ASSESSING THE USE OF INFORMATION AND

COMMUNICATION TECHNOLOGY AMONG THE FACULTY

MEMBERS OF ARTS AND SCIENCE COLLEGES IN KRISHNAGIRI
DISTRICT OF TAMILNADU: A STUDY

Thesis submitted to Annamalai University for the partial fulfillment of the Degree
of Doctor of Philosophy in
Library and Information Science

by

D. DHANASEELAN

(Enrollment No. 1310140004)

Under the guidance of

Dr.T.PRABAKARAN, M.Com, M.L.I.S, M.Phil., Ph.D

Assistant Professor
Department of Library and Information Science
Annamalai University, Annamalai Nagar.

ANNAMALAI UNIVERSITY

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

ANNAMALAI NAGAR – 608 002
TAMIL NADU, INDIA

APRIL 2018
 CHAPTER - I

INTRODUCTION

1.1 PREAMBLE

This thesis attempts to investigate and present the knowledge of the faculty members

with regard to Information and Communication Technology. The study is very much confined to

the select faculty members in Arts and Science Colleges of Krishnagiri district. Information and

Communication Technology (ICT) in the present world scenario, has got an exploration of

tremendous vertical and horizontal developments. Without Information and Communication

Technology (ICT), it is not possible for the present day citizens to survive in this world. Among

the citizens of varied groups, the faculty members of Arts and Science College in Krishnagiri

district, have been selected for this study.

Today information is an important tool to support the activities of education and

development of research. The information is nothing but a sequence of symbols that can be

interpreted as a message and it has become an ingredient of every man in the modern society.

Information enables man to perform his day-to-day duties. It is a resource of immense economic

and social value and one of the primary resources essential for development in all-vital spheres

of the life of civilized society. Every one getting the correct information at the time of

requirement is the vital source of a democratic society and policy making functions in business,

industry and planning. Information is identified as a crucial tool in a productive economy and an

effective government, a central part of the growth and well being of individual. So it becomes the

power of any country. It is the resource on which all the other resources depend, because it is the
information, which permits other resources to be identified, evaluated and utilized. No one can

live without the requirement of information.

The term ‘ICT’ describes the use of computer–based technology and the internet

to make information and communication services available to a wide range of the users. The

term is used broadly to address a range of technologies, including telephones and emerging

technology devices, and central to these is internet, which provides the mechanism for

transporting data in a number of formats including text, images, sound and video.

ICTs have been implemented in information handling and processing because of the

increased workload involved in coping with information explosion. ICT makes it possible for an

individual to access information rapidly and easily across local, national, and international

borders in contributing to revolutionary changes that include the academic library. Information

and Communication Technology is an umbrella, which includes all technologies for the

manipulation and communication of information..

The development of ICT opens up new opportunities for information institutions like

universities to harness these technologies and services to serve their goals. Consumption and

production of information is entirely changed by the emergence of ICT. New and new

information are produced in exponential growth and its subsequent dissemination has become

more and more easy and fast due to the modern computer and communication technology.

It needs to be effectively integrated into the formal classroom teaching and learning

conditions. It is also to be focused in a teacher education programme. The ICT’s integration in

education in general, and teacher education, in particular, is the need of the day. In the era of new

technology, the teachers role has been changed from an instructor to constructor, facilitator

coach and creator of the learning situation. An educator/ teacher will be able to integrate the use

of ICT into training / teaching effectively if he develops various competencies like creativity,

flexibility, logistic skills for project work, administrative and organizational skills, and

collaborating skills. ICT enters into almost all subjects. It is supposed to be used as a tool where

and when considered useful. Actions are taken or planned to make sure that ICT will be real part

of the curriculum by supporting software development, by integrating ICT into standard learning

material, by offering ICT module cases and by integrating the use of Information and

Communication Technology in the different subject areas. The face of the classrooms is

changing. The teacher education institution should improve the service teachers utilize new

technology in the class room. ICT is not only an essential tool for teachers in their day to day

work, but it also offers them opportunities for their own professional development. It was about

two decades before a one intercourse proficiency was developed and after that ICT was used for

improved communication as a way of accessibility to information, control prohibition of

information accumulation and restriction . The expansion of this technique in clasp all of social

life areas and in that living time need, special development skills of acknowledgment, mental,

applied for success in this complicated arena.

Technology is everywhere that is why today's world is called technological world.

Technology plays an important role in almost every aspect of human life. Technology makes our

life easy and comfortable, when technology is used for the purpose of accelerating or facilitating

educational practices and processes known as educational technology. ICT is a building block of
education system. ICT is an electronic mean of capturing, processing, storing, communicating

and retrieving information. Today's learning environment technologies are providing new

options to students and teachers to reach their goals with greater ease. The learning process is

easily enhanced when technology is used. Now a day‘s all classrooms are equipped with

computer, DVD player, overhead projector, VCR, video screen etc. Use of these tools and

materials help to strengthen the teaching learning process and making teaching It is also known

as web- base learning which provide numerous types of data in the form of text, audio, images,

animated videos etc. effective and stop rote learning. Education system of the country based

upon the teacher training institutes of the country.These institutions are carrying the

responsibility to produce effective teacher who can contribute in the development of society and

nation as well. Teacher is expected not only to be a learned scholar they also work as a skilled

professional. To be a successful professional he must be effective in his teaching. The use of

technology in education is not limited to the use of computer or other electronic devices. Internet

has become an integral part of computer which completely revolutionized the way of teaching

learning process. We cannot ignore the importance of computer and the internet in the field of

teacher education. The innovations that ICT has brought in teaching learning process includes E-

learning, e- communication, networking and easy access to information etc. The responsibility of

faculty members main aspects are teaching in class room, academic programme review,

academic advice, course duplication review, course development and all other aspects are the

process of curriculum development. ICT sources and services help the education quality by the

way of motivation, provide necessary facilities of basic skills and training to the faculty

members.
1.2 IMPORTANCE OF ICT FOR EFFECTIVE TEACHING

 ICT can enable teachers to transform their existing teaching practices.

 ICT helps teachers to create more learner-centric environment.

 ICT introduced new method of learning called E-learning.

 ICT made communication easy through E-Mail, teleconferencing and video conferencing

etc.

 ICT also provides chance to connect with resourceful person throughout the world with

the help of internet.

 ICT has given the chance to upgrade teaching learning material which improves their

teaching.

 Technology helps to develop critical and creative thinking.

 Technology enables teachers for effective planning and execution of the teaching

learning material.

 Technology also helps educator in some research work for the reforms and innovations in

education

1.3 GROWTH OF INFORMATION AND COMMUNICATION TECHNOLOGY

India had only 172 Personal Computers made by IBM in 1970. After the introduction of

liberalization and new economic policy it was increased to one million computers in 1990. In the
millennium year, after the introduction of internet service, India had manufactured and sold

around five million computers. In 2000, to access internet facilities 9% of the total households

had owned personal computers.

Indian telecommunication is a major boon to the ICT revolution in the country. In the

year 1947 India had 84,000 wire lines within the population of 350 million, In 2015 the total

telecom subscribers are 964.20 million (937.06 million wireless connection and 27.14 million

wire line connection) in India. 546.99 million people subscribed telecom services in urban areas

and 390.06 million in rural areas. In India, most of the service providers (90.81%) are in private

sectors, and only 9.19 percentage of the people are under Public Sector undertaking telecom

service.

1.4 EMERGENCE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The first computer ENIAC with data storing was developed in 1945. Nowadays there are

incredible developments in the computer technology field. Personal computers are more

powerful than the mainframe computers because of growing in power and low prices. With the

development of communication technology, several computers can be merged for parallel

processing and networking.

Today the personal computer memory has increased hundred times because of optical

disk and holographic disks. In the year 1940 the information in the forms of text, numeric,

action, graphics and audio/video are digitized and the communication processes are transparent.

Today ICT has come as a boost to nations which struggle to either remain in the forefront or try

to restructure their economy to create wealth.

1.5 DEVELOPMENT IN INFORMATION AND COMMUNICATION TECHNOLOGIES

ICT is concerned with the transfer of data over distance by means of communication

links, where communication between large number of information sources is desired. For

effective transmission of data, combination of computer technology and telecommunication links

is an important prerequisite. Actually computers are entrusted with the functions of processing

information, while telecommunications are dedicated to the transmission of information. The

major developments in this area are:

 Fax is the telephonic transmission of text and image materials into scanned printed

material. The processes made a single fixed graphic image are converting into a bitmap,

and then transmitting the materials through the telephone system.

 Videotext is a system to provide interact the content, display it on a television, and using

modems to send the data’s in both the directions. Unlike the modern internet, traditional

videotext services were highly centralized.

 Teletext refers to the transfer information pages as ICTized signals through the television

medium. Teletext system designed for the general public and mass communication.

 Tele - conferencing means connection of several locations by television link to provide

continuous interconnection of sound and light. In teleconferencing, several people can

have communication, without any of them leaving their office.

 Video - conferencing : Set of telecommunication technologies are allowed to

communicate more than two locations by two-way video and audio transmissions. The

technological advances in codes, in cameras and in audio systems and displays and recent
 decrease in the cost of telecommunications networking have accelerated the growth of

video conferencing.

 Multimedia means the integration or combination of various media like texts, graphics,

animation, video and sound files into an electronic environment. Video conferencing,

voice chatting, computer animation, desktop publishing are a few important activities of

multimedia.

 Hypermedia and Hypertext are employed hyperlinks of web pages and other kinds of

onscreen contents. Hyperlink help to listen any music, purchase of any products and take

on similar activities. Hypermedia is the extension of hypertext of graphics, texts, audio,

video and hyperlinks interlace to create non-linear medium of information.

 Networks are interconnecting the communication channels of collection of computers

and other hardware components by the channels of communication. It helps to easily

transmit any kind of data to any part of the world almost simultaneously. Several

computers of the same institute could be linked together to form local area networks

(LANs). Wide area networks (WANs) could be created at regional, national and

international levels of network link.

1.6 ICT IN EDUCATION

Today's world is technological world. Technologies play an important role to bring

change in many aspects of life. Education is also not an exception; it is also affected by the

technology. Teacher education is also in the state of reforms and innovations to produce good

and effective teachers. Teacher effectiveness is concerned with the personal characteristics of
teacher, teaching methods and techniques in relation to educational outcome. The use of ICT has

fundamentally changed the practices and processes of teaching learning process. The use of

internet with ICT has made a transformational effect in the field of education.

Information and Communication Technologies include radio and Television, as well as

new ICT technologies such as computers and the Internet are powerful tools for educational

change and reform. The roles and responsibilities of college and university faculty members are

closely tied to the functions like teaching, research and service of higher education. it is obvious

that their application in support of teaching and learning should be seriously considered. ICT

improve teaching efficiency of memory retention, increase motivation and generally deepens

understanding, promote collaborative learning, including role playing, group problem solving

activities and articulated projects Majority of faculty members are major catalyst to promote the

necessary changes and to equip students with the skills they are expected to have upon

graduation. ICTs can enhance the quality of education by increasing learner motivation and

engageement, facilitating the acquisition of basic skills, and enhancing teacher training. ICTs

tools combined text, sound, and colorful, moving images can be used to provide challenging and

authentic content that will engage the student in the learning process. The teachers strongly felt

that the visual aural combination if integrated judiciously with the textbook and syllabus, can

work

wonders in getting across abstract concepts and logics to the children in a short span of time. The

potential of each technology varies according to how it is used.

Haddad and Draxler identify at least five levels of technology use in education:
a) Presentation

b) Demonstration

c) Drill & Practice

d) Interaction

e) Collaboration

India has one of the largest higher education systems in the world. The growth rate of

educational institutions in India was slow before independence in 1947, but now there are 543

universities, including 18 central universities, 275 state universities, 96 deemed universities, 13

national importance institutions, 136 research institutes, 5 institutions established under states

Legislature Act, along with 16,885 colleges that

provide education in all disciplines. The number of teachers is nearly half a million, with about

one hundred thousand students enrolled in higher education.

1.6.1 ICT implementation in education

1) It helps to implement the principle of life-long learning / education.

2) It helps to increase a variety of educational services and medium / method.

3) It helps to promote equal opportunities to obtain education and information.

4) It helps to develop a system of collecting and disseminating educational information.

5) It helps to promote technology literacy of all citizens, especially for students.

6) It helps to develop distance education with national contents.

 7) It helps to promote the culture of learning at school (development of learning skills,

expansion of optional education, open source of education, etc.)

