Final Project 1

LAPTOP INCREASE THE EFFICIENCY OF STUDENTS

Mamoona Islam
GIFT Business School, GIFT University, Gujranwala. Pakistan

Abstract
This Research document presents an empirically authorized approach that laptop increase the
efficiency of students. Research was conducted amongst students of different universities coming
from four different cities, to check competence of their work by usage of laptop. This document
will provide the factors that become efficient after usage of laptop. Discussions, consequences,
and suggestions will help in generating result that whether laptop provides a competitive edge or
not.

Introduction:
Over the past, the presence of computers in schools has burst out. Whereas schools had one
computer for every 125 students in 1983, they had one for every nine students in 1995, and 1 for
every 6 students in 1998 (Market Data Retrieval, 1999).then teachers start using computer in
their instruction, computers are used most often for student writing (Becker, 1999). As several
studies reveals, regular use of computers can lead to a noteworthy improvement (see Russell &
Plati, 2001, for a fuller review of the literature on computers and writing). To take advantage of
on these benefits, a few schools have made computers available to all of their students. In most
schools, however, the relatively high cost of computers prohibits schools from acquiring a
sufficient quantity of computers for all students to use simultaneously. In attempts to provide an
entire class of students with computer access, some schools place large numbers of computers
into a shared computer lab. With the passage of time students started using laptop for their
project, Assignments and quizzes preparation etc. That gives them competitive edge and
increases their effectiveness

For students, laptop computers are cognitive tools. It provides computer-mediated workspaces
for the rapid, flexible processing of symbolic representations and abstract concepts. In addition

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to aiding the process of learning (research, , communication, discovery, composition, revision),

laptops also support the creation of products (reports, , images, video, graphs, maps, web pages).
Literature Review:

According to “KZNDEC LAPTOP POLICY” Laptop is portable computer, small enough that

it can sit on your lap. It is microcomputer that is portable and suitable for use while traveling
(oxford university press, 2008). A laptop computer or simply laptop also known as notebook
computer, notebook and notepad is a small mobile computer, which usually weighs 2-18 pounds
around 1 to 8 kilograms, depending on size, materials, and other factors.

Department of Education conducted a research in Jan 2006, to find that either laptop increase
the efficiency of the students or not. They found, K-12 students live in a digital world.
Technology is not a handy tool used to accomplish tasks; it is the way of life. In the old days,
students and teachers looked to the Encyclopedia Britannica for answers. Today, they have a
world of information at a transformation in the way teachers instruct and students learn. The
study shows that Students have improved research skills. For example, after two years of a
laptop initiative in Henrico Country, scores for high school students increased on all 11 of the
Virginia Standards of Learning tests. Students report that laptops make their school work easier
and help improve the quality of their work. Students are more interested in their school work and
more motivated to learn. Students spend more time engaging in collaborative work.

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Although much of the research on laptop programs is still on-going, preliminary findings report
several positive effects. Focusing on laptop programs in Carmen Arce Middle School in
Connecticut, Cromwell (1999) provides anecdotal evidence from staff and administrators that
laptops have increased students’ sense of excitement about learning as well as their interest in
research and writing. In Town Country Middle School in Georgia, Baldwin (1999) reports that
after implementing a laptop program, average daily attendance increased, tardiness decreased,
and disciplinary referrals decreased. In addition, teachers reported an increase in students’
willingness to revise their work and an increased efficiency in introducing students to more
advanced mathematics. Students also reported spending more time on home-work and less time
watching television (Baldwin, 1999).

Methodology:

Research Design: Survey was conducted through Questioner. A self Administrate questionnaire
was used as a communication tool for research. Questionnaire was divided into three portions,
first is demographic, second is to check the device that increase efficiency, third part dealt
Various Factors that have become Efficient after Use of Laptop developed on five Likert scale.
The study is exploratory and formal
Sample Design:
Descriptive study is used for sampling. Sampling was Convenient Based. Data was collected
from the Students of four different cities studying in GIFT University and Punjab University. The
Students from all departments were the target Audience (38.5 % BBA, 5.5 % Bsc, 27 %
MBA, 25 % others) and both from private and Government university. 50% of respondents were
male and 50 % are female.
Data Collection:
200 hundred questionnaires were distributed, 100 questionnaires were filled from male and 100
from female.
Limitation:
Research was only conducted from two universities not from the schools. Respondents were
from Under graduate and graduate level. Only benefits of the laptop were considered. The

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research environment was Field conditioned. The study was Statistical. The attempt is to capture
population’s characteristics by making inferences from samples characteristics.
Results & Findings:
EDA:
Descriptives

