.0 14.6 3.76 0.86
Able to follow steps effectively 0 2.4 4.9 69.5 23.2 4.13 0.60
Able to learn more from books than computers 0 6.1 8.5 69.5 15.9 3.95 0.70
Having computer improve productivity 1.2 20.7 52.4 22.0 2.4 3.52 4.47
Having computer in classroom can be a better lecturer 0 31.7 32.9 34.1 1.2 3.04 0.84
Technology is useful for all subject areas 0 0 3.7 65.9 30.5 4.26 0.52
Need assistance to prepare teaching materials 0 3.7 4.9 68.3 23.2 4.10 0.64
Assist others to prepare teaching materials 0 3.7 7.3 67.1 22.0 4.07 0.66
Download/links extra materials for teaching and 0 36.6 17.1 41.5
4.9 2.95 0.99
learning
Use ICT to design programs for teaching and learning 0 14.6 35.4 45.1 4.9 3.40 0.79
Overall Results 0.30 9.96 20.13 53.57 15.97 3.71 1.05

Table 4.6: Data distribution for research question one

From the data analysis that was done, the highest percentages of scores for reasons of

using ICT in teaching and learning processes was the participants agrees that technology is

useful for all subject areas with a mean score of 4.26 with 96.4% of the participants answered

“Agreed” and “Strongly Agreed”. The second highest score is the ability of the lecturers in

following steps effectively when dealing with ICT with a mean score of 4.13 (a combined of

92.7% of the participants answered “Agreed” and “Strongly Agreed). With the percentages

91.5% and 89.1 % respectively, lecturers in Penang Matriculation College “Agree” and

“Strongly Agree” that they mostly they need some assistance from their colleagues in preparing
41
for teaching materials and they do help others when the need arises from their friends and the

mean for both were 4.10 and 4.07 respectively. The percentage for one of the item which is the

incorporating IT skills in teaching and learning method as a sufficient knowledge was 68.3%

with mean score of 3.57 and standard deviation of 0.72. A combined of 67.1% of the respondents

“Strongly Agreed” and “Agreed” that IT in education is a trend with the mean score of 3.67 and

standard deviation of 0.84. For item “Using IT to create positive learning attitude”, 75.6%

answered “Agreed” and “Strongly Agreed” with the mean score of 3.76 and standard deviation

of 0.86. A combined percentage of answers of “Agreed” and “Strongly Agreed” for item that

enable them to learn more from books than computers were 85.4% with mean score of 3.95 and

standard deviation of 0.70. The combined percentage of an item that suggest academic staffs

having a computer in their classrooms will improves productivity is 24.4% with a mean score of

3.52 and standard deviation of 4.47. The mean of 3.04 and standard deviation of 0.84 for the item

of having computer in classroom will make the lecturers become a better lecturer and 34.1%

percentage answered “Agreed”. 41.5% of the participants answered “Strongly Agreed” for item

of “Downloading or link to a website for extra materials for their teaching materials” with a

mean score of 2.95 and standard deviation of 0.99. Approximately 50.0% of the participants

responded “Agreed” and “Strongly Agreed” for the last item in the section which is “requires the

academic staffs to use ICT in designing programs for their teaching and learning” with a mean

score of 3.40 and standard deviation of 0.79.

Table 4.7 summarizes the analysis on data of section 3 which determined ways and

methods that the academic staffs uses in carry out their teaching and learning processes. The

participants were needed to answer 17 items in this section.