1.6.2 Challenges in ICT Education

i. Professional Challenges: Today advanced technologies have changed the traditional

method of teaching. All the teachers are capable of using ICT sources and services and

then only the present education system will be more productive.

ii. Infrastructural and Funding: Most of the ICT tools are expensive so the investment in

ICT infrastructure and funding are major challenges in present education.

iii. Appropriate Content in Curriculum: To develop the appropriate content which will

support teaching and learning is important components for any type of curriculum.

iv. Challenges of Language: Languages play an important role in ICT based teaching and

learning. Regional languages are must for content development and English as common

language.

v. Challenges of Approaches: In ICT educational system of appropriate approaches it is

needed to address the curriculum, socio-political environment of schools, instruction,

assessment, ICT integration, inter disciplinary and cross disciplinary thought procedures.

vi. Monitoring of Quality Teaching & Learning: Technology usage need to be developed

in the various areas of education. Careful attention may be given on different technology

products used in education, software and hardware used in educational institution,

teachers capacity building programmes and also on teaching and learning outcomes.
 vii. Challenges of Technical Support: Lack of appropriate technical support hinder the

teaching and learning activities. They are malfunctioning of computers and projectors,

shortage of electricity, and poor internet connections.

viii. Challenges in Attitude: Lack of confidence, resistance and negative attitude are visible

in many teachers and it will affect the ICT teaching and learning activities.

ix. Maintaining of ICT Ethics: ICT ethics is based on the principles of democracy and the

rules of cyber law. They are depending on the universal values of human dignity,

freedom, equality and solidarity. One can be more careful about ICT integration in

education, formulation of ICT policies and logical-justified actions taken leading to ICT

outcomes.

1.6.3 Advantages of ICT in education

 ICT helps to organize their educational information and makes it into clear format.

 With the help of various ICT teaching methods students can learn more

 ICT programmes on teaching learning methods of faculties for getting feedback and

assignments from students could be made easy.

 ICT application like teaching French, German vocabularies will help quicker and more

effective and time saving process comparing with paper copies.

 ICT can encourage collaborative work so that the students can work together
1.6.4 Disadvantages of ICT in education

 ICT is expensive for system and other sources and required manpower to maintain it.

 Hardware facilities in using ICT can be unreliable sometimes.

 Using ICT by the children as well as youngsters learn to access to do things by hand

 While using internet, children can access to unsuitable sites

 Plagiarism has increased as students find pre written work on online leading to students

gaining unfair results on course-work

1.7 ICT SOURCES

Some of the Information Communication Technology sources are given below

Institutional Repositories: It is an online archieve for collecting, preserving, and

disseminating digital copies of the intellectual output of an institution such as journal

articles, undergoing peer review, as well as digital sources of thesis and projects.

Library Management Software Package: Software is the main source of library

management functions. The most common computer software used in the library was

automation, database management, antivirus and application software. In the automation

purpose in the library CDS/ISIS, SOUL, LIBSYS, KOHA etc. are used.
Electronic resources: today most of the libraries moving to electronic resource format, which

are less expensive and more useful for access. The e-sources commonly available as CD-ROM,

E-Journals, E-Books, OPACs, Internet etc., which are replacing the print media.

Audiovisual materials: The Audiovisual Collection contains a wide range of audiovisual

material to support the research and study needs of staff and students.

Internet: With the advent of digital revolution of internet, communication has become easier

and faster and decision are made immediately. It has cut down the distance and easy to have

access to information to all the people at any places and any times.

Document Delivery: It is a source of the combination of digital electronic media and

paper. Libraries are implementing ICT based interlibrary lending system to use electronic

networks to send copies of journal articles and other documents in digital format like PDF and

images.

Indexing and Abstracting Services: The indexing and abstracting service provides

shortening and summarized online documents and transfer to the users to print or

download.
Library website: It helps to know the facilities and information sources available in the library.

In the library website online catalogue is one of the main source it helps to the user known

available resources in the library.

Database: Collection of data‘s for one or many purpose in digital form is called database. The

data are typically organized to model relevant aspects of reality and supports required

information process.

1.8 ICT SERVICES

Some of the Information Communication Technology services are given below

Multimedia Service: There are many kinds of multimedia tools available, such as CD, VCD,

DVD, Video tape, pen drive etc., which help to the students and faculties for entertainment and

learning.

Bulletin Board Services: it is a computer system running as terminal and the users can read

news and bulletins, exchange messages to others, upload and download their

documentsthrough e-mail.

Open Source Software: Open Source Software which allows changing the source code and

customized the software to anyone for any purpose. Last few years there are terrible

development in the open source of Integrated Library Systems products like like Koha, digital

library software of greenstone, digital repository software of Dspace, content management

software of moodle and so on.

Printing Technology: Most of the library printing machines are available and they

provide print copy of available sources to the demand of users. Different kinds of printers

available in the library such as laser printer, inkjet, bubble jet, dot matrix etc.

Scanner: the scanner is a machine to scans images, print documents, handwritten

document and any other document will be converted as digital image.

CAS: The purpose of Current Awareness Service is to inform the users about new

acquisitions available in the library. Public libraries have used display boards and shelves to add

new additions. Some library sent directly the lists of new additions to their patrons.

SDI: Selective Dissemination of Information service helps to the users to informed new sources

available in the library on specific topic. Contemporary analogous systems for SDI services

include alerts by e-mail, voice mail, text message and current awareness trackers.

OPAC: Online Public Access Catalogue means the user can access online to know the

availability of the documents in a particular library or group of libraries through internet.

1.9 INFORMATION AND COMMUNICATION TECHNOLOGY IN LIBRARY

In the libraries the documents are store, preserve, distribute and protect contents

indifferent formats and, at the same time ICT libraries allow interaction between the user and the

contents, ICT libraries are always present, both geographically and over time, ICT libraries can

make works internationally known, enhancing referencing and citations, ICT libraries can make
public the products of the educational process and be used as inputs for further learning. A

radical transformation of the educational system is coming under growing pressure in the school

systems themselves, changing society into one in which knowledge work becomes ever more

important, and developing information and communication technologies (ICTs) which are

transforming the economies. The following trends indicate that the transformation is inevitable:

 The number of students is still growing, as health and population increase.

 Different types of students are asking for education; different students bring different

experiences with them.

 Increasingly, work and study are combined, and that leads to a need for more flexible

learning arrangements inwhich the campus or school building is no longer central to the

educational process.

 More generally, there is a trend towards lifelong learning.

 Lifelong learning leads to an emphasis on ―learning to learn‖. Knowledge1 becomes

obsolete at an ever-increasing rate in a knowledge economy, and knowledge workers need

to be able to refresh their knowledge on a regular basis.

 Because of the differences among students, there is a need to accommodate different

learning styles, to provide customization and alternative learning routes. Courses have to

take better account of the different experiences and backgrounds of students.

 Higher education institutions have long had a monopoly in providing education, but

increasingly, companies and public bodies possess knowledge that can be reused for

educational purposes, partly for in-house training but also to offer to external markets.

 Education is under constant budget pressure; thus there is a need for more efficient and

effective education.
  Students increasingly are behaving like consumers and want to make informed choices

about how and where theywant to be educated, which implies that students are no longer

committed to one institution.

• Teaching staff will exhibit more job-hopping behaviour than they did in the past.

• There are too many dropouts in the current educational system.

A global learning environment of the future is envisaged as

• being student-centred,

• being interactive and dynamic,

• enabling group work on real world problems,

• enabling students to determine their own learning routes,

• emphasizing competencies like information literacy to support lifelong learning.

Active learning implies that students do not limit themselves to resources supplied by

their instructors, but also search for and organize new materials themselves in order to solve

problems and to develop their competencies continuously.

1.9.1 Digital library in education

A library can be in digitalized, the essential transaction is the same, a user interacts with

content. But richer interaction is possible within the digital environment, not only as more

content is put within reach of the user, but also as more tools and services are put directly in the

hands of the user. These include the abilities to search, refer, validate, integrate, create,

customize, publish, share, notify, and collaborate, to name but a few. By networking users and
content with tools, the digital library enables three chains of support. Finally, tools supported by

common protocols or standards enable the development of varied application services that

enhance the value of the library‘s content for the learner.

The following long-range objectives for DLEs are :

• Lifelong learning.

• Learning anytime anywhere.

• Distance learning demonstration programme.

• Government as ―model user‖ of technology-based training.

 For these objectives, a number of intermediate goals are formulated, such as:

• Improve student performance.

• Get more students excited about science.

• Increase the quantity, quality, and comprehensiveness of Internet-based science

educational resources.

• Make these resources easy to discover and retrieve for students, parents, and teachers.

• Ensure that these resources are available over time.

Studies show that the Internet has the potential to transform the highest level of

education, but only a fraction of that potential is now being realized. Some of this gap lies in the

maturation process that is part of any transition, but a larger part is the result of fragmentation.

Resources of great value are not being used because students and faculty do not know about

them, or do not know how to use them. While great efforts have been placed on creating
materials, less attention has been given to organizing them, maintaining them in the long term,

helping people find them, and training people how to use them.

1.9.2 Digital library in higher education : The Indian Scenario

The Indian System has made structural and systemic changes to accommodate the ever

increasing demand for higher education. Most of the present day institutions offering higher

education were for long governed by the old structures of management, some as old as the pre-

independence era. But the world today has witnessed colossal changes to match the pace at

which technology is growing.

Though the Indian Higher Education System is admired for being one of the largest

systems worldwide for providing affordable and quality education; it continues to be gripped

with numerous technical, structural and operational challenges.

Pedagogies in Higher Education have more or less become monotonous lecturing. Teachers are

often seen churning it out all day to meet academic deadlines. This is due to the lack of time for

teachers to engage the students in other learning methods such as assignments, debates and group

discussions. On the long run such practices have curtailed the ability of students to innovate,

denying them the opportunity to express their views and to exhibit their skills. This has also

further lead to an increase in the level of stress among both teachers and students.

The cause of all such hardships can be traced to hesitance to invest in ICT in the

education sector. While learning process requires extremely harmonious and nurturing

environment; in the present day scenario it is tedious, chaotic and stressful for both

Academicians and Learners. Touted to be the most populous country in the world by 2030, over
200 million people being in the college-going age paired with close to 50% of the population

being in the working age; calls for ICT and modernization in the Higher Education framework. It

is primetime that New Delhi realizes the need of the hour and act on war footing to promote

usage of ICT in Higher Education.

1.9.3 Benefits of ICT in higher education

Usage of ICT tools in higher education can ring in many benefits such as ensuring

Quality Curriculum and Research Output, aid in Continuous Learning and promote Information

Literacy. Students being primary benefactors, reap maximum gains through the intervention of

ICT tools. It contributes to ease in learning, assists them in keeping track of their academic

record, and helps them to hone and enhance their skills. ICT Tools also help students to be more

innovative in their output. Quality Curriculum paired with enhanced student output through ICT

tools, contributes towards the overall growth of institutions. Globally, top institutes have

extensively invested in incorporating ICT infrastructure in all academic activities such as

education management, student management, measuring academic output and assessments. ICT

tools maximize output and minimize margin for error.

Presence of institutes of global reputation is always seen as an important indicator of

progress. It is a sign of a great nation. Hence, ICT is not a mere tool to improve the quality in

education, it has in its capacity to contribute towards Nation Building.

Quality Curriculum : It leads to empowerment. It holds the key to Global Peace and

Sustainable Development. Hence it is extremely important to ensure a high quality framework

and curriculum. ICT tools enhances the output of teachers by presenting a wide range of options;

based on the preferred pedagogy, thereby resulting in better teaching output. It provides an

opportunity for teachers to engage the learners through interactive presentations. ICT Resources

play a vital role by streamlining the entire process of curriculum development. It ensures the

availability of the desired amount of knowledge that academicians require to develop courses

that are contextual, relevant, inspiring, and outcome-based.

Continuous Learning: ICT tools have granted the liberty for teachers to move away from

traditional textbook teaching to more engaging pedagogy. Students and Teachers have

increasingly shown interest on open reading resources than on textbooks. Open learning

resources are based on core content and keeps evolving with latest developments. This promotes

flip learning and rich learning experiences among learners. Information literacy is key in

realizing continuous learning in higher education. Through information literacy vast amount of

learning resources such as e-books, scholarly articles, publications and journals are available for

students to utilize and further their learning.

Time Cost: Time being opportunity cost is extremely valuable especially in academia.

Employing ICT tools in learning process can save a lot of time. It provides more time for

teachers to qualitatively improve the lectures. It also provides a platform for teachers to address

every student individually and assign customized tasks. It allows teachers to handle multiple

classes in a given time frame. Students can be quickly engaged in co-curricular activities without

compromising on lecture time. This in turn creates a student friendly, joyous and balanced

learning environment.
Quality in Research Output: Research is the most challenging phase in higher education. It

systematically enables learners to study the existing realities across various field on academia. A

quality research output demands investments in terms of time, energy and skill. Research is an

area that is prone to errors, this demands

the learners to be resilient. ICT tools and resources act as a virtual guide for researchers

throughout the world. It is a well-known fact that researchers require constant support and

guidance, so that the study remains on track towards achieving the intended results. This calls for

researchers and academicians to remain equipped and aware of the latest development in the

field of ICTization. Wide usage of ICT resources also helps in enhancing the overall quality of

the research.

ICT Tools and Resources: In the recent years, global technology giants like Google, Apple and

Microsoft have directed their investments to build applications and products to revolutionize

academia. Applications like Google Classroom, Blackboard and Canvas simplify the teaching-

learning process. This has created room for a harmonious learning environment and better levels

of coordination between learners and educators.