Statistic Std. Error

Gender Mean 1.50 .036
95% Confidence Lower Bound 1.43
Interval for Mean Upper Bound 1.57
5% Trimmed Mean 1.50
Median 1.00
Variance .251
Std. Deviation .501
Minimum 1
Maximum 2
Range 1
Interquartile Range 1
Skewness .010 .172
Kurtosis -2.020 .343
Age Mean 1.34 .037
95% Confidence Lower Bound 1.27
Interval for Mean Upper Bound 1.41
5% Trimmed Mean 1.30
Median 1.00
Variance .266
Std. Deviation .516
Minimum 1
Maximum 3
Range 2
Interquartile Range 1
Skewness 1.111 .172
Kurtosis .132 .343

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Final Project 5

Department Mean 2.72 .114

95% Confidence Lower Bound 2.50
Interval for Mean Upper Bound 2.95
5% Trimmed Mean 2.69
Median 3.00
Variance 2.565
Std. Deviation 1.601
Minimum 1
Maximum 5
Range 4
Interquartile Range 4
Skewness .266 .172
Kurtosis -1.433 .343
City Mean 1.73 .087
95% Confidence Lower Bound 1.56
Interval for Mean Upper Bound 1.91
5% Trimmed Mean 1.59
Median 1.00
Variance 1.520
Std. Deviation 1.233
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness 1.632 .172
Kurtosis 1.409 .343
electronic devices you Mean 1.75 .085
own 95% Confidence Lower Bound 1.59
Interval for Mean Upper Bound 1.92
5% Trimmed Mean 1.60
Median 1.00
Variance 1.439
Std. Deviation 1.200
Minimum 1
Maximum 7
Range 6
Interquartile Range 1
Skewness 2.135 .172
Kurtosis 4.989 .343

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Final Project 6

usage of laptop for Mean 1.40 .035

Academic purpose 95% Confidence Lower Bound 1.33
Interval for Mean Upper Bound 1.47
5% Trimmed Mean 1.39
Median 1.00
Variance .241
Std. Deviation .491
Minimum 1
Maximum 2
Range 1
Interquartile Range 1
Skewness .424 .172
Kurtosis -1.839 .343
Which one increase Mean 1.67 .058
efficiency of work 95% Confidence Lower Bound 1.55
Interval for Mean Upper Bound 1.78
5% Trimmed Mean 1.63
Median 1.00
Variance .677
Std. Deviation .823
Minimum 1
Maximum 3
Range 2
Interquartile Range 1
Skewness .684 .172
Kurtosis -1.183 .343
If you had resourses Mean 1.17 .026
would you buy laptop 95% Confidence Lower Bound 1.11
for academic purpose Interval for Mean Upper Bound 1.22
5% Trimmed Mean 1.13
Median 1.00
Variance .139
Std. Deviation .373
Minimum 1
Maximum 2
Range 1
Interquartile Range 0
Skewness 1.811 .172
Kurtosis 1.291 .343

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Final Project 7

Laptop has positive Mean 1.27 .032

impact on teachers 95% Confidence Lower Bound 1.21
Interval for Mean Upper Bound 1.33
5% Trimmed Mean 1.25
Median 1.00
Variance .199
Std. Deviation .446
Minimum 1
Maximum 2
Range 1
Interquartile Range 1
Skewness 1.036 .172
Kurtosis -.936 .343
Laptop motivates you Mean 1.35 .034
to work hard 95% Confidence Lower Bound 1.28
Interval for Mean Upper Bound 1.41
5% Trimmed Mean 1.33
Median 1.00
Variance .228
Std. Deviation .477
Minimum 1
Maximum 2
Range 1
Interquartile Range 1
Skewness .649 .172
Kurtosis -1.595 .343
Persentage time you Mean 1.93 .064
save by laptop 95% Confidence Lower Bound 1.80
Interval for Mean Upper Bound 2.05
5% Trimmed Mean 1.87
Median 2.00
Variance .803
Std. Deviation .896
Minimum 1
Maximum 4
Range 3
Interquartile Range 1
Skewness .650 .172
Kurtosis -.422 .343

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Final Project 8

Battery of laptop cover Mean 1.81 .068

load shading effect. do 95% Confidence Lower Bound 1.68
you feel it has effect on Interval for Mean
efficiency Upper Bound 1.95
5% Trimmed Mean 1.71
Median 2.00
Variance .930
Std. Deviation .964
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness
1.269 .172
Kurtosis
1.472 .343
Project making Mean 4.15 .080
95% Confidence Lower Bound 3.99
Interval for Mean Upper Bound 4.30
5% Trimmed Mean 4.27
Median 5.00
Variance 1.277
Std. Deviation 1.130
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -1.479 .172
Kurtosis 1.593 .343
CGPA Mean 3.44 .077
95% Confidence Lower Bound 3.29
Interval for Mean Upper Bound 3.59
5% Trimmed Mean 3.49
Median 3.00
Variance 1.177
Std. Deviation 1.085
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -.449 .172
Kurtosis -.214 .343