42
Items Percent (%) Mean Std.
Strongly Disagree Neutral Agree Strongly Deviation
Disagree Agree
Know how to
0.0 1.2 14.6 70.7 13.4 3.96 0.57
install hardware
Know how to
3.7 19.5 24.4 46.3 6.1 3.31 0.97
install software
Know how to
3.7 34.1 9.8 40.2 12.2 3.23 1.15
format a disk
Know how to use
word processing 0.0 14.6 14.6 56.1 14.6 3.70 0.89
software
Know how to use
table in word 2.4 30.5 8.5 43.9 14.6 3.37 1.14
processing software
Know how to use
graphics in word 0.0 0.0 4.9 61.0 34.1 4.29 0.55
processing software
Know how to use
0.0 0.0 4.9 62.2 32.9 4.28 0.55
spreadsheet
Know how to use
0.0 7.3 8.5 58.5 25.6 4.02 0.80
database program
Know how to use a
1.2 4.9 8.5 64.6 20.7 3.98 0.77
scanner
Know how to write
3.7 25.6 24.4 40.2 6.1 3.19 1.01
computer programs
Know how to use
presentation 1.2 22.0 14.6 42.7 19.5 3.57 1.07
software
Know how to
design presentation 11.0 51.2 15.9 19.5 2.4 2.51 1.00
slide
Know how to use
computers to create 0.0 4.9 2.4 61.0 31.7 4.19 0.71
graphics or music
Use email to
0.0 2.4 6.1 62.2 29.3 4.18 0.65
contact peers
Use technology to
maintain students' 1.2 23.2 20.7 39.0 15.9 3.45 1.05
records

Requires to use the

0.0 3.7 6.1 63.4 26.8 4.13 0.68
e-learning portal

Use KMPP e-
0.0 2.4 7.3 62.2 28.0 4.15 0.65
learning portal
Overall results 1.65 14.56 11.54 52.57 19.64 3.74 0.84

Table 4.7: Data distribution for research question two

43
 From the data analysis that was conducted, 70.7% of the respondents “Agreed” that they

know how to install a new hardware whenever it is required of them with a mean score of 3.96

and the standard deviation of 0.57. However, the percentage of the academic staffs answered

“agreed” in installing software is 46.3% with the mean score of 3.31 and the standard deviation

is 0.97. Item that require the respondents to answer the level of knowledge that they know in

formatting a disk, 40.2% answered “Agreed” with a mean score of 3.23 and the standard

deviation is 1.15. In general, the percentage of the respondents answered that they “Agreed” to

the item of “knowing how to use word processing software is 56.1% with a mean score of 3.70

and the standard deviation of 0.89. 43.9% and 61.0% of the respondents answered “Agreed” to

the item that they know how to use tables and create graphic in word processing software with a

mean score of 3.37 and 4.29 and standard deviation of 1.14 and 0.55 respectively. 62.2% of the

respondents answered “Agreed” to the item of knowing how to use spreadsheet software with a

mean score of 4.28 and the standard deviation is 0.55. 58.55% percent of the respondents

answered “Agreed” that they know how to use a database program with a mean score of 4.02 and

the standard deviation of 0.80. More than half of the questionnaire’s participants answered

“Agreed” that they know how to use a scanner when a task requires them to do so with a

percentage of 64.6%, mean score of 3.98 and standard deviation of 0.77. Less than half of the

participants of the questionnaire answered “Agreed” to the item of knowing how to write

computer programs for teaching and learning processes with a percentage of 40.2%,mean score

of 3.19 and standard deviation of 1.01.42.7% of the respondents answered “Agreed” to the item

of knowing how to use presentation software with a mean score of 3.57 and standard deviation

score of 1.07.However, only 19.5% answered that they know how to design presentation slide for

their teaching and learning materials with a mean score of 2.51 and the standard deviation score

44
of 1.00. More than half of the participants know how to use computers to create graphics or

music for their teaching and learning materials with a percentage of 61.0% answered “Agreed”

and the mean score and standard deviation are 4.19 and 0.71 respectively. More than half of the

respondents answered “Agreed” to the item of using email to contact their peers with the

percentage of 62.2%, mean score of 4.18 and standard deviation score of 0.65. Respondents were

needed to answer an item about the use of technology in maintaining their students’ records and

the percentage that agrees in using technology was 39.0% with a mean score of 3.45 and

standard deviation of 1.05. 63.4% of the respondents agreed that their teaching and learning

process requires them to use e-learning portal with a mean score of 4.13 and standard deviation

score of 0.68. The last item in this section requires the respondents to answer question on

whether they use PMC’s e-learning portal in their teaching and learning processes and the

percentage is 62.2% with a mean score of 4.15 and standard deviation of 0.65.