Google Classroom: Launched in 2014, Google Classroom is a learning platform that was

created to meet the needs of the academia. Going paperless, it has established itself as a model

for sustainable learning practice. It provides various features such as cloud based computing and

mail applications. It has created a system for academicians to ensure continuous learning. It

doubles up as an Education Management System, wherein educators can create, share, assess and
grade assignments online. It ensures a transparent learning system and has also accelerated the

feedback system option between educators and students.

iBoss Education Management System: It is quite a common for educators and learners to

struggle in keeping track of and handling academic records. This issue has been efficiently

handled by iBoss Education Management System. As the name suggests is a specialized web

based application, designed to keep track of academic progress. Its services compliment learning

and is widely used by educators and learners. The key features of this application being Student

Database, Attendance Systems and it is useful to keep track of academic progress and evaluation.

Like every other management systems, iBoss Education Management System simplifies the

complex implementation and monitoring process.

1.10 SOME STRENGTHS AND WEAKNESS OF ICT

Strengths

 It allows each individual to relate to the medium and its content. People learn as

individuals and not as a homogenous group.

 It reduces the cost of education from very high to very low.

 It can be useful in drill and practice, to help diagnose and solve problems, for accessing

information and knowledge about various related themes.

 It quality can be delivered to the rich and the poor, the urban and the rural equally and at

the same low cost

Weakness
 High infrastructure and start up costs

 The larger the numbers, the lower the cost

 Everyone cannot access equal, benefitsare not equally from the use of ICTs.

 Those who have access and knowledge through the media become richer and those who

do not become

 poorer, widening the ―knowledge or ICT gap‖ between rich and poor.

 ICTs are essentially meant only to deliver content, not to change attitudes or bring about

behaviour change.

 Officers, trainers need reorientation and retraining

 Call for attitudinal change to understanding of teaching and learning

 CHAPTER 2

REVIEW OF LITERATURE

It helps the investigator to go deep into the problem at one hand and study the different

sides of the problem on the other. Knowledge on the previous studies gives the researcher the

proper direction to his work. Integration of the past research with current topics leads to the

expansion of knowledge. A research without the base of studies will be an isolated entity.

Dhiman (1997) studied the use of computers and their application in libraries. He listed out the

automated services of acquisition control, classification, cataloguing, serials control, circulation

and information retrieval services in libraries. He finds out only limited library professionals

have computer knowledge. He suggested that the management and government can provide

sufficient funds for library automation and conducting staff training programmes.

Becker (1998) conducted a study on the usage of internet among the teachers of public and

private schools in the United States. He reveals that most of the teachers (90%) having the

knowledge to access internet and most of them are using internet at their homes. They access

internet mainly for preparing lessons.

Jefferson and Hussain (1998) have conducted a study on internet as a teaching resource. They

find out how internet may used in teaching and learning activities, and the motivation factors to

access internet. They concluded that, in general, most of the students use internet 1 to 5 hours

during a week.
Lennertz (1999) has conducted a study on internet usage by the faculty memebers of

universities. She found that most of the faculty members are using internet sources. Some of the

faculty members feel internet usage affects their teaching activities, communication and research

but most of the faculty feel that their productivity is increased to access internet resources.

According to Kulanthaivel and Ravichandran (2000), the internet usage is a source for

resource sharing. Computer network helps to tap information services by global network, and it

makes dramatic changes in higher education. They feel that the information services include

research and business communication, publication of journals, and books.

BuMarafi (2001) conducted a study of internet use by the faculty members of University of

Sharjah (UAE). He found out that most of the respondents (68.57 %) used internet everyday.

They could access by themselves and sometimes with the help of their colleagues (88.57%). He

concluded that the faculty members mainly used the internet for checking e-mail, chatting and

accessing library catalogues.

Ashu Shokeen and Sanjay (2002) conducted a study on information seeking behaviour of social

scientists in Haryana University. They find out that scientists prefer browsing the information

followed by abstracting, indexing periodicals, and citations in articles. They reveal that journals

are the most used sources of information than the books, Social scientists depend on the latest

information in their respective fields.

Kadeejakutty (2002) made a study on information seeking behaviour of non-teaching staff in

the University of Calicut. Questionnaires were personally handed over to the selected one

hundred and fifty non-teaching staff, out of which one hundred and thirty nine had responded.

The main emphasis of the study was to examine the relation of various aspects of information

seeking behvaiour with the category of non-teaching staff and to examine the adequacy of print

media and electronic media in satisfying the information needs of non-teaching staff. Analysis of

the results showed that the non-teaching staff seeks information mainly for general awareness

and to be up to date. Even in the electronic era, the majority of staff members depend on print

media for satisfying their information needs. The study also gives suggestions to improve the

situations.

Momani (2003) evaluated the nature, extent, and satisfaction with the use of internet by the

applied science and technology faculty in Jordan. He concluded that the internet was widely used

with emphasis on research and communication and was perceived as a very useful tool. The

respondents were mostly satisfied with the current status of the internet. The barriers identified

included: lack of time, lack of access, lack of speed, lack of training, and lack of university

support.

Nyamboga et al. (2004) have conducted a study among the faculty, students and library staff

about the usage of Internet at Egerton University in Kenya. They concluded that E-mail and

search engines were the most used tools and most of the males used internet more than the

females. The respondents had no basic instruction in the use of the internet.
Mounisamy and Swaroopa Rani (2005) conducted a study on the usage of e-journals at

National Institute of Technology in Thiruchirapalli. They found that most of the young

generation have more knowledge to using e-journals. More than 80% of the selected respondents

face inadequate internet connectivity and the main problem were to access

e-journal sources. They also suggested the professionals conduct awareness programme and

seminars to improve the information services.

According to Christian Labbe et al. (2005) Regarding teachers, the results showed that they

were more frequently perform activities characterized as Teaching and Communication, which

highly correlated with students factors of Productivity and Communication. Moreover, the

activities characterized as communication are almost the same for students and teachers. The

difference between the time that primary and secondary school teachers use ICT which could be

explained by the fact that secondary school teachers do more frequent activities characterized as

communication.

Kirkup and Kirkwood (2005) suggested that the later innovations will ever be adopted by the

majority of higher education teachers depends both on how well they function as tools within the

teaching activity system, and whether they offer an improvement on the existing tools in the

system.

Konings and Dekker (2005) observe technologies, ICT and the Internet, that were responsible

for the emergence of the hybrid library led to a diversification of the activities that were
deployed by libraries. They found that libraries became publishers and publishers began offering

their services directly to the end-users thus entering the library area.

Perpetua (2005) has conducted a study on students’ and faculty members’ usage of electronic

resources at Ashesi University. He determines the usage level and types of information,

communication tools, problem encountered when using ICT sources and improving usage

methods of electronic information sources in the community.

Abouserie [2006] study showed that due to the advent of technologies, the faculty members

become able to search for library materials via computer work stations without going to library

building. It also showed that the degrees to which faculty members depended on electronic

journals differ across the subject back grounds.

According to Demirarslan and Usluel (2006), for an effective information and technology

integration into the teaching learning process, teachers are in use of sufficient equipment and

software and access to ICT sources as well as are in need of the support of the administrator.

Dineshan & Hannanoor (2006) presented a study on the electronic information use among the

faculty members of Calicut University. The study was intended to find out the use of electronic

information by the university teachers. The study revealed that the availability of electronic

information and the satisfaction of the teachers in the available resources were not high. Non

availability of full text, lack of time and lack of system speed were the most important barriers

for the teachers in using the electronic information.

Parameshwar et al. (2006) observed that most of the research scholars interested to search

electronic sources of e-journals. They found that most of the research scholars collected their

information from UGC-Infonet consortium and they felt that it was excellent and suggested the

consortium to improve the internet facility.

Chandrashekhra and Mulla (2007) conducting a study on usage pattern of electronic sources

among the research scholars in Karnataka engineering colleges. They found that the research

scholars move towards a greater international homogeneity and they have not fully used the

benefits of electronic resources because, the electronics resources are disorganized sources.

Sivaraj and Mohamed Esmail (2007) conducted a study on internet usage, method and

purpose for internet resources , problem faced by the students, faculty members and research

scholars of Bannari Amman Institute of Technology. They found that most of the students and

faculty members gather variety of information and more extensive knowledge in their teaching

learning and research activities.

Sudharani (2007) study indicated that most of the female respondents(77.6%) use yahoo search

engine followed by Google (16.9%). The study also observed that most of the male and female

respondents have registered their e-mail addresses in yahoo.

.
In the view of Kaino (2007), the contribution of ICTs in higher learning institutions could not be

over emphasized as a number of ICT projects were carried out by these institutions. It realized in

many aspects such as improved access to learning by all, creation of conducive learning

environment by gender, quality of knowledge delivery, expanded secondary and postsecondary

education, reduction of expenditure on training and many others. This help to advances in

Information Technology (IT) that have changed ways of communication in education and

delivery of knowledge to society.

According to Nyandiere, (2007), increasing the level of computer‐based information systems in

the management of higher education institutions concluded that ICT will therefore remain at the

operational and support level. It was recommended that the university invests in an integrated

academic management system to facilitate management of academic processes- student

admission and registration, lecturer management, fees payments management and examinations

processing. Many higher education institutions will automate and integrate most of their

processes- they will be more paperless, more efficient, and competitive. Key stakeholders will be

able to obtain all information from the set of systems implemented and accessible from

institutions. Demand on institutions to give quality service is likely to continue increasing for

both public and private academic institutions. More and more institutions will see the need to

invest in a good information management system, even primary and secondary schools. Costs are

likely to continue in downward trend. The end result of investment on computer-based

information systems in higher education institutions will be better management of these

institutions as any other corporate business.

Shuling [2007] investigated and analyzed the current use of electronic resources in the

University of Science and Technology, Shannxi,. The major aim of the study was to find out the

readers’ present conditions and difficulties faced while using e-resources. The investigation

target involves teachers, scientific staff, graduate students, under graduate students and some

training students from 15 institutes in the whole university. At present, the main way that readers

obtained literature is from traditional library storage. This illustrated that the printing literature

obtained important function. The e-book does not substitute the traditional printed book. The

construction of library storage should advocate the printed one.

Balasubramanian & Baladhandayutham (2008) studied the information use pattern of faculty

members in Madurai Kamaraj University. They concluded that 45 % respondents getting

information for preparation of lecture notes. Most of them used Google as prime engine to search

information. Regularly they are using e-mail and they are faced with the problems of lack of time

and unavailability of information. .

Shamin (2008) has conducted a study on the use of electronic information resources by faculties

of medical science at University of West Indies. He conducted the study with the main objective

to study faculty knowledge of electronic resources, access to computers, use of electronic

resources and the areas of training needs and identify for further research.
Sujatha & Mudhol (2008) examined A total number of 90 questionnaires were administered

among the users of the college of Fisheries under study. Statistical techniques of percentage of

respondents were mainly used to analyse the collective data. Other statistical tools such as

weighted mean and standard deviation were also used in the analysis of data with the help of

statistical software. The study showed that academic communities were not utilizing most of the

electronic resources in its full extent.

In view of Mendhe et al. (2008), the majority of the Management faculty members in the North

Maharashtra University, he accessed various electronic information resources related to research

and most frequently accessed digital information resources by the faculty are internet resources.

Users are aware of the major internet tool and resources but do not fully use the internet tools

and resources related to their research. Lack of orientation/training in the use of internet affects

the proper use of internet.

According to Kumar, Devendra (2009), the users visit the library to borrow books, study and do

research, locate information from books and journals and do light reading and purpose depends

on time available and the need to keep up to date. Most users gave priority to catalogues,

bibliographies, indexes and abstract and book reviews for being aware of the current literature.

Faculty and researchers are not familiar with appropriate sources, and they need skill

maintenance activities to update their knowledge of reference books and other sources.

A study by Usluel et al., (2008) has examined ICT usage and adoption in higher education in

Turkey. The researchers have reported that the usage is an indicator of adoption, acceptance as
well as diffusion. The study investigates that the relationship in between the variables of ICT

facilities, perceived attributes and ICT usage in higher education. They emphasize to check the

ICT facilities affecting the ICT usage for higher education with the diffusion of innovation’s

adoption characteristics i.e. relative advantage, compatibility, complexity, trialability and

observability. They have tested perceived attributes and ICT usage and found ICT facilities and

perceived attributes have direct positive impact on ICT usage of the faculty members. The

faculty members considered ICT as a means of communication and as a tool for the information

gathering for teaching. Finally they conclude that the ICT usage is more in higher education and

in particular the faculty members are heavy users and they use mainly for research and other

education oriented subjects.

Hossein Zainally Poor (2008) in his paper “Administration of Faculties by Information and

Communication Technology and its Obstacles” studied the effective utility of ICT for

administration by 20 Deans of selected faculties of governmental universities in Iran. His

research findings show that the head of the faculties used the technology for planning. It was

used by them in data collecting, decision making, operational planning, budget planning and

classroom programming. It was used to large extent in academic affairs, student affairs, research

affaires administrative and financial affairs. ICT was used at high level in supervision and

evaluation of student affairs, research affairs and academic affairs, financial affairs and

administrative affairs. Moreover it is applied in developing human recourse knowledge and

ability as much to increase scientific level of faculty members, students and staff, and it was used

too in communication function in favourable level. It was used to less extent in staff and

academic member performances, evaluation and supply department affairs. The obstacles
recognized were lack of knowledge to staff, lack of professional human resources and lack of

financial resource and budget.