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Final Project 9

Assignment making Mean 4.04 .071

95% Confidence Lower Bound 3.90
Interval for Mean Upper Bound 4.18
5% Trimmed Mean 4.13
Median 4.00
Variance 1.004
Std. Deviation 1.002
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -1.136 .172
Kurtosis 1.175 .343
Quizzes preparation Mean 3.30 .079
95% Confidence Lower Bound 3.15
Interval for Mean Upper Bound 3.46
5% Trimmed Mean 3.34
Median 3.00
Variance 1.242
Std. Deviation 1.114
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -.221 .172
Kurtosis -.668 .343
Final paper preparation Mean 3.39 .093
95% Confidence Lower Bound 3.20
Interval for Mean Upper Bound 3.57
5% Trimmed Mean 3.43
Median 4.00
Variance 1.733
Std. Deviation 1.317
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.436 .172
Kurtosis -.901 .343

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Final Project 10

Presentation Mean 4.17 .075

95% Confidence Lower Bound 4.02
Interval for Mean Upper Bound 4.31
5% Trimmed Mean 4.26
Median 5.00
Variance 1.109
Std. Deviation 1.053
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -1.124 .172
Kurtosis .406 .343
Communication within Mean 3.51 .085
group 95% Confidence Lower Bound 3.34
Interval for Mean Upper Bound 3.68
5% Trimmed Mean 3.57
Median 4.00
Variance 1.443
Std. Deviation 1.201
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.383 .172
Kurtosis -.804 .343
Flexible usage of IT Mean 3.84 .073
facility 95% Confidence Lower Bound 3.70
Interval for Mean Upper Bound 3.99
5% Trimmed Mean 3.91
Median 4.00
Variance 1.051
Std. Deviation 1.025
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.620 .172
Kurtosis -.140 .343

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Final Project 11

Flexible working hours Mean 3.76 .078

95% Confidence Lower Bound 3.60
Interval for Mean Upper Bound 3.91
5% Trimmed Mean 3.83
Median 4.00
Variance 1.224
Std. Deviation 1.107
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.639 .172
Kurtosis -.279 .343
Knowledge Mean 3.85 .073
95% Confidence Lower Bound 3.71
Interval for Mean Upper Bound 4.00
5% Trimmed Mean 3.92
Median 4.00
Variance 1.075
Std. Deviation 1.037
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.748 .172
Kurtosis -.023 .343
Students participation Mean 3.44 .087
in extra curricular 95% Confidence Lower Bound 3.27
activities Interval for Mean Upper Bound 3.61
5% Trimmed Mean 3.49
Median 4.00
Variance 1.490
Std. Deviation 1.221
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -.484 .172
Kurtosis -.623 .343

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Final Project 12

IT Skills Mean 3.95 .080

95% Confidence Lower Bound 3.79
Interval for Mean Upper Bound 4.11
5% Trimmed Mean 4.06
Median 4.00
Variance 1.280
Std. Deviation 1.131
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -1.084 .172
Kurtosis .601 .343
Competitive edge Mean 3.81 .077
95% Confidence Lower Bound 3.66
Interval for Mean Upper Bound 3.97
5% Trimmed Mean 3.89
Median 4.00
Variance 1.172
Std. Deviation 1.083
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.757 .172
Kurtosis .009 .343
internet browsing Mean 3.97 .075
95% Confidence Lower Bound 3.82
Interval for Mean Upper Bound 4.12
5% Trimmed Mean 4.06
Median 4.00
Variance 1.120
Std. Deviation 1.058
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.869 .172
Kurtosis .158 .343

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Final Project 13

Innovation Mean 3.79 .083

95% Confidence Lower Bound 3.63
Interval for Mean Upper Bound 3.95
5% Trimmed Mean 3.88
Median 4.00
Variance 1.359
Std. Deviation 1.166
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.740 .172
Kurtosis -.240 .343
Personality Mean 3.56 .088
Development 95% Confidence Lower Bound 3.39
Interval for Mean Upper Bound 3.74
5% Trimmed Mean 3.63
Median 4.00
Variance 1.530
Std. Deviation 1.237
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.461 .172
Kurtosis -.780 .343
Communication Skills Mean 3.50 .090
95% Confidence Lower Bound 3.32
Interval for Mean Upper Bound 3.68
5% Trimmed Mean 3.56
Median 4.00
Variance 1.625
Std. Deviation 1.275
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.493 .172
Kurtosis -.825 .343

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Final Project 14

Vocabulary Mean 3.53 .085

95% Confidence Lower Bound 3.37
Interval for Mean Upper Bound 3.70
5% Trimmed Mean 3.59
Median 4.00
Variance 1.432
Std. Deviation 1.197
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.480 .172
Kurtosis -.567 .343
Tecnological Learning Mean 3.86 .078
95% Confidence Lower Bound 3.71
Interval for Mean Upper Bound 4.02
5% Trimmed Mean 3.95
Median 4.00
Variance 1.219
Std. Deviation 1.104
Minimum 1
Maximum 5
Range 4
Interquartile Range 2
Skewness -.820 .172
Kurtosis -.001 .343
interest in learning Mean 3.91 .167
95% Confidence Lower Bound 3.58
Interval for Mean Upper Bound 4.24
5% Trimmed Mean 3.85
Median 4.00
Variance 5.568
Std. Deviation 2.360
Minimum 1
Maximum 33
Range 32
Interquartile Range 2
Skewness 9.439 .172
Kurtosis 117.400 .343