Table 4.8 until 4.11 summarizes the data analysis of items in the last section of the

questionnaire. The final section of the questionnaire determined the barriers and limitations of

using ICT in teaching and learning processes among the academic staffs.

Convenience in Frequency Percentage

using ICT in
teaching
Yes 74 90%
No 8 10%
Total 82 100%

Table 4.8: The convenience in using ICT for teaching

45
 Figure 4.8: The percentage of convenience in using ICT for teaching

Out of 82 respondents, 90% of the participants answered “Yes” to the item of

convenience of using ICT in teaching and learning processes.

Notebooks provided Frequency Percentage

One person only 49 60%
Shared among group of 23 28%
lecturers 10 12%
For all lecturers to book
Total 82 100%

Table 4.9: Data on notebooks provided

46
 Figure 4.9: Percentage of data on notebooks provided

60% of the participants answered that the notebook provided by the college were used for

a person only while 28% of them answered that notebooks were shared among a group of

lecturers and only 12% of them answered that notebooks provided were for all lecturers to book

for their teaching and learning processes.

Limitations Frequency Percentage

when using
ICT in T&L
Yes 59 72%
No 23 28%
Total 82 100%

Table 4.10: Limitations in using ICT in Teaching and Learning

47
 Figure 4.10: Percentage of limitations in using ICT in Teaching and Learning

For item that determined the percentage of having limitations when using ICT in teaching

and learning processes, 72% answered that they do have limitations when dealing with ICT in

education. 28% of the respondents answered that they do not have any limitations when using

ICT in teaching and learning processes.

Problems faced Frequency Percentage

Device failure 24 29%
Limited hardware & 7 8%
software 26 32%
Network connection 10 12%
Lack of technical support 8 10%
Security 7 9%
Others
Total 82 100%

Table 4.11: Problems faced by the academic staffs

48
 Figure 4.11: Percentage of problems faced by the academic staffs

The most answered option that the participants pick was for problems that they usually

had was “Network connection” with a percentage of 32% follows by “Device failure” 29%,

“Lack of technical support” 12% , “Security “10% and others as 9%. The least option that the

participants choose was “Limited hardware and software” that is available for them to use which

make up to 8%.

Necessity of Frequency Percentage

changing
classrooms
when using
ICT
Yes 54 66%
No 28 34%
Total 82 100%

Table 4.12: The necessity of changing classrooms when ICT is used

49
 Figure 4.12: Percentage of the necessity of changing classrooms when ICT is used

Out of 82 participants, 54 (66%) of them answered that it is necessary for them to change

classrooms when ICT is required in their teaching and learning processes. 34% of the

participants answered that it was not necessary for them to change classroom when ICT is

incorporated in their teaching and learning processes.

Action taken Frequency Percentage

by the
technical
support
Very slow 6 7%
Rather slow 25 31%
Common 38 46%
Rather fast 12 15%
Very fast 1 1%
Total 82 100%

Table 4.13: Action taken by the technical support

50
 Figure 4.13: Percentage of action taken by the technical support

The most percentage of options for action taken by the technical support was rather

common where 46% of the participants respond to it follows by 31% choosing that it was rather

slow, 15% said it was rather fast and 7 % choose very fast. The least of the option taken by the

technical support was 1% of very fast.

4.7 Qualitative Results

The qualitative data that was acquired were meant to triangulate the data analysis from

the quantitative data. Thus, two participants were selected randomly to be the samples for the

qualitative data. According to participant #2, he relies a lot on technology in preparing for his

teaching materials. He uses mainly the Internet as a tool to search for relevant content in order to

create a better understanding on the topic. He explained that

51
 “I usually rely on Internet for my primary source in helping me to prepare for my

teaching and learning sessions. Although books are available to me, but I prefer to use the

Internet since the Internet provides various aspects of delivering the content of a certain topic

or subject area. Application such as Microsoft Office, Graphic Design Software is among the

common application that I usually used to present my content.”