Adeyinka [2009] analyzed the use of ICT among the librarians in Nigeria. The results indicated

that the variables age, gender , educational qualification and prior knowledge in ICT was

significantly correlated with librarians’ attitude and other variable ICT anxiety correlate

negatively with the librarian attitude towards ICT. It was cleared that fear and anxiety caused a

negative effect and hinder the development of positive attitude to the use of ICT by the librarian.

Singh and Devi (2009) had conducted a study on the use of internet services by the users in

Manipur University Library. They also examined the utilization, purpose, difficulties and

satisfaction level of users about internet based e-resource services provided by the library. They

found out that low speed internet access, erratic power supply and lack of required full text

journals are the problems at the time of using internet based e-resource.

In the view find use in other institutions needing similar information support,.

Kattimani and Kamble (2010) made a study on awareness of internet and online information

resources. His study is confined only to the Honey Well library, Bangalore. Data collected from

the administrative staff, supportive staff and software engineers. The response rate was 80%. The

study revealed that about 80.2% of the library users have quality awareness on internet

information resources.
Santhi et al (2010) conducted a study on the use of electronic information sources and computer

literacy by academics at affiliated engineering colleges under Coimbatore Anna University at

Karur District, Tamilnadu and revealed that the impact of other factors such as age, gender and

educational background on the use of electronic information resources.

Krishnaveni and J.Meenakumari (2010) have identified a comprehensive set of functional

areas of information administration. There is a clear integration of ICT for managerial or

information-based administration in higher education institutions. Their study reveals that

demographic factors do not have major impact on information administration in higher education

institutions. All the functional areas identified have an influence on information administration.

This reveals that increasing the usage of ICT on these functional areas enables the enhancement

of overall information administration in higher education institutions in global competitive

environment.

Afolabi and Abidoye (2011) examined the integration of ICT to library operations. Afolabi and

Abidoye reveal the benefits and challenges of integrating ICT operation in library. They

concluded by discussing possible solutions to various challenges to successful integration of ICT

to library operations for effective services.

Adeyemi (2011) studied the impact of ICT on effective management of universities in South-

West Nigeria. He found that ICT has significant impact on the effective management of

universities in South West Nigeria and ICT has not been effectively used in the management of

the universities. This suggests that ICT is a critical variable in the effective management of the

universities.
Vasappa Gowda & Shivalingaia [2011] made an attempt to know the information requirements

of the research scholars of various disciplines in the conventional universities in Karnataka state.

The scope of the study was limited to six conventional universities in Karnataka state. The full

time research scholars of various disciplines who were working for doctoral degree programmes

were the respondents of the study. Humanities, social sciences and science disciplines were

considered for the survey. In order to achieve the objectives of the study, a structured

questionnaire was constructed to collect data. The census method (1415) was used for the study

and 845 responses were received and the response rate was 59.98 per cent. Interview was also

conducted among a cross section of respondents wherever necessary to clarify the doubts.

Statistical Package for the Social Sciences (SPSS) software was used for data analysis. The

responses showed that current journals are the highly preferred information resources followed

by reference books and subject books in the order of preference. Results showed that there were

significant differences in the preference of information resources among the research scholars of

various disciplines.

Kadli, Kumbar & Hadagali [2011] conducted a study to understand the faculty information

seeking behaviour in ICT environment. The study focused on the methods adopted by faculty for

keeping abreast of current developments, amount spent in information gathering, environment

affecting information seeking behaviours and the problems faced while seeking information in

ICT environment. A questionnaire was distributed among the faculty members of 46 Commerce

colleges in Mumbai city. It was observed that the faculty is also under pressure to catch up the

changing learning environment. The study indicated that the majority of respondents visited
library to use internet and e-mail facility among the computer based services available in library.

It is clear that hours are spent on information gathering activities like browsing, journals on

internet, searching for related websites, e-mail alerts and correspondence. It also showed that

most of the users were affected by the changing environment. On the basis of analysis, the study

recommended the need for awareness in library service. So it is necessary to provide ICT literacy

training to the faculty to develop their ICT skills.

According to Kavitha, Esmail Mohamed and Nagarajan (2011), they evaluated and analyzed

the use of ICT among the faculty members of health care institutions of Pondicherry. The data

analyzed the use of ICT tools and electronic health services by the respondents. It is analysed

that ICT tools like multimedia projectors, internet communication equipment, video compact

disks (VCD) were very low level usage where as CD-Rom, Overhead Projector, liquid crystal

display (LCD), laptop and digital camera are most preferred ICT tools by the respondents.

Towards the performance of library services rendered by the institutions were poor for

information retrieval,

Sivakumaren et al. (2011) studied the attitude level of ICT among library professional in

Chennai. They found that most of the librarians have positive attitude on ICT and a small group

was not able to update their ICT skills. They suggested that the library professionals have

attended more seminars, conferences and improved their ICT skills and knowledge.

Thanuskodi S (2011) has conducted a comprehensive study on information literacy of

engineering college library professionals. He found that the respondents indicated that 95.12% of
professionals have knowledge in computer fundamentals, 81.07% in internet, 42.68% in

multimedia and only a very few professionals of 29.26% have knowledge in computer

programming.

Mbaba and Shema (2012) have analysed the frequent use of ICT by Katsina state college of

education of academic staff and students in Nigeria. The study reveals that academic staff and

students are very frequently using ICT technologies for their teaching and learning purposes. The

results indicate that higher ability is noticed among the staff than the students. The reason traced

out is that most of the teachers own computers with internet connection at their home. Thus the

ICT capabilities are much prevalent among the staff and most of the students depend on

computer and internet facilities only in the school.

Manojkumar Sinha (2012) conducted a study on ICT , internet awareness and access to e-

resources under UGC-INFONET digital library consortium at Assam University. Study reveals

that there is an urgent need for developing adequate ICT infrastructure in the colleges and

universities and also it is necessary for the faculty members, research scholars and students to

undergo ICT awareness programmes are being organized by various agencies like Indian Council

of Social Science Research (ICSSR), University Grant Commission (UGC) academic staff

college, INFLIBNET centers, professional organizations/societies, college/university libraries

and computer centers.

Tyagi (2012) has conducted a study in six universities to explore the use of Web 2.0 technology

(collaborative writing, video sharing, social networks, wiki's, blogs, Rich Site Summary (RSS)

feed,.) tools in learning environment by the faculty members. He reveals that majority of the
faculty members have used ICT for interactive learning and updations. Their attitude and

perceived behavioural control are strong drivers to the intention to use Web 2.0 technologies

tools. In addition, it is revealed that the Web 2.0 tools and its applications are not familiar, in

teaching and learning process among teachers, research scholars and students.

Sivakumar et al. (2012) conducted a study of the impact of ICT in the Kalaignar Karunanidhi

Institute of Technology, Coimbatore. ICT has transformed Library and Information Sciences

totally worldwide. This study shows that the researchers use a variety of ICT products and

services for their research work and the products prove very helpful in getting the needed

information easily and quickly. It also helps the researchers to access, manage, integrate,

evaluate, create, and communicate information more simply.

Gunjal and Dhamdhere (2013) discusses the scope of ICT in the libraries. They found that

prospective work on ICTenabled learning would help to grasp the opportunities offered by ICT

to prepare for learning in the 21st Century that embraces digital technologies for better learning,

for better assessment of learning outcomes and achievements, for better teaching and for better

social inclusion.

Shilpa and Keshava (2013) studied the use of electronic information sources and services by the

faculty members and students of Nijalingappa Medical College Library. They concluded that
internet access is quite common to all users, faculty members occupy the first position with

respect to overall problems in the use of electronic information sources and services.

Selvaraj and Rathinasabapathy (2014) investigate the information use pattern by the faculty

members of Engineering Libraries in Tiruvallur District of Tamilnadu. This study revealed that

25.76% of faculty members visited the library everyday, 44.95 percentage visited weekly thrice.

The study put light on the important data and insight into the current state of practices of faculty

members and their understanding about information use pattern. The outcome and suggestions of

the study would be beneficial for them to take appropriate measures to improve their information

use patten.

Paul and Vishwakarma (2014) reveal the guidance in the use of library resources and services

is necessary to help students to meet their requirements like journals, text-books, and lecture

notes. They are the most popular sources of information. University libraries play a crucial role

in dissemination of information services to the academicians, students, teachers, scholars and

faculty members. They suggested that library and information system is the life blood of a

university and it must be strengthening by the library professionals, and library authorities.

Gurikar and Gurikar (2015) explain that how the usage of the information resources changing

from print to e-resources and more users are eager to use electronic resources. The research

scholars should make habit of visiting library not only consulting the materials for research but

also keeping in mind about the overall knowledge development. The information literacy and

computer literacy are making capable scholars in order to investigate the resources through
Online Public Access Catalog (OPAC), and databases. The availability of information sources is

significant in research productivity in academics. Researchers are using electronic aids to find

out the digital information sources and printed information sources.

Muruganandham et al. (2015) confirmed that students and researchers of Engineering Colleges

in Kanchipuram district area, are aware of e-resources, and the use of various types of e-

resources, e-databases and e-journals. But still there is enough scope for the library to develop its

infrastructural facilities for providing the services and procurement of more e-resources. The

online resources are the need of the library to meet out the requirement of target groups. They

suggest to conduct the systematic training programme for library staff from time to time and also

orientation programmes for the students.

According to Saravanan and Mohammed Esmail (2015), e-resources have radical impact on

the changing higher education environment and they conducted a study of information seeking

behaviour of faculty and students of Anna University in Thiruvallur district. They found that

98.55% respondents access e-resources, 99.05% respondents satisfy the services of e-resources,

97.17% of them are aware about e-resources.

Tamrakar and Garg (2016) study also reveals that library staff are courteous and co-operative.

The overall qualities of e-services offered by IIT-Guwahati library are found effective.

Chegoni (2017) studied the use of e-resource by the students of Mahatma Gandhi University. In

this article, he studied the teacher’s perspective, purpose of using e-resources, place of accessing,
regulatory of accessing and problems of accessing e-resources. He suggested for conducting

awareness programmes, trainings, workshops to improve their accessibility.

Dar et al. (2017) has examined the use of ICT in IITs & IIMs libraries in India by investigating

the ICT infrastructure, current status of library automation. The survey confirmed that ICT has

deeply embedded in the management of information in these libraries. It has become a powerful

tool in the management of routine library operations and services. The analysis has shown that

the use of technology in the said libraries is increasing steadily and significantly.

Hazarika (2017) study shows that how the user connect through ICT in Arya Vidyapeeth

College, Assam. This study discusses changing dynamics of user community approach to ICT

seeking sources, dynamic behaviour to information search, which invariably point towards

emerging technologies like social media tools and other open source software to make library

services responsive. It also studies how to get benefits from the open source softwares like

Drupal, Koha, Blogger, and Moodle. This software helps users to get benefit for the current

information and notification. Open source offers useful savings in time, money, and resources.

Hazarika suggested that to preserve library data for future, it is important that libraries could

adopt many software and participate in the movement of sharing information.

 CHAPTER - 3

RESEARCH METHODOLOGY

This chapter deals with the contents and meaning of undertaking the study in terms of

objectives and process of analyzing the objectives in the form of formulation of appropriate

hypothesis. Further, the methodology of this study is spelt out in the mode of data collection,

method of data analysis, statistical techniques and pointing out the limitations of the study.

3.1 STATEMENT OF THE PROBLEM

In the current scenario of ICT, a tremendous growth has taken place in all the spheres of

educational activities. A knowledge society is characterized by the introduction of new business

models in many different domains. Education is one of the domains undergoing massive

changes. Information technology plays a major role in sharing and dissemination of knowledge.

In the developing countries like India, libraries are investing increasingly large amounts in e-

resources, e-contents such as online journals, e-books, software for presentation and citation

management packages. As with print resources, it is vitally important that libraries help their

users to utilize the e-sources and tools. For the accomplishment of all round development of

students, any good teacher uses appropriate teaching strategies like conventional instructional

material, audio - video instructional material and multimedia instructional material in support of

his teaching. There are various presentation modes for teaching ICT at various levels. The

innovations explore the integrated and interdisciplinary Information Technology subjects like
electronics (hardware and software), computers, networking, internet, and e-mail. It will be quite

right for faculties to take a serious note of this change.

The research topic of “Assessing the Use of Information and Communication Technology

among the Faculty Members of Arts and Science Colleges in Krishnagiri District of Tamilnadu:

A Study” aims to ascertain the availability of ICT resources and ICT services in the library,

utilization and usefulness of ICT resources and services in teaching and learning process among

the faculties of Arts and Science colleges in Krishnagiri district.

3.2 OBJECTIVES OF THE STUDY

The following objectives are framed for the present study

1. To study the utilization of ICT sources and services by the faculty members of Arts and

Science Colleges

2. To find the place of accessing ICT sources and services

3. To identify the motivational factors to accessing ICT sources and services

4. To find out the level of knowledge with computers among faculty members

5. To study the purpose of using ICT tools among faculty members of Arts and Science Colleges

6. To find out the frequency of accessing ICT sources and services

7. To identify the most commonly used browser and search engine

8. To find out the most preferred format for downloading and reading purpose
9. To evaluate the attitudes of faculty members about ICT sources and services in Arts and

Science colleges in Krishnagiri district.