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Final Project 15

Critical Thinking Mean 3.50 .083

95% Confidence Lower Bound 3.34
Interval for Mean Upper Bound 3.67
5% Trimmed Mean 3.56
Median 4.00
Variance 1.362
Std. Deviation 1.167
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -.449 .172
Kurtosis -.522 .343
Class Participation Mean 3.42 .090
95% Confidence Lower Bound 3.24
Interval for Mean Upper Bound 3.59
5% Trimmed Mean 3.46
Median 4.00
Variance 1.598
Std. Deviation 1.264
Minimum 1
Maximum 5
Range 4
Interquartile Range 1
Skewness -.418 .172
Kurtosis -.765 .343
Frequency Table:

Gender

Cumulative
Frequency Percent Valid Percent Percent
Male 100 50.0 50.0 50.0
Female 100 50.0 50.0 100.0
Total

200 100.0 100.0

Gender

Statistics

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Final Project 16

Gender

100

80

60
n
u
q
y
cF
re

40

20

0
Male Female
Gender

This graph shows that in the sample of 200 hundred.100 of the respondents were male and 100
were female.

Age:
Cumulative
Frequency Percent Valid Percent Percent
Valid 18-21 136 68.0 68.0 68.0
22-25 60 30.0 30.0 98.0
26 and
4 2.0 2.0 100.0
above
Total
200 100.0 100.0

Age

Age

140

120

100

80
n
u
q
F
y
c
e

60
r

40

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0
18-21 22-25 26 and above
Age
Final Project 17

The graph shows that 68% respondents lie in the 18 to 21, 30% of the respondents lie in the age
of 2% to 25 and 4 respondents lie in the age of 26 and above

Department:

Frequency Percent Valid Percent Cumulative Percent

Valid BBA 77 38.5 38.5 38.5
Bsc 11 5.5 5.5 44.0
MBA 54 27.0 27.0 71.0
Bdes 8 4.0 4.0 75.0
others 50 25.0 25.0 100.0
Total 200 100.0 100.0

Department

80

60

40
n
u
q
F
y
c
e
r

20

0
BBA Bsc MBA Bdes others
Department

The graph shows that 38% respondents were from BBA, 5% were from Bsc, 27% were MBA
students, 4 % were Bdes and 25% respondents were from others (CS, I com , B com and M.A
English) which comes in the category of others.

City:

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Final Project 18

Frequency Percent Valid Percent Cumulative Percent

Valid Gujranwala 131 65.5 65.5 65.5
Sialkot 32 16.0 16.0 81.5
Gujrat 11 5.5 5.5 87.0
Daska 12 6.0 6.0 93.0
others 14 7.0 7.0 100.0
Total 200 100.0 100.0

City

140

120

100

80
n
u
q
F
y
c
e

60
r

40

20

0
Gujranwala Sialkot Gujrat Daska others
City

The graph shows that 65% respondents were from Gujranwala, 16% were from sialkot, 5% were
Gujrat students, 6 % were Daska and 7% respondents were from others

Electronic devices you own:

Cumulative
Frequency Percent Valid Percent Percent
Valid Personal Desktop
115 57.5 57.5 57.5
computer
Laptop 57 28.5 28.5 86.0
PDA electronic devices 4you own 2.0 2.0 88.0
Personal Desktop
17 8.5 8.5 96.5
computer, Laptop
120Personal Desktop
4 2.0 2.0 98.5
Computer, PDA
Personal Desktop
100 3 1.5 1.5 100.0
computer, Laptop, PDA
Total 200 100.0 100.0
80

60
n
u
q
F
y
c
e
r

40

20

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Personal Laptop PDA Personal Personal Personal
Desktop Desktop Desktop Desktop
computer computer, Computer, computer,
Laptop PDA Laptop, PDA
electronic devices you own
Final Project 19

This graph shows that, 59 % have personal desktop computers, 37 % has laptop and 4% have
PDA.

Usage of laptop for Academic purpose:

Frequency Percent Valid Percent Cumulative Percent

Valid Yes 121 60.5 60.5 60.5
No 79 39.5 39.5 100.0
Total 200 100.0 100.0

usage of laptop for Academic purpose

125

100

75
n
u
q
F
y
c
e
r

50

25

0
Which one Yes No increase efficiency
of work usage of laptop for Academic purpose

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Final Project 20

60.5% Respondents said they use there laptop for Academic purpose and 39.5% said they don’t
use.