However, participant #1 feels that her knowledge in ICT is still new although people

surrounding her are quite well verse in dealing with technology. She explained that

“I would rate my level of ICT in education to be at the level of a novice. I am still

trying to learn to use most of the basic functions in let just say, Microsoft Office Word. I am

most comfortable in using OHP when teaching since it is quite handy for me whenever I am

in the lecture hall.”

The above quoted dialog that was conducted indicates that there are still lecturers who prefer to

use the basic equipment such as OHP for their teaching and learning processes. However,

participant #1 did mention that support from the organization is given to her. She explained

“Since the past 2 years, support from the organization is being given to lecturer like

me. We are being guided by a group of other lecturers in creating a better layout of our

teaching and learning materials. I have to admit it takes time and a lot of patient on both of

our part since we need to allocate the time to meet up and discuss about the problem that

arise.”

52
Participant #1 expressed his opinion about incorporating technology in the classroom as a

worthwhile experience. He stated that

“I truly believe that by incorporating technology in my teaching and learning

processes, I have created a better environment for my students in expressing and exploring the

knowledge better. I usually will encourage my students to explain a method or a concept in

their own way and they are all welcome to search for a method that they understand best and

share the new knowledge with the rest of their friends. By doing so, they will be trained to be

more resourceful.”

By having the access to technology in a classroom, the lecturer is giving the opportunity for the

students to explore and be creative in their teaching and learning processes. Furthermore,

methods of approaches in gaining new knowledge are imposed to the students.

4.8 Summary of the chapter

Chapter four is divided into two main parts of data findings. The parts are divided into

two sections which are the quantitative data analysis and qualitative data analysis. Chapter five

will present the summary of the purpose of the study, research questions and an overview of the

methodology used in the completion of the study.

53
 CHAPTER 5

FINDINGS, DISCUSSION, RECOMMENDATIONS AND CONCLUSION

5.1 Introduction
This chapter provides input on the major findings that were related to the research

questions address in the first chapter. Moreover, other areas that will be mentioned in this

chapter are the implications of the research in the education aspect from the Penang

Matriculation College and the Education Systems’ point of view. Furthermore, recommendations

for further research and summary of the study are also addressed. The purpose of this study is to

54
investigate the level of ICT adoption among academic staffs in Penang Matriculation College in

term of handling their teaching and learning processes. This study provides three main questions

on the subject area of the research. The research questions are divided into three main areas

where the first research question is to determine the factors that enable the PMC lecturers in

using ICT in their teaching and learning processes. The second research question will determine

the ways and method that the academic staffs uses in their teaching and learning process. Finally,

the third research question will touch on the barriers and limitations that the academic staffs

faced during their teaching and learning process when ICT is incorporated.

A mixed model design was used for this study with a combination of quantitative data

analysis and qualitative data analysis in triangulating the quantitative data that was acquired. The

data was guided by three research questions which relied mostly on quantitative data and was

being supported by few questions from the qualitative data. The quantitative data was analyzed

by using a descriptive statistics mainly by referring to the percentages, means and standard

deviations to indicate the level of agreement and acceptance of ICT used by the academic staffs

in their teaching and learning processes.

Diffusion of Innovation Theory by Rogers (1995) was used in this research where it

provided the theoretical framework for this research. Medlin (2001) suggested that theory of

Diffusion of Innovation is the most appropriate theory that can be used to determine the adoption

level of ICT in education. There were 82 respondents that participated in this research where

they were needed to answer a set of questionnaire that includes 4 sections. This chapter interprets

the findings of three research questions that were set out earlier in the first chapter. This chapter

is divided into four main sections. The first section will discuss the conclusion based on the key

findings from the data analysis that was collected. In the second section contains the implications
55
of the research. The third section will touch on the recommendations for future research. Last but

not least in the fourth section includes the research conclusions.