10. To determine the level of satisfaction of ICT based sources and services

3.3 HYPOTHESES OF THE STUDY

The following hypotheses were framed in order to establish the objectives.

1. There is no significant difference between awareness level of faculty members on ICT

based resources and the average level

2. There is no significant difference between the purpose of using ICT based sources and

services and average level

3. There is no significant difference between the usage of ICT based sources and services

and average level

4. There is no significant difference in the preferred format for downloading and reading

purpose among the faculty members

5. There is no significant difference between barriers of utilizing ICT based sources and

services and average level

6. There is no significant difference between satisfaction level on ICT among faculty

members and average level

3.4 RESEARCH METHODOLOGY

Research is a systematic investigative process that involves interpretation of

observations, guided by the previously existing body of knowledge, with an aim to answer

specific questions. This study attempts to examine the use of ICT based resources and services
by the faculty members of Arts and Science Colleges in Krishnagiri district, Tamilnadu. The

identified facts are cross-tabulated with the academic status background and gender background

of the respondents.

3.5 DATA COLLECTION

The data for this study were collected from primary sources through questionnaire. Additionally,

secondary sources of data were collected from books, journals, and websites. In this research

study, the unit of analysis is the individual respondents of faculties of Arts and Science Colleges

in Krishnagiri district. Data collection for the study was carried out from February 2017 to

September 2017. The difficulties encountered at the time of data collection were (i) Logistics (ii)

Protocol and (iii) Time constraint.

3.6 SAMPLING DESIGN

Faculty members working in the Arts and Science Colleges in Krishnagiri district were

chosen as sample for the study. The total of 12 colleges were selected for the study. A total of

1000 questionnaires were distributed to the respondents and 816 questionnaires were fully

completed and received and the response rate is 81.6%. It is considered that a return rate of 50

% adequate for analysis and reporting and a return rate of 60 percent as good and 70 % as very

good. The questionnaires that were incomplete are not considered for the study.

3.7 DATA ANALYSIS

The questionnaire was the preferred tool of data collection giving the socio-demographic

profile of the participants of the study. The questionnaire method was adopted as a tool of data
collection in three categories of Personal profile, Knowledge of ICT and use of ICT sources and

services in college library. SPSS, Version 16.1 was used to analyze the data. Descriptive and

inferential statistics have been applied to the data. While the descriptive statistics describe and

summarize sets of data, inferential statistics help to generalize from a sample to a whole

population and in testing the hypothesis.

3.7.1 Tools used for data analysis

The following tools have been applied to arrive at meaningful conclusions for the study.

 Percentage analysis

 One sample t-test

 Chi-square test

 One way ANOVA

 Bi-variate correlations

 Regression analysis

3.8 LIMITATIONS OF THE STUDY

The limitations of the present study are given below.

 This study covers only Arts and Science colleges in Krishnagiri district

 This study is based on data collected from the faculty members only.
3.9 CHAPTERISATION

The thesis has been presented in six chapters.

 The first chapter gives a brief introduction of ICT, usage of ICT services and sources

available in the college libraries and the barriers to access ICT source.

 The second chapter deals with the review of literature, wherein an attempt has been made

to present the results of significant studies related to the research topic.

 The third chapter is devoted to research design, gives a detailed objectives, hypothesis,

sample, data collecting and method adopted for the study

 The fourth chapter deals with the profiles of selected Arts & Science colleges affiliated to

Periyar University, Salem.

 The fifth chapter deals with the analysis and interpretation of the data.

 The sixth chapter presents a brief summary of the study, findings, conclusion and

suggestions for further study.

 CHAPTER IV

COLLEGE PROFILE

4.1 ABOUT UNIVERSITY

The selected Arts and Science College in Krishnagiri district are coming under the

Peiryar University. The Periyar University was established in the year 1997, 17 th September

at Salem district. It covers the four districts, namely Salem, Krishnagiri, Dharmapuri and

Namakkal. The University Grants Commission granted 12(B) and 2f status. In the year 2015,

the University reaccredited by NAAC with ‘A’ Grade. The University aims at developing

knowledge in various fields to realize the motto garlanded in the logo “Arival Vilayum

Ulagu” (Wisdom Maketh World).”

The primary objective of the university is Holistic development of the students”.

Periyar University imparts higher education at three levels, i.e., through its Departments of

Study and Research, Periyar Institute of Distance Education (PRIDE) and the affiliated

colleges. A total number of 86 colleges affiliated with the university which include 5

Autonomous colleges. More than 1,35,000 students are studying in the affiliated colleges in

part time, full time, M.Phil., P.Hd programme, Diploma and certificate programmes.

Periyar University is offering four Certificate Courses from 2009-2010 onwards. The

University has established the following Constituent Colleges (1) Periyar University Arts and

Science College (PRUCAS) in 2006 at Mettur Dam, Salem District (2) Periyar University

Arts and Science College in 2010 at Pennagaram, Dharmapuri District. Periyar Institute of
Administrative Studies (PERIAS) started functioning from March 2009. The Choice Based

Credit System (CBCS) has been introduced for the various courses offered by the University

from 2008-09 onwards.

The Student Support Services of Periyar University are available through Library

system, National Service Scheme, Youth Red Cross Society, Women’s Welfare Centre and

avenues for Sports and Games. Centre for Nano Science and Technology has been

established recently in the Department of Physics. The Government of Tamil Nadu has

generously sanctioned one Crore rupees for the academic and research activities of the

Centre. Department of Geology proposes to establish a Centre for Geoinformatics and

Planetary Studies in the current academic year. Periyar Institute of Distance Education

(PRIDE) is imbibing knowledge into the veins of the students who could not take up the

regular academic studies due to their economic condition. PRIDE has three hundred and

eighty three study centres throughout India and six abroad.

The University tie-ups with various academic, research institutes and universities

across the world bring laurels to the academia. The University proudly celebrates days that

have International significance like National Human Rights Day, Science Day, Women’s

Day, Environmental Day, World Mother Tongue Day to mention a few.

  In Periyar University there are 29 Departments and 5 central libraries subscribing

more than 84372 books, 197 national and international journals and magazines, 3875 Ph.D.

thesis.
4.2 SRI VIDYA MANDIR ARTS & SCIENCE COLLEGE

Sri Vidya Mandir Arts and Science College in Uthangarai was established in the year

2000 with Nobel aim of uplifting economically and educationally backward districts of

Dharmapuri and Krishnagiri in to number one educational destinations action in Tamil adult.

The college is surrounded by culturally rich pilgrimage centre Hanuman Theertham at 2

Kms. which is famous in the epic Ramayana. The college is housed in a sprawling campus of

more than eastern that has bestowed bountiful nature and conducive around the year. The college

is well connected with nearby cities through state high ways. This college functions with 4000

students and 163 faculty members and they got A GRADE with 3.27 out of 4 in the year of 2015

from NAAC.

The college running with 13 UG Courses, 7 PG Courses , 7 M.Phil Courses and 5 Ph.D

courses are available in this college. The class rooms are well furnished. 92 class rooms, 3

computer labs, separate labs for Physics, Chemistry, Botany, Zoology and 1 language lab are

there in this college. The college has separate computer lab with more than 450 systems.

The main vision of the college is to uplift economically and educationally backward

students, to develop fatal personality of the individuals and insist high level of discipline and

strive to set global standards to contribute for the development of the society. The college

running with the mission of achieve excellence in all developments and to enhance the state of

art equipment to provide our students a technologically updated and intellectually inspiring
environment of learning, Research Creativity, innovation and professional activities and to

inculcate ethical and moral values in them.

The college library function between 8am to 8pm with the collection of 8282 books and

four computer systems for internet access of the users. The college is using Bar code for

reference section.

HIGH LIGHTS OF THE COLLEGE

 A team of qualified, experienced and dedicative faculty members

 Modernized and well equipped Physics, Chemistry, Botany and Zoology labs

 Hi Tech computer lab

 Separate hostel facilities for both boys and girls

 NSS, YRC, RRC, Summer club

 Women’s study centre

 Swami Vivekananda study centre

 Free spoken English classes, Coaching classes for TANCET, TET, TRB, NET, SET,

TNPSC, UPSC, and other competitive exams

 Gold coin for university Rank Holders and cash awards for centum holders

 Hi-Tech class rooms for PG students with the provision of LCD & Wi-fi.

 Language lab to enrich communication

 Separate grievance cell for both boys and girls

 Entrepreneurship development programme

 RO water plant
  Placement and Training Cell

4.3 ST. JOSEPH COLLEGE, HOSUR

St Joseph Women’s college, situated at Mookandapalli, Sipcot, was established in the

year 2006, in Hosur, Krishnagiri District and administered by the Francisan sisters of the

presentation of Mary. The college is affiliated to Periyar university, Salem, and started

functioning from 25th October, 2006.

The aim of the college is to provide quality education in the young mind of girls and

making them as integrally formed women who will change the society for tomorrow. The main

objective of the college is to Promoting true education in the heart of the students and preparing

them to play their part in life with resources and courage, Promoting not only academic

excellence but also moulding them to morally upright and spiritually enlightened human beings.

The college running with total of 1900 students and 72 well experienced and qualified

faculty members and 9 UG Courses and 4 P.G. Courses are available in this college. The college

has Wi-Fi library, Sports, Transportation, Hostel, Health Care, Internet cafe, Well equipped

computer lab.

This college has well equipped lab facilities and separate computer lab with 72 systems

and 3 printer. This college has separate room for library where the books are accessed by
barcode system. E-resource books, articles, periodicals, news papers, magazines and e-journals

are available in the library.

4.4 SIVAGAMIYAMMAL ARTS AND SCIENCE COLLEGE

Sivagamiyammal Arts and Science college, Orappam, Krishnagiri,TamilNadu, is run by

Bharath Educational Trust and founded by chairman N.Kumaran, who has strong interest in

uplifting the life of women and men in and around TamilNadu.

The aim of this college is to promote health and life service to sick and differing

promotion of national and international friendship to develop the mental and moral capacities of

the youth, promotion of leadership qualities and traits of the spirit of self reliance and dignity of

labour among the youth.

The vision of the college is FITNESS FOR PURPOSE. By preparing the students for

placements both during the course and outside work, strengthening research activities in various

departments, encouraging consultancy and extended service involving the students and faculties.

The mission of the college is to prepare the students for the growing demands of tomorrow. By

keeping this in mind they mould a generation of young men and women of knowledge and good

character. Truth is genuinely cultivating the spirit of service and quality policy.
 The quality of education and infrastructure of the college is awarded A grade by NAAC.

All activities and processes of the college are standard and systemized as per ISO stands and

certified by TUV SUD who has continuous improvement of quality systems.

This college has 12 under graduate courses, 12 post graduate courses, 7 M.Phil. courses.

The college has technology labs, psychology labs, subject laboratories, hostel and all needed

facilities. This centre has LCD and OHP Projectors, slide Projectors and other equipments to aid

the teaching learning process. Students and staff make use of the centre for instructional

training. The college has an ICT Centre that can accommodate 30 students at a time. Staff

conducted theory and practical classes for the students. Beginners in computers are given extra

time after the college hours.

A quality librarian maintains the library. It is opened for the staff and students from

10A.M. to 5 P.M. It is also kept opened on holiday during the exam period on request of

students. Open access system is followed here for reference books. General Books, Subject

books, e-Journals, periodicals and Newspapers are available to the staff and the students. The

question papers and syllabus for various subjects are made available for reference. The library

can accommodate 100 persons at a time.

4.5 M.G.R. COLLEGE, HOSUR.

M.G.R. college was established in the year 1998 by Adhiyaman Educational and

Research Institution with Trust. M.G.R College has stepped in to the 20 thyear of glorious

educational service to the nation.

 AERI usually does a yeomen in the field of education and research. The trust funds a

number of institutions in various places of TamilNadu and two in Hariyana state, Northern part

of India. The main objective of the Trust is to develop the rural areas. The infrastructure has

parsith global standard .

The vision of the college is To elevate M.G.R. College as a centre of excellence in the

field of higher education by making it intellectually stimulating and academically rewarding with

sustainable core competence of its activities. The mission of College is attained by committing to

excellence in arts and science education and research and development with a holistic concern

for values of environment and society.

The college is situated on a sprawling and sylvan campus in 350 acres has a cluster of

beautifully and spacious building with state of the Art class rooms, computer laboratories,

auditorium, science laboratories and play ground .It is a grant in said institution recognized by

UGC under 2f and underway of getting 12b.

13 UG courses, 5 PG courses, 6 M.hil courses are available in this college and 35

students are doing their Ph.D. course in this college.The college is a co-education institution

where 4000 students are studying. 164 faculty members are serving in this college. They are well

qualified and well trained in teaching using the latest technologies.