Which one increase efficiency of your work:

Cumulative
Frequency Percent Valid Percent Percent
Valid Laptop 111 55.5 55.5 55.5
University
43 21.5 21.5 77.0
computer
Personal
Desktop 46 23.0 23.0 100.0
computer
Total 200 100.0 100.0

Which one increase efficiency of work

120

100

80

60
n
u
q
F
y
c
e
r

40

20

0
Laptop University computer Personal Desktop
computer
Which one increase efficiency of work

The graph shows that 55.5% respondents said laptop increase the efficiency of work, 21.5% said
university computers and 23% said personal desktop computers increase the efficiency of work

If you had recourses would you buy laptop for academic purpose:

Frequency Percent Valid Percent Cumulative Percent

Valid Yes 167 83.5 83.5 83.5
No 33 16.5 16.5 100.0
Total 200 100.0 100.0

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Final Project 21

If you had resourses would you buy laptop for academic

purpose

200

150

100
n
u
q
y
cF
re

50

0
Yes No
If you had resourses would you buy laptop for academic
purpose

The graph shows that 83.5% respondents said if they have recourses then they will buy the
laptop and 16.5% said No they will not.

Laptop has positive impact on teachers:

Frequency Percent Valid Percent Cumulative Percent

Valid Yes 145 72.5 72.5 72.5
No 55 27.5 27.5 100.0
Total 200 100.0 100.0

Laptop has positive impact on teachers

150

120

90
n
u
q
F
y
c
e
r

60

30

0
Yes No
Laptop has positive impact on teachers

The graph shows that 72.5% respondents said laptop has positive influence on teachers where as
27.5% said no it don’t have

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Final Project 22

Laptop motivates you to work hard:

Frequency Percent Valid Percent Cumulative Percent

Valid yes 130 65.0 65.0 65.0
No 70 35.0 35.0 100.0
Total 200 100.0 100.0

Laptop motivates you to work hard

140

120

100

80
n
u
q
F
y
c
e

60
r

40

20

0
yes No
Laptop motivates you to work hard

65% respondents said laptop motivate to work hard where as 35% said it don’t

Percentage time you save by laptop:

Frequency Percent Valid Percent Cumulative Percent

Valid 1-25 % 76 38.0 38.0 38.0
26-50% 75 37.5 37.5 75.5
51-75% 37 18.5 18.5 94.0
76 and above 12 6.0 6.0 100.0
Total 200 100.0 100.0

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Final Project 23

Persentage time you save by laptop

80

60

40
n
u
q
F
y
c
e
r

20

0
1-25 % 26-50% 51-75% 76 and above
Persentage time you save by laptop

38% respondents said they save 1-25 % time, 37% said they save 26 to 50 percent time, 18%
said they save 51 to 75 % time and 6% said they save 76 and above time.

Battery of laptop covers load shading effect. Do you feel it has effect on efficiency?

Frequency Percent Valid Percent Cumulative Percent

Valid strongly agree 93 46.5 46.5 46.5
Agree 67 33.5 33.5 80.0
Neutral 29 14.5 14.5 94.5
Disagree 6 3.0 3.0 97.5
Strongly disagree 5 2.5 2.5 100.0
Total 200 100.0 100.0

Battery of laptop cover loadshading effect.do you feel it has

effect on efficiency

100

80

60
n
u
q
y
cF
re

40

20

0
strongly agree Agree Neutral Disagree Strongly
disagree
Battery of laptop cover loadshading effect.do you feel it has
effect on efficiency

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Final Project 24

46.5% of the respondents said battery of laptop covers load shading effect, 33.5% are agree,
14.5% are neutral, 3% are disagree and 2.5% respondents were strongly disagree with this
statement.
Project making

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 13 6.5 6.5 6.5
Disagree 4 2.0 2.0 8.5
Neutral 24 12.0 12.0 20.5
Agree 58 29.0 29.0 49.5
strongly agree 101 50.5 50.5 100.0
Total 200 100.0 100.0

Project making

120

100

80

60
n
u
q
F
y
c
e
r

40

20

0
Strongly Disagree Neutral Agree strongly agree
disagree
Project making

50.5% respondent said laptop help in project making, 29% are agree that it help, 12% are in
neutral phase, 2% disagree with the statement 6.5% respondents are strongly disagree.

CGPA

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 13 6.5 6.5 6.5
Disagree 19 9.5 9.5 16.0
Neutral 68 34.0 34.0 50.0
Agree 66 33.0 33.0 83.0
strongly agree 34 17.0 17.0 100.0
Total 200 100.0 100.0

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Final Project 25

CGPA

70

60

50

40
n
u
q
F
y
c
e

30
r

20

10

0
Strongly Disagree Neutral Agree strongly agree
disagree
CGPA

17% respondents said laptop increase CGPA, 33% said they agree, 34% are neutral, 9.5%
disagree with the statement, 6.5% strongly disagree with the statement
Assignment making:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 7 3.5 3.5 3.5
Disagree 7 3.5 3.5 7.0
Neutral 33 16.5 16.5 23.5
Agree 77 38.5 38.5 62.0
strongly agree 76 38.0 38.0 100.0
Total 200 100.0 100.0