5.2 Conclusion based on key findings

Quantitative data and qualitative data were measured and triangulated to address the

research questions. Conclusion that was derived from the data was based on the responses by the

participants of the questionnaire as well as a sample in-depth semi structured interview that was

conducted on two interviewees.

5.2.1 Research Question 1: Why do academic staffs use Information

Communication Technology (ICT).

The first research question aims to find out the reasons why the lecturers do uses ICT in

their teaching and learning processes. A section in the questionnaire and an in-depth questions
56
were used to answer research question one. The reasons of using ICT in education were

presented by a mean score on a 5-Likert scale. The overall mean for items in this section is 3.70

suggesting that there were various reasons why the lecturers use ICT in their teaching and

learning.

As for the reasons of using ICT in teaching and learning processes, the participants’

distribution was as follows: 0.30% from the total percentage of participants reported that they

strongly disagree on the reasons of using ICT for teaching and learning, 9.96% reported that they

disagree on most of the reasons listed in the questionnaire, and 20.13% of the respondents

reported that they are neutral with most of the items in the questionnaire. More than half of the

participants were reported that they agreed on most of the reasons listed in the questionnaire

which makes up to 53.57%. 15.97% from the total percentage of participants reported that they

strongly agreed to the most of the reasons that was listed in the questionnaire. The findings

revealed that the opinions and reasons of using ICT in teaching and learning processes vary from

the participants’ point of views. The obvious reason of using ICT in teaching and learning

processes is they feel that technology is suitable for all subject areas and it is not limited to a

certain subject alone. The qualitative data also revealed that the content of the subject area can be

presented in various ways by incorporating multimedia elements. Therefore, it will create an

interesting platform for the students to learn new things.

5.2.2 Research Question 2: How do academic staffs use ICT?

The second research question sought to determine the methods and ways of ICT used

among academic staffs in handling their teaching and learning processes. For the second research

question, there is another section in the questionnaire that deals with the question of how the

57
academic staffs use ICT and in-depth questions were used to answer this second research

question. The methods and ways of using ICT in education were presented by a mean score on a

5-Likert scale. The overall mean for items in this section is 3.74 suggesting that there were

various methods and ways of using ICT by the lecturers in their teaching and learning.

As for the overall result of the methods and ways of using ICT among lecturers are as

follows: Out of the 82 participants, 1.65% reported that they strongly disagreed on most of the

methods mentioned in the questionnaire, 14.56% of them reported that they disagreed on most of

the items and 11.54% stated their opinion as being neutral. More than half of the participants

reported that they agreed to most of the item which make up to 52.57% and about 19.64% of the

participants responded to the most of the items by strongly agreeing to the items mentioned. The

findings revealed that the methods and ways that the academic staffs incorporated ICT in their

teaching and learning processes varies in many ways. The methods that most of the lecturers in

Penang Matriculation College used are simple software such as presentation software, word

processing software, spreadsheet software and the college e-learning portal. From the qualitative

data also revealed that the lecturers were given a chance to conduct an activity in the e-learning

portal for their own students. Although the opportunity is given to them, they are taking one step

at a time to fully utilize the functions in portal.

5.2.3 Research Question 3: What are the barriers of using ICT in teaching

and learning processes?

The final research question sought to find out the barriers and limitations that the

academic staffs faced when ICT is used in their teaching and learning processes. The data

analysis from the third research question was presented by frequency and percentages. The

58
barriers and limitations that the academic staffs faced somehow have lessen their motivation in

using ICT in their teaching and learning process. For most of the lecturers, they have to come up

with a backup plan whenever they faced any problems regarding ICT during their teaching and

learning sessions.

Whenever the academic staffs face any problems regarding ICT during teaching and

learning sessions, the technical support is there to aid them. However, since most of the classes

are being carried out at the same time, it is quite impossible for the technical support to cater to

all problems faced by the lecturers at one time.