The library contains 32506 volume of books. 50 National and International Journals, 17

News Papers are subscribed besides a holding of 350 bound volumes of journals. Books are
arranged in DDC according to Anglo American Catalogue Rule II (AACR II). The library also

obtains CD-ROMS. The college Library service is fully automated using the standard library

software package called AUTOLIB.

ICT INFI, IBNET, DELNET, ELTI, ENGLISB, Language Teachers Association of

India, Chennai, BCL – British Council Library, Bangalore, are the members of this institution.

4.6 KRISHNA ARTS AND SCIENCE COLLEGE, KRISHNAGIRI.

Krishna Arts and Science College was established in the year 2007 by the magnanimous

persons of Bharath Educational Trust and it was affiliated to Periyar University, Salem. From the

year 2007 was affiliated to Tamil Nadu Teachers Education University, Chennai. It is situated on

the Varatanapalli Road, Near Government Arts College, Krishnagiri.

This college offers 12 U.G. courses and 8 P.G. courses and it is stepped in to its 6 th year in

the field of Teacher Education, offering 9 courses. Krishna College is a co-education institution

where 1700 students are studying. This college has well qualified faculties. Totally 62 faculty

members are working in this college.

The college ground is spacious where Volley Ball, Basket Ball, Kabadi have been played

by the students. Other social services like NSS, Red Ribbon Club, YRC ENDONMENT

SCHOLARSHIP SCHEME, NCC, Village Adolation Scheme, Womens Study Centre, Women’s

Welfare Centre, UGC are also merged with the activities.

 Computerized Library, Well equipped Laboratories, Canteen facility, Transport facility,

RO water facility. RainWater harvesting system is implemented in this college. This college has

a well equipped computer lab with 60 computers with latest configuration. Free internet facility

is available to staff and students. The computer facility is made available in the staff room to

enable the staff to prepare instruction materials for students.

The institution has an automated computerised library stocked with 4534 books. 50

educational CDs and a large number of reference books, National and International Journals,

Magazines are also available in the library. DELNET facility is introduced in the library so that

the students can gain access to the books, journals and magazines in library in any part of the

country.

4.7 GOVERNMENT ARTS COLLEGE FOR WOMEN,Krishnagiri

The college was started in 1992. It is rendering educational service to the down trodden

women students. The college feels proud in offering education to an education backward district

with a poor literacy rate. At present the students strength of this college is 4000.

This college has 7 UG, 5 PG, 2 M.Phil. and 1.Ph.D. programmes. The college is creating

talented students for development of the nations and also ensure holistic development in

Krishnagiri. Education is manifestation of perfection in a man.

The college is vibrantly organising extension activity which ensure all round

development of the students. The extension programme under the wings of NSS, YRC,

Consumer Club, Grievence Cell, career guidance, cell reader club, Alumini association, sports
and games club environmental education are also there. The college is well equipped by Value

education and skill development programme to upgrade mythology. Well equipped libraries,

computer internet facilities, resource books, all aids, smart boards, LCD and OHP are available

in this college. Hi – Tech computer seminar hall, RO Treated water facilities are also there.

The college is equipped with digital library and over 21194 books are available for

students accession in enhancing the educational needs and aspiration of first generation learners

belonging to educationally socially and economically backward section. The women’s college is

alive in executing the responsibility of nurturing young minds in to well educated citizens of the

society.

The mission of this college is to create an amicable environment for the holistic

development of learners. The objective of the college is to make the students competent

independent and enlightened young minds.

The college has fully equipped computer laboratories with 300 computers and internet

facilities with 5.2 KB for each department to explore uninterruptedly. Each department is

furnished with computers, printers and intercom facilities with 16 nodes. The college has WI-FI

facility, LCD projectors and smart boards are also used.

4.8 GOVERNMENT ARTS COLLEGE, HOSUR.

Government Arts College, Hosur was established in the year 2013. The area of this

college is 20 acres and it is situated near Bangalore. The UG Courses and P.G Courses people
deadline, involving I. The students in rural area from Thali, Soolagairi, Hosur got opportunity of

getting further higher studies.

This college is a co-education institution where more than 1100 students are studying.

The total number of 20 staff are working 20 here. This college has separate class rooms principal

room and separate staff rooms. Totally 21 class rooms are there.

The library is occupied with more than 10000 books, 5 magazines, 10 Indian journals, 1

International journal, 250 back volumes, 20 CDs/DVDs, e -sources from INFILIB. It has 3000 E-

Journals and 75000 E-Books.

The college involved in the activities of curriculum development. Associations like NSS,

RRC, YRC, WOMEN CELL, WOMEN RED RIBBON CLUB, FINE ARTS CLUB,

STUDENTS FOURM, WSF ENVIRONMENTAL CLUB are also there.

The college has separate computer lab with more than 70 computers under LAN,

connection with the Linux server Operating System. The lab also provides audiovisual facility.

Internet facility, Inter library LAN, audio visual facilities, Conference hall, Auditorium, display

of current event information, INFILIBNET, E-journals, E-books, News paper clippings, free

internet facilities. The faculty members and students can access free online resources with the

facility of WI-FI.

4.9 GOVERNMENT ARTS AND SCIENCE COLLEGE FOR MEN,

KRISHNAGIRI
 Government Arts and Science College for men was established in the year of 1964. It is

situated in Krishnagiri on Chennai High ways at 6 Kms. from the heart of the town. Hon’ble host

minister of Tamil Nadu Mr.Bakthavachalam laid the foundation stone and it began with only

four courses in 1965. The college was accredited by the NAAC With the credit of C++ in Feb,

2005. This college was started with adequate infrastructure and learning resources. It consists of

spacious and well furnished class rooms. Part of the campus is injected with WI-FI facility.

LCD Projectors and OHPs are purposely used to impart education to the students. Every

department is provided with Internet facilities. A seminar hall where all the academic enriching

programmes are conducted, special coaching classes are conducted for the poor students.

Coaching classes for UGC, NET, SET examination are conducted with proper study materials.

The college offers courses of Under Graduate, Post Graduate, M.Phil., Ph.D. and 7 Courses on

Part Time.

The vision of the college is to progress the education that blends traditional values with

modern ideas and to produce and cultivate intellectually enlightened morally upright socially

committed human beings.

The library functions as a head of all sources of knowledge. It means 85% of educational

needs of the students are fulfilled in this library. The college has both general library and

department library. It enrolls all the faculty members and students in the N.LIST Access. The

library is highly useful with prestigious journals and books. The total area of the library is 2000

sq. ft. with a seating capacity of 30 members. Total number of 52821 books, 4 news papers, 3
magazines, 2 journals, E-Journals & E- Books are available as per N.LIST online database. 10

steel almirahs are there for keeping the books.

The college has spacious class rooms, well equipped laboratories, staff room with RO

Water facility, well maintained play ground, library, toilet, canteen, Gym. Every year the office

conducts a systematic physical verification about the utilisation of its infrastructure.

The number of systems available is 97. Well designed computing facilities, LAN

facilities, WI-FI , Property software/ open sources software number of nodes, computer with

internet Net facilities are available. All department are using ICT System. All the department are

supplied with data card to have easy access to staff. The systems are duly recharged with

facilities for orientation programme for refreshers, courses, seminars and other training

programmes.

4.10 GONZAGA COLLEGE

Gonzaga College is a minority institution which is established and run by the Franciscan

in the year of 2009 with the affiliation of Periyar University, Salem, at Kathanpalayam near

Elathagiri. One of the prime motive of this college is to provide higher education to the woman.

At present a total number of 70 women staff are working in this college.

8 UG Courses, 6 PG Courses are available in this college .The campus is aesthetically

designed with multi storieyed building with well furnished smart class rooms, seminar halls,

conference Rooms. It has also air-conditioned Audio visual presentation lab.

 Gonzaga college is giving quality education. This college has a computer lab with latest

computer systems. There are 165 systems in the lab. For each class hour students are using free

internet facility. IN-FI lib net facilities are available. Staff and students can use free internet

facility in the class time. Other facilities of the college are Net Connection, WI-FI, Multimedia

lab, state of Art Audio studios, Microprocessor Digital electronic lab, fully air conditioned

auditorium with seating capacity of 500 students with round the clock high speed internet

connectivity for the entire campus.

The college library has around 10000 books 5 number of journals 6 News papers and 10

Magazines. Apart from main library, department library also has good collection of books,

CD/DVD of 55 numbers. Library was a member in UGC – INFILIBNET N.LIST Program. The

service of the library is reference circulation, current awareness, Bulletin Board, federal service

reprography, book bank and question bank. It functions with fully automated library system and

WI-FI Network.

The college involved in the activities of curriculum development association [CDA] NSS,

College Alumini Association CAA, Youth Red Cross YRC, Fine Arts Club, Women Students

Forum. WI-FI, Library, Sports, Transportation, Hostel, Health Care, Internet, Cafeteria,

Computer Lab.

4.11 GOVERNMENT ARTS AND SCIENCE COLLEGE FOR WOMEN

BARUGUR
 Government Arts and Science College for women, Barugur began its journey on 13 th

September 1993. It is affiliated to Periyar University. The college campus stretches up to an area

of 9.6 acres. Government arts and science college for women, Barugur, offers 12 undergraduate

courses & 12 postgraduate courses. Totally 75 faculties are working and 1700 students are

studying in this college.

This college was established in order to develop the knowledge of girls from socially,

economically and culturally backward district of Tamil Nadu. Ever since this government

Institution was established we have been striving hard to provide quality education in order to

empower the rural women based on the guidelines issued by the government of this locality to

various courses which have high employment nonentities. Who were so far denied education in

the name of caste creed and sex guru motto is to spread knowledge to the farthest place to the

meanest huts and to the simplest women of our motherland.

Government arts and science college for women, Barugur, has a well- equipped library

with a collection of 10994 books, 12781 volumes, 977 text books for reference, one also can

consult an additional 795 books besides there are twenty nine CDS/DVDS and 13 audio

systems . The college comprises department like English, Commerce, Computer Science,

Electronic Science. It is well served by a team of experienced and qualified faculty members.

Apart from maintaining good academic record, students of government Arts and Science

college for women, Barugur, are also motivated to improve their personality as a whole 3 NSS
Units . This college offers an excellent scope for the students. The college has facilities like Wi-

Fi, Library Sports Transportation, Hostels, Health Care, Internet, Computer Lab.

4.12 ARIGNAR ANNA COLLEGE, KRISHNAGIRI.

Arignar Anna college (Arts & Science), Krishnagiri was established in the year 2006 by

“Laxmi Saraswathi Educational Trust”, a charitable Trust formed by the magnanimous persons

of “Adhiyaman Educational Institutions” to import quality based education to the students

community in and around Krishnagiri district. The college is dedicated itself to impart value

based education to the students hailing from underprivileged and downtrodden families.

The college is a self financing institution with impressive growth of students. The college

offers 15 under graduate courses, 8 post graduate courses and 7 M.Phil. programmes. It is a co-

educational institution affiliated to Periyar university, Salem. The college has now emerged as a

beacon light of knowledge and excellence in higher education. Only three courses were

introduced in the year of 1996. Due to this very low number of students got opportunity for

further studies. The college has 90 class rooms, 3 laboratories 1auditorium, and open air theatre.

Arignar Anna College offers 14 UG courses , 7 P.G courses, 5 M.Phil courses, 2Ph.D courses.

Every year students got university rank and gold medals. Now the building was separately
constructed .Now 88 well qualified faculties are working and 3500 students are studying in this

college.

The college library functions with the main objective of giving right information to the

right user at the right time. It has 11000 books, 8 international journals and 10 national journals

(totally 18 journals), 6 News papers, 20 magazines, 88 CDs/DVDs. This library was member in

UGC INFILIB NET N-List programme. It provides reference books, question bank collection,

e-books, e-journals. The college library has a separate section for visually challenged persons

and the training programmes are conducted regularly for them.

The college involved in the activity of curriculum development. Asssociation of NASH,

YRC, HUMOUR CLUB, FINE ARTS CLUB, College Alumini Association, Women Students

Forum, Red Ribbon Club, HIV/ AIDS, YOUTH Scenario, Students Counselling programme.

The college has separate ground facility. Many sports activities are conducted here.

Students got first in the National level championship for wait lifting, Athlete, Volleyball. More

priority is given to the sports students.

4.12 ADHIYAMAN ARTS AND SCIENCE COLLEGE FOR WOMEN,

UTHANGARAI
 Adhiyaman Arts & Science College for Women (AWC) was started in 2012 with the

everlasting blessings of the soul of the dedicated teacher Mr.N.Srinivasan. It is a sister concern

and offspring of Adhiyaman Matriculation School which was being run over a period of nearly

12 Academic years with great reputation. This institution was started with the intention of giving

a quality higher education to the girl children in rural areas of this locality and transforms their

life to give a better change for the society.