Assignment making

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Strongly Disagree Neutral Agree strongly agree
disagree
Assignment making

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Final Project 26

38% respondents said laptop help, 38.5% said they are agree, 16.5% are neutral, 3.5% disagree
with the statement, 3.5% strongly disagree with the statement

Quizzes preparation:

Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
12 6.0 6.0 6.0
disagree
Disagree 36 18.0 18.0 24.0
Neutral 61 30.5 30.5 54.5
Agree 61 30.5 30.5 85.0
strongly agree 30 15.0 15.0 100.0
Total 200 100.0 100.0

Quizzes preparation

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Strongly Disagree Neutral Agree strongly agree
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Quizzes preparation

15% respondents said laptop help, 30.5% said they are agree, 30.5% are neutral, 18% disagree
with the statement, 6% strongly disagree with the statement

Final paper preparation

Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
25 12.5 12.5 12.5
disagree
Disagree 25 12.5 12.5 25.0
Neutral 45 22.5 22.5 47.5
Agree 56 28.0 28.0 75.5
strongly agree 49 24.5 24.5 100.0
Total 200 100.0 100.0

Mamoona Islam Marketing Research

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Final Project 27

Final paper preparation

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Strongly Disagree Neutral Agree strongly agree
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Final paper preparation

24.5% respondents said laptop help, 28% said they are agree, 22.5% are neutral, 12.5% disagree
with the statement, 12.5% strongly disagree with the statement

Presentation:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 4 2.0 2.0 2.0
Disagree 14 7.0 7.0 9.0
Neutral 30 15.0 15.0 24.0
Agree 49 24.5 24.5 48.5
strongly agree 103 51.5 51.5 100.0
Total 200 100.0 100.0

Presentation

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100

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Strongly Disagree Neutral Agree strongly agree
disagree
Presentation

51.5% respondents said laptop help, 24.5% said they are agree, 15% are neutral, 7% disagree
with the statement, 2% strongly disagree with the statement

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Final Project 28

Flexible Working hours:

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 8 4.0 4.0 4.0
Disagree 18 9.0 9.0 13.0
Neutral 50 25.0 25.0 38.0
Agree 63 31.5 31.5 69.5
strongly agree 61 30.5 30.5 100.0
Total 200 100.0 100.0

Flexible working hours

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Flexible working hours

30.5% respondents said laptop help, 31.5%said they are agree, 25% are neutral, 9% disagree
with the statement, 4% strongly disagree with the statement
Knowledge:

Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
5 2.5 2.5 2.5
disagree
Disagree 18 9.0 9.0 11.5
Neutral 39 19.5 19.5 31.0
Agree 76 38.0 38.0 69.0
strongly agree 62 31.0 31.0 100.0
Total 200 100.0 100.0

31% respondents said laptop help, 38% said they are agree, 19.5% are neutral, 9% disagree with
the statement, 2.5% strongly disagree with the statement

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Final Project 29

Knowledge

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Knowledge

IT Skills
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 12 6.0 6.0 6.0
Disagree 8 4.0 4.0 10.0
Neutral 36 18.0 18.0 28.0
Agree 66 33.0 33.0 61.0
strongly agree 78 39.0 39.0 100.0
Total 200 100.0 100.0

IT Skills

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IT Skills

39% respondents said laptop help in increasing, 33% said they are agree, 18% are neutral, 4%
disagree with the statement, 6% strongly disagree with the statement

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Final Project 30

Competitive edge:

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 8 4.0 4.0 4.0
Disagree 15 7.5 7.5 11.5
Neutral 45 22.5 22.5 34.0
Agree 69 34.5 34.5 68.5
strongly agree 63 31.5 31.5 100.0
Total 200 100.0 100.0

Competitive edge

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Competitive edge

31.5% respondents said laptop help in increasing, 34.5% said they are agree, 22.5% are neutral,
7.5% disagree with the statement, 4% strongly disagree with the statement

Internet browsing:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 6 3.0 3.0 3.0
Disagree 12 6.0 6.0 9.0
Neutral 42 21.0 21.0 30.0
Agree 61 30.5 30.5 60.5
strongly agree 79 39.5 39.5 100.0
Total 200 100.0 100.0

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Final Project 31

internet browsing

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Strongly Disagree Neutral Agree strongly agree
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internet browsing
39.5% respondents said laptop help in increasing, 30.5% said they are agree, 21% are neutral,
6% disagree with the statement, 3% strongly disagree with the statement

Vocabulary:

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 15 7.5 7.5 7.5
Disagree 21 10.5 10.5 18.0
Neutral 57 28.5 28.5 46.5
Agree 55 27.5 27.5 74.0
strongly agree 52 26.0 26.0 100.0
Total
200 100.0 100.0

Vocabulary

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26% respondents said laptop help in increasing, 27.5% said they are agree, 28.5% are neutral,
10.5% disagree with the statement, 7.5% strongly disagree with the statement.