In conclusion, based on the S-Curve Diffusion of Innovation, the level of adoption of ICT

among lecturers in Penang Matriculation College is still at an early stage that slowly move on to

the take off level. This finding also is quite consistent with the findings of a research done by

Lynch, 2000, who found that teachers’ were not making regular use of computers in their

teaching practices. According to Rogers (1995), time plays an important element for an

innovation to take place. Rogers mentioned that in order for an innovation to take off in an

organization, at least 5 years of training and exposure is needed. As for Penang Matriculation

College, it only started to fully utilized ICT I in education for the past three years. The college

has taken a proactive step in establishing a support group in helping the late adopters in

incorporating ICT in their teaching and learning process.

59
5.3 Research Implications

This research sought to determine the adoption of Information Communication

Technology in teaching and learning processes among academic staffs of Penang Matriculation

College. Therefore, the study was significant in many ways:

• Because it focuses on the on the adoption of ICT for educational purpose which has

become a crucial aspect of technology development in the education line.

• Because it focuses on the methods and ways of incorporating ICT for educational

purposes by the academic staffs, again a topic argued for many years as the greatest

organizational challenge in the future education system.

• The findings of the research will be given more attention on the level of ICT adoption

among lecturers mainly in Penang Matriculation College.

60
 • The findings of this research contributed to future ICT use in Penang Matriculation

College as well as other Matriculation Colleges across the country.

5.4 Recommendations for Future Research

From the study conducted, it provided an understanding of the ICT adoption in teaching

and learning processes among lecturers in Penang Matriculation College. The current study

provided an indication of what currently exists and provide few directions of future research. The

following suggestions are made for future research studies:

1. It is recommended that further studies to be conducted to confirm the findings of this

study with other populations of matriculation colleges in Malaysia to see if the results can

be generalized for lecturers in other colleges.

2. Future consideration on the in-depth of the qualitative data collection and analysis in term

of the environment and the time of the interview conducted.

61
 3. Given the adoption level of ICT among the lecturers, future research may investigate on

the impact of using ICT for educational purposes on the students’ progress and

achievement.

4. Further research can be conducted on the level of adoption of ICT among the students in

order to make sure that the adoption level of ICT among lecturers are at par with the

students.

5. Additional research should be conducted to investigate what other things that the

academic staffs need in order to motivate them to incorporate ICT in education.

5.5 Conclusion

This study was conducted to determine the adoption level of ICT among academic staffs

in Penang Matriculation College in their teaching and learning processes and to identify some

important key points on the reasons and methods of incorporating ICT in education. While ICT

use in public and private learning organizations is becoming more widespread, more extensive

research in the area should be conducted to fully understand the current level of ICT adoption

among the learning community. Furthermore, studies on the factors that affect the progress of

ICT in education should also be look upon.

62
References

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66
APPENDICES

67
Appendix A

68
Appendix B

69
70
 Questionnaire
Thank you for taking the time to participate in this study. This questionnaire is designed to investigate the
level of understanding on the usage of ICT in teaching and learning process among lecturers in Penang
Matriculation College and to get any additional knowledge about the usage of ICT used. All the
information that you provided is confidential. Your name is not stored with this questionnaire and the
information you provide will not be used for any other purpose.

Demographic / Background Information

Please answer the questions patiently and honestly. You may tick (/) one of the following.

1. Gender

• Male

• Female

2. Age

• 18 – 25

• 26 – 30

• 31 – 35

• 36 – 40

• 41 – 45

• Over 46

3. How long have you been teaching?

• 0 – 1 year

• 2 - 5 years

• 6 – 10 years

• 11 – 15 years

• More than 15 years

71
4. My teaching subject is ___________

• Mathematics • English
• Biology • Accounts
• Chemistry • Economics
• Physics • Business
• Others

5. My experience in using computers to assist my work ______

• 1 – 2 years

• 3 - 4 years

• 5 – 6 years

• Over 7 years

Part 1 - To determine the factors that enable the PMC lecturers’ to use ICT in teaching and learning
processes.