The vision of the college is to redefine the scope of higher education by infusing into

each of our pursuits, initiative that will encourage intellectual, emotional, social and spiritual

growth, Thereby nurturing a generation of committed, knowledgeable and socially Responsible

citizens. The missions are

o Ensure state of the world learning experience

o Espouse value based education

o Empower rural education

o Instill the spirit of entrepreneurship and enterprise

o Create a resource pool of socially responsible world citizens

This college has a total area of 10.06 acres in which 4564 sq. ft. was used for constructing

the administrative block, class rooms and other rooms like laboratories and library. This college

has a well equipped computer lab where softwares like Linux, Java , MS – Excel , MS – Word

are installed and used. 104 Teaching Staff, 6 Office Staff, 29 Drivers, 13 Sweepers and 2

Securities are working in this college and totally 2326 students are studying here.
 This college has made a mark in the field of higher education in India imparting quality

education in a multi-cultural ambience, intertwined with extensive application-oriented research.

This college was established with the aim to provide quality higher education on par with

International Standards. It persistently seeks and adopts innovative methods to improve the

quality of higher education on a consistent basis.

Adhiyaman Educational Trust was founded on the basic principle of serving the

adjacent rural communities of South India, quality higher education and thus paving way for a

wider variety of career option. The group of institutions is located on a sprawling campus with a

quiet and stimulating learning environment, good Infrastructure and other facilities which can be

compared to the best in the field

Courses offered by this college are 11 Undergraduate, 8 Postgraduate and 4 M.Phil

Research Programmes in Arts & Science. The goal is to provide a nurturing and trusting

environment to learn and grow, to ensure that the young girls get adequate opportunities to

identify and develop their skill, to prepare the individuals for employment and advancement in

their chosen careers, to mould the students into integrated personalities who are intellectually

competent, spiritually mature physically strong and socially sensitive, to develop lifelong desires

in individuals to learn and to create a positive charge in the society and contribute to the

economic development of the nature.

This college has a very nice Library where 1199 Physics books, 726 Chemistry books,

946 Mathematics books, 935 English books, 480 Tamil books, 538 Botany books, 403 Zoology

books, 279 Commerce books and 853 Computer Science books are available.

CHAPTER 5
 ANALYSIS AND INTERPRETATION

In this paper, data were collected from faculty members of Arts and Science College and

the data was analysed and interpreted with necessary standard statistical techniques. All the

results have been presents in the term of tables and figures. Total numbers of 1000

questionnaires were distributed and 816 questionnaires were received back. The overall

responses are 81.6%.

Table 5.1: Distribution of Questionnaire

No. of Questionnaire
Received
Issued
back
SRI VIDYA MANDIR ARTS &
100 82 82
SCIENCE COLLEGE
ST JOSEPH COLLEGE 100 87 87
SIVAGAMIYAMMAL ARTS AND
100 91 91
SCIENCE COLLEGE
M.G.R. COLLEGE 100 83 83
KRISHNA ARTS AND SCIENCE
100 80 80
COLLEGE
GOVERNMENT ARTS COLLEGE
50 32 64
FOR WOMEN
GOVERNMENT ARTS COLLEGE 50 28 56
GOVERNMENT ARTS AND
50 36 72
SCIENCE COLLEGE FOR MEN
GONZAGA COLLEGE 100 88 88
GOVERNMENT ARTS AND
50 30 60
SCIENCE COLLEGE FOR WOMEN
ARIGNAR ANNA COLLEGE 100 90 90
 ADHIYAMAN ARTS AND SCIENCE
100 89 89
COLLEGE FOR WOMEN
Total 1000 816 81.6

Table 5.1 describes the number of questionnaire distributed and collected from the

faculty members of Arts and science Colleges in Krishnagiri district. The total numbers of 1000

questionnaire were distributed to the 12 Arts and science colleges and 816 filled questionnaires

were return back from the respondents. Average of 100 questionnaire were distributed to the

Government aided and Self finance colleges, and the average of 50 questionnaire were

distributed to the Government college respondents.

Table 5.2: Gender wise distribution of the respondents

No. of
Classification Percentage
respondents
Male 304 37.25
Female 512 62.75
Total 816 100
Source: Primary data

Table 5.2 described the Gender wise distribution of selected respondents in Arts and

Science Colleges in Krishnagiri district. In the selected 816 respondents, 62.7% of them are

female and the remaining 37.25% are male.

 37.25
Male
Female
62.75

Table 5.3: Age wise distribution of the respondents

No. of
Classification Percentage
respondents
Below 30 259 31.74
31-40 288 35.29
41-50 172 21.08
51 and above 97 11.89
Total 816 100
Source: Primary data

Table 5.1 shows the age wise distribution of selected respondents in Arts and

Science Colleges in Krishnagiri district. 35.29% of the respondents are in the age group of 31-40

years, 31.74% are less than 30 years, 21.08% falls in the age group of 41-50 years and 11.89% of

them are more than 51 years.

Figure 5.1: Age wise distribution of the respondents

 40
35
Number of respondents (in %)

30
25
20
35.29
15 31.74

10 21.08
5 11.89

0
Below 30 31-40 41-50 51 and above

Table 5.4: Experience wise distribution of the respondents

No. of
Classification Percentage
respondents
Below 5 years 416 50.98
5-10 years 307 37.62
Above 15 years 93 11.4
Total 816 100
Source: Primary data

50.98% of the respondents working in the Arts and Science Colleges are having less than

5 years experience in similar field, 37.62% of them having 5-10 years and 11.4% of them having

more than 15 experiences.

 11.4; 11%

Below 5 years
37.62; 38%
50.98; 51% 5-10 years
Above 15 years

Table 5.5: Educational qualification of the respondents

No. of
Classification Percentage
respondents
PG 97 11.9
M.PHIL 482 59.1
Ph.D 103 12.6
SET/NET 81 9.9
Others 53 6.5
Total 816 100
Source: Primary data

The faculty member’s educational qualification of Arts and Science colleges in

Krishnagiri district was depicted in the table 5.3. It is evident that 59.1% of the respondents

having M.Phil degree in their respective subject, 12.6% possessing doctoral degree of Ph.D.,

11.9% of them qualified with PG, 9.9% of the respondents passed eligible test of SET/NET and

6.5% of them qualified with other educations. It is observed that most of the respondents

working in Arts and science College in Krishnagiri district were possessing M.Phil. Degree.

Table 5.6: Designation of the selected respondents

 No. of
Classification Percentage
respondents
Guest Lecturer 104 12.7
Assistant 83.4
680
Professor
Associate 3.9
32
Professor
Total 816 100
Source: Primary data

In the above table *.*, selected respondents designation was described. Out of 816

respondents in selected faculties of Arts and Science college in Krishnagiri district, most of the

respondents (83.4%) are working as Assistant Professor, 12.7% of them worked as Guest

Lecturer and the remaining 3.9% of the respondents are Associate Professor.

Table 5.7: Monthly income of the selected respondents

No. of
Classification Percentage
respondents
below Rs.15,000 234 28.68
15,001 – 30,000 383 46.94
30,001 – 45,000 106 12.99
Above 45,000 93 11.4
Total 816 100
Source: Primary data

The above table shows the monthly income of selected respondents of Arts and Science

colleges in Krishnagiri district. 46.94% of the respondents earning Rs.15,001-30,000 as their

monthly income, where as 28.68% of them earning less than Rs.15,000 per month, 12.99% of

them earning Rs.30,001-45,000 per month, 11.4% of them earning more than Rs.45,000 per

month as their salary. It is observed that most of the respondents (46.94%) working in Arts and
science Colleges in Krishnagiri district were earning Rs.15,001-30,000 per month as monthly

salary.

Table 5.8: Hours spend to access ICT sources

No. of
Classification Percentage
respondents
1 hour 596 73.0
2 hours 104 12.7
3 hours 82 10.0
More than 3
34 4.2
hours
Total 816 100
Source: Primary data

Table 5.5 indicates the respondents time spend in accessing ICT based sources and

services. Out of 816 respondents, 73% of them spend one hour per day, 12.7% spend two hours

per day, 10% of them spend 3 hours and 4.2% of the respondents spend more than 3 hours per

day. It is observed that most of the respondents (73%) working in Arts and science College were

spend time to accessing ICT sources and services in Krishnagiri district.

Table 5.9: Age wise distribution of respondents hours spend to using ICT based sources

and services
 Hours spend for using ICT sources and services
Age More than 3 Total
1 hour 1-2 hours 2-3 hours
hours
Below 30 171 37 36 15 259
251 28 6 3 288
31-40
104 33 25 10 172
41-50 70 6 15 6 97

51 and above
596 104 82 34 816
Total

The above table describes respondents age wise distribution of hours spend to using ICT based

sources and services. 171 respondents in the age group of below 30 years, 251 respondents in

the age group of 31-45 years, 104 respondents of 41-50 years, 70 respondents in the age group of

above 51 years also spending daily one hour to access ICT sources and services.

Table 5.10: ANOVA test for respondents age and hours spend to using

ICT based sources and services

Age
Sum of

Squares df Mean Square F Sig.

Between
1.370 3 .457 .461 .709
Groups
Within Groups 803.600 812 .990
Total 804.969 815
The obtained ‘F’ value 0.461 is not significant at 5% level. Therefore , the formulated null

hypothesis “There is no significant influence of age on hours spending to access ICT sources and

services” is accepted. It indicates that there is no significant influence of age on hours spending

to access ICT sources and services.

Table 5.11: Gender wise distribution of the respondents hours spend for using ICT sources

and services

Hours spend for using ICT sources and services

More than 3

1 hour 1-2 hours 2-3 hours hours Total

Gender Male 206 40 41 17 304
Female 390 64 41 17 512
Total 596 104 82 34 816

In the above table, 206 of male respondents and 390 of female respondents are spending daily

one hour for accessing ICT sources and services. 40 male and 64 female respondents spend 1-2

hours, 41 male 41 female were spend 2-3 hours, 17 male and 17 female were spend more than 3

hours for accessing ICT sources and services.

Table 5.12: Chi-Square Tests for respondents gender

and hours spend for using ICT sources and services

Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 9.972a 3 .019
Likelihood Ratio 9.723 3 .021
Linear-by-Linear
9.261 1 .002
Association
N of Valid Cases 816
a. 0 cells (.0%) have expected count less than 5. The

minimum expected count is 12.67.

The table value of chi-square at 5% level for 3 degrees of freedom is 9.972 which is less than the

table value hence the hypothesis accepted and conclude that there is no significant between age

and hours spending to access ICT sources and services.

Table 5.13: Frequency of accessing ICT

No. of
Classification Percentage
respondents
Daily 64 7.84
Weekly 211 25.86
Several times in a
332 40.69
week
Monthly 157 19.24
Rarely 52 6.37
Total 816 100
 In the above table, the respondents frequency of accessing ICT sources and services were

described. 40.69% of the respondents accessing ICT sources several times in a week, 25.86%

accessing weekly once, 19.24% access monthly once, 7.84% used daily and 6.37% of the

respondents accessing ICT sources rarely.

50

40
Number of respondents (in %)

30

20 40.69

25.86
10 19.24

7.84 6.37
0

Table 5.14: Age wise distribution of respondents frequency of using ICT sources and

services
 Frequency of using ICT sources and services
Age Several times

Daily Weekly in a week Monthly Total

Below 30 70 68 53 68 259
78 38 42 130 288
31-45
63 28 53 28 172
41-50 8 49 0 40 97

51 and above
219 183 148 266 816
Total

The cross tabulation between age and frequency of using ICT sources and services is presented

in the table ***. 70 respondents in the age group of less than 30 years accessing ICT sources and

services daily, 130 respondents of 31-45 years age group accessing monthly once, 63

respondents of 41-50 years accessing daily, 49 respondents in the age group of above 51 years

have accessing ICT based sources and services weekly once. It is observed that most of the

respondents (130) in the age group of 31-45 years have accessing ICT sources and services with

the frequency of monthly once.

Table 5.15: Chi-Square Tests

Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 1.373E2a 9 .000
Likelihood Ratio 151.235 9 .000
Linear-by-Linear
.096 1 .756
Association
N of Valid Cases 816
Table 5.15: Chi-Square Tests
Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 1.373E2a 9 .000
Likelihood Ratio 151.235 9 .000
Linear-by-Linear
.096 1 .756
Association
a. 0 cells (.0%) have expected count less than 5. The

minimum expected count is 17.59.

The table value of chi-square at 1% level for 9 degrees of freedom is 1.373 which is less

than the table value hence the hypothesis rejected and conclude that Gender and hours spent for

using ICT sources and services are well associated.

Table 5.16: Gender wise distribution of respondent’s frequency of using ICT sources and

services

Frequency of using ICT sources and services Total

Gender Several times

Daily Weekly in a week Monthly

Male 72 77 53 102 304
147 106 95 164 512
Female
219 183 148 266 816
Total

The cross tabulation between Gender and frequency of using ICT sources and services is

presented in the table ***. Most of the male respondents (102) accessing ICT sources and
services in the frequency of monthly once, in the same way most of the female respondents (164)

also accessing ICT sources and services monthly once.

Table 5.17: Chi-Square Tests

Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 3.883a 3 .274
Likelihood Ratio 3.887 3 .274
Linear-by-Linear
.641 1 .423
Association
N of Valid Cases 816
a. 0 cells (.0%) have expected count less than 5. The

minimum expected count is 55.14.

The table value of chi-square at 5% level for 3 degrees of freedom is 3.883 which is less than the

table value hence the hypothesis accepted and conclude that Gender and frequency of using ICT

sources and services are not associated.