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Final Project 32

Technological Learning:

Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
8 4.0 4.0 4.0
disagree
Disagree 16 8.0 8.0 12.0
Neutral 40 20.0 20.0 32.0
Agree 66 33.0 33.0 65.0
strongly agree 70 35.0 35.0 100.0
Total 200 100.0 100.0

Tecnological Learning

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Tecnological Learning

35% respondents said laptop help in increasing, 33% said they are agree, 20% are neutral, 8%
disagree with the statement, 4% strongly disagree with the statement.

Class Participation:

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly disagree 21 10.5 10.5 10.5
Disagree 23 11.5 11.5 22.0
Neutral 55 27.5 27.5 49.5
Agree 52 26.0 26.0 75.5
strongly agree 49 24.5 24.5 100.0
Total 200 100.0 100.0

Class Participation

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Mamoona Islam 10
Marketing Research
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0
Strongly Disagree Neutral Agree strongly agree
disagree
Class Participation
Final Project 33

24.5% respondents said laptop help in increasing, 26% said they are agree, 27.5% are neutral,
11.5% disagree with the statement, 10.5% strongly disagree with the statement.

Factor loading using Principle Component Method:

Factor analysis method uses covariance and correlation matrix analysis to explain the
relationship between variables by using less number of factors (Ozdamar, K, 1999). It results in
increased parsimony (Leech, Barrett & Morgan, 2005). Principal Components Analysis (PCA)
mathematically derives a relatively small number of variables that are used to convey as much of
the information in the observed/measured variables as possible. Precisely, PCA is simply
directed toward enabling one to use fewer variables to provide the same information that one
would obtain from a larger set of variables.

Principle Component Factor Analysis:

Variable's communality included for the factor analysis. Communality refers to the proportion of
a variable's variance explained by a factor structure and may be interpreted as the reliability of
the indicator. It is the squared multiple correlation for the variable as dependent using the factors
as predictors. When an indicator variable has a low communality, the factor model is not working
well for that indicator and possibly it should be removed from the model. Similarly, the
eigenvalues for a given factor measures the variance in all the variables, which is accounted for
by that factor. The ratio of eigenvalues is the ratio of explanatory importance of the factors with
respect to the variables.

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Final Project 34

Table 1: Total Variance Explained:

Comp Extraction Sums of Squared Rotation Sums of Squared

onent Initial Eigenvalues Loadings Loadings
% of Cumulativ % of Cumulativ % of Cumulative
Total Variance e% Total Variance e% Total Variance %
1 8.385 38.116 38.116 8.385 38.116 38.116 4.197 19.076 19.076
2 1.573 7.152 45.267 1.573 7.152 45.267 2.868 13.037 32.113
3 1.310 5.956 51.224 1.310 5.956 51.224 2.686 12.211 44.324
4 1.072 4.873 56.097 1.072 4.873 56.097 1.896 8.617 52.941
5 1.009 4.585 60.683 1.009 4.585 60.683 1.703 7.742 60.683
6 .909 4.132 64.815
7 .884 4.016 68.831
8 .796 3.619 72.450
9 .653 2.970 75.420
10 .634 2.880 78.300
11 .575 2.613 80.913
12 .561 2.551 83.464
13 .540 2.456 85.920
14 .449 2.040 87.960
15 .433 1.969 89.929
16 .401 1.824 91.753
17 .379 1.723 93.476
18 .352 1.598 95.075
19 .330 1.502 96.576
20 .284 1.290 97.867
21 .277 1.261 99.128
22 .192 .872 100.000
Extraction Method: Principal Component Analysis

In above table of total variance explained first five factors encompass 60.6% of total variance.
Internet browsing has 38.11%, communication skills have 7.15%, Flexible working hours have
5.95%, Final paper preparation has 4.87% and interest in learning has 4.58% of total variance.

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Final Project 35

Table 2: Communalities
Initial Extraction
Project making 1.000 .503
CGPA 1.000 .395
Assignment making 1.000 .645
Quizzes preparation 1.000 .768
Final paper preparation 1.000 .818
Presentation 1.000 .475
Communication within group 1.000 .625
Flexible usage of IT facility 1.000 .645
Flexible working hours 1.000 .654
Knowledge 1.000 .501
Students participation in extra curricular activities 1.000 .509
IT Skills 1.000 .623
Competitive edge 1.000 .521
internet browsing 1.000 .596
Innovation 1.000 .610
Personality Development 1.000 .637
Communication Skills 1.000 .718
Vocabulary 1.000 .601
Tecnological Learning 1.000 .578
interest in learning 1.000 .600
Critical Thinking 1.000 .687
Class Participation 1.000 .639

Extraction Method: Principal Component Analysis.