Instruction: Please indicate the extent to which you agree or disagree with the following statements.
Put a (/) in the box of your choice.

Strongly Strongly
Disagre
Disagre Neutral Agree Agree
e
e
6. I already had sufficient knowledge and
skills to use computers in teaching
7. Using IT in teaching is a trend
8. When teachers can use computers
effectively in teaching, students’ attitudes
in using IT in learning will become more
positive
9. I know how to follow the steps to use
computers effectively as tool to aid
teaching
10. I can learn more from books than from a
computer/internet
11. Anything that a computer can be used
for, I can do just as well some other way
12. Having a computer available to me
would improve my productivity
13. If there was a computer and internet in
72
 my classroom, it would help me to be a
better lecturer
14. Technology (computers) can be a useful
instructional aid in almost all subject
areas
15. I usually need assistance from others
when I am preparing for my teaching
materials
16. I usually assist others with ICT when
they are preparing for their teaching and
learning materials
17. I used ICT to download/link extra
materials for my teaching and learning
materials.
18. I use ICT to design a program of my own
for my teaching and learning processes.

Part 2 - To determine how the ICT is being used in the teaching and learning processes.

Instruction: Please indicate the extent to which you agree or disagree with the following statements. Put a
(/) in the box of your choice.

Strongly Strongly
Disagre
Disagre Neutral Agree Agree
e
e
19. I know how to install hard disk, floppy drive,
mother board, keyboard, monitor, printer or
scanner
20. I know how to install software
21. I know how to format a disk
22. I know how to use word processing system
(Microsoft Word / Writer.org etc) to produce
material for my students
23. I know how to use tables in word processing
system
24. I know how to use graphics in word
processing system
25. I know how to use spreadsheet to produce
material for my students
26. I know how to use a database program
27. I know how to use a scanner
28. I know how to write computer programs
29. I know how to use a presentation software
73
 (Microsoft Powerpoint / Impress.org) to
produce material for my students
30. I know how to design presentation slides
31. I know how to use computers in creating
graphics or music
32. I use the Internet resources to find materials
relevant to my curriculum
33. I use email to contact peers and experts both
inside and outside of the organization
34. I use technology to maintain students’
records (attendances, grading etc)
35. The learning activities I develop sometimes
requires students to use technology (KMPP
e-learning portal, www etc)
36. I use the KMPP e-learning portal in my
lesson

Part 3 – To identify the barriers of ICT usage

Instruction: Please read the statements carefully. Put a (/) in the box of your choice.

37. Is it convenient for you to use computer (technology) in teaching?

• Yes

• No

38. Notebooks provided by the college are ____________

• For one person only

• Shared among group of lecturers

• For all lecturers to book

39. Do you have any limitations when you are using technology in teaching and learning process?

• Yes

• No
74
40.Name the problems that you usually face when dealing with ICT in teaching and learning
process. (Please choose only one)

• Device failure

• Not enough hardware and software

• Network connection

• Lack of technical support

• Security (Stolen cases / Viruses)

• Others (Please state: __________________________)

41. Due to Internet connection, is it necessary to switch classrooms when using IT in teaching?

• Yes

• No

42. When a computer breaks down in the classroom / lecture hall, the action taken by the technical
support is ____________

• Very slow

• Rather slow

• Common

• Rather fast

• Very fast

Interview Questions

75
1. How often do you use ICT applications for educational purposes? What are the ICT

applications that you usually used?

2. How would you describe your level of knowledge and skills in using ICT for educational

purposes? Please explain.

3. Do you think that the use of technology in your classroom is a worthwhile experience?

Why?

4. Do you think that you have enough support from the management of the organization

when you use ICT for educational purposes? What kind of support that you need in order

to use ICT effectively for educational purposes?

76