Alpha coefficient ranges in value from 0 to 1 and may be used to describe the reliability of
factors extracted from dichotomous and/or multi-point formatted questionnaires or scales
(Reynaldo, Santos, April 1999).The higher the value, correlation between the factors increases.
Nunnaly (1978) has indicated 0.7 to be an acceptable reliability coefficient but lower thresholds
are sometimes used in the literature. Cronbach's α (alpha) has an important use as a measure of
the reliability of a psychometric instrument. Cronbach's alpha in this research is up to standards
and value of 22 items is .910. As shown below:

Table 3: Reliability Statistics

Cronbach's Alpha Based on
Cronbach's Alpha Standardized Items N of Items
.910 .921 22

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Final Project 36

Scree Plot

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6
E

4
lu
n
ig
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e

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Component Number

Table 4: Rotated Component Matrix (a)

Component
1 2 3 4 5
Project making .575 .189 .360 .075 .034
CGPA .490 .234 .270 .047 .157
Assignment making .511 .075 .411 .445 -.107
Quizzes preparation .185 .086 .254 .789 .199
Final paper preparation .113 .287 .055 .837 .136
Presentation .561 .133 .274 .190 -.177
Communication within
.122 .315 .678 .226 .023
group
Flexible usage of IT facility .445 -.015 .632 .215 .029
Flexible working hours .344 .182 .702 -.028 .099
Knowledge .414 .412 .355 .185 .014
Students participation in
extra curricular activities .054 .554 .301 .182 .275
IT Skills .676 -.068 .205 .072 .338
Competitive edge .626 .143 .061 .132 .297
internet browsing .687 .313 .117 .110 .023
Innovation .672 .376 .039 .125 .007
Personality Development .464 .637 .091 .077 .053
Communication Skills .236 .789 .103 .128 .113
Vocabulary .248 .675 .210 .127 .154
Technological Learning .592 .314 .189 -.025 .304
interest in learning .132 .099 -.077 .108 .745
Critical Thinking .112 .307 .385 .153 .640
Class Participation .105 .325 .540 .201 .438
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization
(a) Rotation converged in 11 iterations.

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Final Project 37

In above rotated component matrix for laptop increase the efficiency of students, total of five
dimensions were included. First was only of “internet browsing (.687)”, second was of
“communication skills (.789), third was Flexible working hours have (.702), fourth was Final
paper preparation (.837)” and fifth was “interest in learning (.745).

KMO and Bartlett's Test:

Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
.899

Bartlett's Test of Sphericity Approx. Chi-Square 1900.787

df 231
Sig. .000

As above values shows that the value of Kaiser-Meyer-Olkin is .899, standard should be greater
than .574 but .75 is considered better. Similarly, Bartlett test of sphericity all factors were
reported significant (i.e., a significance value of less than 0.05).
Regression Analysis:
Table: Coefficients (a)
Unstandardized Standardized
Model Coefficients Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 3.321 .136 24.466 .000
electronic
devices you .071 .064 .078 1.107 .270
own
a Dependent Variable: CGPA

The table above shows that “electronic device you own” in independent variable and CGPA in
dependent variable. From the equation of linear regression
Y=a+bx
“Y” is dependent variable that is CGPA and “X” is independent factor that is “electronic device
you own”. By putting the value in equation. Y = 3.321 + 0.071x
The value of Beta1 is 0.71. This value is Positive so the CGPA is dependent on the electronic
device that we own. There would be increase in the CGPA if we have the electronic device for
the academic purpose. The magnitude of B1 is 0.071, which is very less so the model is not that
strong.

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Final Project 38

CONCLUSION:
The research conclude that laptop increase the competency of the students. By the laptop
students become motivated and started working hard to get good grades. They think that it has
good impression on the teachers and laptop assists them in making difficult assignment by using
Graph, PowerPoint slides and charts. Students think that low weight and small size of laptop
provide ease for their work. While different factors conclude that efficiency, facilitate sharing
and enhance information usability, interaction with people increases by usage of laptop. Research
shows that continuous online access to the course syllabus, schedule, assignments, projects, and
electronic files may reduce the need for students to contact the teacher in class or during office
hours. Students who have no Internet access most probably continue to obtain materials directly
from their teachers.

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Final Project 39

References

“Management of laptop computers” FP18 – 27 July 2001, KZNDEC LAPTOP POLICY

“Laptop” The Oxford Pocket Dictionary of Current English, 2008

“Laptop Program for Students and Faculty Initial Analysis Report” INDIANA
UNIVERSITY KOKOMO Department of IT January, 2007

“Class Room Connections” Wade Pogany, Department of Education, January 2006.

“Tablet PCs Increase Efficiency, Lower Cost of Teaching and learning” By Stacy Grant
and Jason Crist, Business Development Executive, Business Development Market ware,
Mobile Computing.

“An Alpha Smart for Each Student: Does Teaching and Learning Change With Full Access
to Word Processors?” Michael Russell, Damian Bebell, Jennifer Cowan, Mary Corbelli
Technology and Assessment Study Collaborative Boston College April 2002

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