Table 5.18: Purpose of Using ICT Sources and services

Classification No. of respondents Percentage

To collect Subject related material 672 82.35
To collect Research related material 535 65.56
To prepare for seminar/conferences 461 56.5
To sent e-mail 612 75
To search E-Journals 353 43.26
 To search e-books 124 15.2
To use for Teleconference 26 3.19
To use for Entertainment 496 60.78
To watch/listen Current affairs 382 46.81
To download e-resources 247 30.27

The above table describes the respondents purpose of using ICT tools in Arts and Science college

in Krishnagiri district. 82.35% of them using to collect subject related material, 65.56% of them using ICT

tools to collect research related materials, 60.78% of the respondents using for entertainment and

56.5% of the respondents using ICT tools to prepare for seminar and conference, 75% of them using to

sent e-mail, 43.26% of the respondents access ICT tools to search e-journals, 15.2% for searching e-

books, 3.19% for teleconference, 60.78% for entertainment, 46.81% for watching current affairs and

30.27% using ICT sources for downloading e-resources.

Table 5.19: One sample t-test for Purpose of Using ICT Sources and services

Std. Sig.

Mean Deviation t-value

To collect Subject related
4.40 .716 175.550 .000
material
To collect Research related
4.01 1.164 98.468 .000
material
To prepare for
3.91 1.083 103.116 .000
seminar/conferences
To sent e-mail 3.79 1.075 100.843 .000
To search E-Journals 3.95 1.193 94.718 .000
To search e-books 4.10 .954 122.674 .000
To use for Teleconference
4.12 1.054 111.545 .000

To use for Entertainment

3.59 1.324 77.485 .000

To sent e-mail 3.79 1.075 100.843 .000

To search E-Journals 3.95 1.193 94.718 .000

From the table *** t-values of the variables under purpose of using ICT sources and services

175.550, 98.468, 103.116, 100.843, 94.718, 122.674, 102.428, 111.545, 77.485, 100.843, 94.718 are

significant at 1% level. This shows that there is significant difference between the mean responses given

by the respondents towards the variables under purpose of using ICT and the test average score (=3).

Further the mean values of the variables: To collect Subject related material (4.40), To collect Research
related material (4.01), To prepare for seminar/conferences (3.91), To sent e-mail (3.79), To search E-

Journals (3.95), To search e-books (4.1), To use for Teleconference (4.12), To use for Entertainment

(3.59), To sent e-mail (3.79) and To search E-Journals (3.95) are above the average test average level. It

is observed that the respondents mostly using ICT sources and services for to collect subject and

research related materials, searching e-books and journals.

Table 5.20: Frequency of using ICT tools

S.No. Types of sources Daily Weekly Alternate Monthly Occasionally

weekly
1 CD-ROM-Database 23 71 87 163 472
2 e-Database 38 62 81 199 436
3 e-Journals 24 142 239 317 94
4 e-Reports 33 64 78 112 529
5 e-Books 29 52 126 288 321
6 e-Magazine 32 46 131 268 339
7 e-Lectures 72 186 231 83 244

Table 5 exhibits the respondents frequency of using ICT tools. Most of the respondents (462)

using CD ROM database occasionally, 436 of them using e-databases on occasionally, 317 of the

respondents using e-journals monthly once, 529 of them trying e-reports occasionally, 321 of

them occasionally using e-books , 339 of them occasionally used ICT tools, and 244 of the

respondents preferred e-lectures occasionally.

Table 5.21: Place of accessing ICT Tools

No. of
Classification Percentage
respondents
Home 138 13.73
Browsing centre 217 15.56
Departments 151 23.41
Library 263 43.14
 Others 47 4.17
Total 816 100
Source: Primary data

In the above table, explores the place of accessing ICT tools by the respondents working

in Arts and Science College. Most of the respondents (43.14) accessing ICT tools in their college

library, followed by 23.41% accessing at departments, 15.56% accessing in browsing centre,

13.73% of them accessing at their home, 4.17% of them accessing ICT tools some other places.

45
40
Number of respondents (in %)

35
30
25 43.14
20
15 23.41
10 13.73 15.56
5 4.17
0
Home Browsing centre Departments Library Others

Figure 2: Place of accessing ICT Tools

Table 5.22: Cross tabulation of age and place of accessing ICT sources and services

50 and
Below 30 31-40 41-50 Total
above
N 39 57 29 13 138
Home
% 15.06 19.79 16.86 13.4 16.91
N 61 73 46 37 217
Browsing centre
% 23.55 25.35 26.74 38.14 26.59
N 47 46 40 18 151
Departments
% 18.15 15.97 23.26 18.56 18.5
 N 97 96 44 26 263
Library
% 37.45 33.33 25.58 26.8 32.23
N 15 16 13 3 47
Others
% 5.79 5.55 7.56 3.09 22
N 259 288 172 97 816
Total
% 100 100 100 100 100
Source: Primary data

Table 5 reveals the respondent opinion of place of accessing ICT sources and services in

Arts and Science College in Krishnagiri district. 19.79% of the respondents in the age group of

31-40 years are using ICT sources and services at home, 38.14% of them used at browsing centre

are with the age group of above 50 years, 23.26% of respondents with the age group of 41-50

years are access at their college department, 37.45% of the respondents in the age group of below

30 years are access at college library and 7.56% of the respondents of 41-50 years are access ICT

sources and services in other places.

Table5.23: Cross tabulation of Gender and place of accessing ICT sources and services

Male Female Total

N 60 78 138
Home
% 19.74 15.23 13.73
N 84 133 217
Browsing centre
% 27.63 25.98 15.56
N 42 109 151
Departments
% 13.82 21.29 23.41
N 97 166 263
Library
% 31.91 32.42 43.14
N 21 26 47
Others
% 6.908 5.078 4.167
N 304 512 816
Total
% 37.25 62.75 100
Source: Primary data
 In the above table, Place of accessing ICT sources and services by the respondents were

described based on their Gender. 19.73% of male accessed ICT sources at home, 27.63% of them

used at browsing centre, 21.29% of the female access at college department, 32.42% of the

female using at library and 6.9% of male gender accessing ICT sources in other places.

Chi-square test for the age wise distribution of respondents place of accessing ICT

resources and services

Table 5.24: Chi-Square Tests

Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 1.407E3a 12 .000
Likelihood Ratio 1.381E3 12 .000
Linear-by-Linear
647.163 1 .000
Association
N of Valid Cases 816
a. 0 cells (.0%) have expected count less than 5. The

minimum expected count is 5.59.

The table value of chi-square at 1% level for 12 degrees of freedom is 1.407 which is less than

the table value hence the hypothesis accepted and conclude that there is no significant between

age wise distribution of respondents place of accessing ICT resources and services.

Table 5.25: Search engine used to access ICT sources and services

Frequency percentage
Google 482 59.1
Alta Vista 63 7.7
 Yahoo 221 27.1
MSN 34 4.1
Any Other 16 2.0
Total 816 100
Source : Primary data

The above table describes the selected respondents preferred search engine to access ICT

sources and services in Krishnagiri district. 59.1% of them used Google search engine followed

by Yahoo search engine (27.1%) to access ICT sources and services.

Table 5.26: One way anova test for demographic variable and search engine used to accesss

ICT sources and services

Mean Std. Deviation

Age Google 1.48 .500
Alta Vista 2.13 .336
Yahoo 3.26 .438 599.647
MSN 4.00 .000 (p=.000)
Any Other 2.12 1.500
Total 2.13 .994
Gender Google 1.3900 .48827 123.824
Alta Vista 2.0000 .00000
(p=.000)
Yahoo 2.0000 .00000
MSN 2.0000 .00000
Any Other 1.3750 .50000
Total 1.6275 .48378
Educational Google 1.8195 .38500 483.237
Alta Vista 2.0000 .00000
Qualification (p=.000)
Yahoo 3.3756 .75627
MSN 5.0000 .00000
Any Other 2.5000 2.00000
Total 2.4007 1.03317
Designation Google 1.6494 .47766 83.131
Alta Vista 2.0000 .00000
(p=.000)
Yahoo 2.0000 .00000
MSN 2.7647 .43056
Any Other 1.7500 1.00000
Monthly income Google 1.65 .478 86.472
Alta Vista 2.00 .000
(p=.000)
Yahoo 2.00 .000
MSN 2.79 .410
Any Other 1.75 1.000
Experience Google 1.1577 .36482 445.214
Alta Vista 2.0000 .00000
(p=.000)
Yahoo 2.2443 .43067
MSN 3.0000 .00000
Any Other 1.7500 1.00000

Table 5.27: Browser used to access ICT sources and services

Frequency percentage
Internet explorer 124 15.2
Google chrome 463 56.7
Opera 35 4.3
Mozilla firebox 146 17.9
Others 48 5.9
Total 816 100
Source: Primary data

In the above table, more than half of the selected respondents (56.7%) using Google

chrome as prime browser to access ICT sources and services followed by Mozilla firebox (17.9),
Internet explorer (15.2), 5.9% of the respondents using other browser and 4.3% of them using

Opera browser to access ICT sources and services.

Table 5.28: Age wise distribution of the respondents Browser used to access ICT sources

and services

Browser used to access ICT sources and services

Age Internet Google Mozilla

explorer chrome Opera Firefox Others Total

Below 30 34 129 29 67 0 259
31-45 0 287 1 0 0 288
41-50 0 40 35 97 0 172
51 and
0 0 0 49 48 97
above
Total 124 461 37 146 48 816

The above table describes the respondents using browser according to their age to access

ICT sources and services. 134 respondents in the age group below 30 years used google chrome

browser for accessing ICT sources and services, followed by internet explorer.

Table 5.29: Chi-Square Tests

Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 1.225E3a 12 .000
Likelihood Ratio 1.140E3 12 .000
Linear-by-Linear
615.193 1 .000
Association
N of Valid Cases 816
a. 1 cells (5.0%) have expected count less than 5. The

minimum expected count is 4.40.

 The table value of chi-square at 1% level for 12 degrees of freedom is 1.225 which is less

than the table value hence the hypothesis rejected and conclude that there is no significant

between age wise distribution of respondents browser used to accessing ICT resources and

services.

Table 5.30: Gender wise distribution of the respondents Browser used to access ICT

sources and services

Browser used to access ICT sources and services Total

Gender Internet Google Mozilla

explorer chrome Opera Firefox Others

Male 112 129 15 42 6 304

Female 101 181 36 146 48 512

Total 124 461 37 146 48 816

Table *** exhibits the Gender wise distribution of respondents using browser to access

ICT sources and services. 129 male respondents using Google chrome as prime browser to

access ICT sources and services followed internet explorer (112) and Mozilla Firefox (42). 181

female respondents preferred Google chrome, 146 female preferred Mozilla firefox. It is

observed that most of the faculty members both male and female using Google Chrome as main

browser to access ICT sources and services.

Table 5.31: Chi-Square Tests
Asymp. Sig.

Value df (2-sided)
Pearson Chi-Square 3.434E2a 4 .000
Likelihood Ratio 452.539 4 .000
Linear-by-Linear
266.153 1 .000
Association
N of Valid Cases 816
a. 0 cells (.0%) have expected count less than 5. The

minimum expected count is 13.78.

The table value of chi-square at 1% level for 4 degrees of freedom is 3.434 which is less

than the table value hence the hypothesis rejected and conclude that there is no significant

between Gender wise distribution of respondents used browser to accessing ICT resources and

services.

Table 5.32: One sample test for Motivational factors in ICT

Mean SD t-value p-value

Institutions 3.67 1.370 76.428** .000
Friends 3.41 1.496 56.057** .000
Relatives 3.03 1.620 53.548** .000
Self taught 3.30 1.297 79.376** .000
Others 3.01 1.308 81.296** .000
**Significant at 1% level
 Table 8 shows the perception o n motivational factors of selected respondents of Arts and

Science College in Krishnagiri district. The t-values of the variables: 76.428, 56.057, 53.548, 79.376 and

81.296 are significant at 1% level. This shows that there is significant difference between the mean

responses given by the respondents towards motivational factors in ICT, the null hypothesis is rejected.

Further the mean score of the variables; Institutions (3.67), Friends (3.41), Relatives (3.03), Self taught

(3.30), Others (3.01) are higher than the average mean score. This shows that the respondents are

motivated to utilize ICT sources and services very effectively by means of institutions, friends and self

taught.

Institutions
3.675

Others 3.01 3.41 Friends

0

3.3 3.03

Self taught Relatives

Figure 4 Radar diagram shows the mean responses for motivation factors of ICT
Table 5.33: Knowledge about ICT sources and services

Don’t
Beginner Fair Expert Proficient
Know
  N % N % N % N % N %
Internet 16 1.961 19 2.328 563 69 231 28.31 3 0.368
E-mail 4 0.49 15 1.838 547 67.03 231 28.31 3 0.368
SMS / MMS 46 5.637 164 20.1 469 57.48 137 16.79 0 0
Telephone 0 0 126 15.44 672 82.35 13 1.593 5 0.613
Mobile Phone 12 1.471 227 27.82 362 44.36 194 23.77 21 2.574
CDs 61 7.475 178 21.81 489 59.93 72 8.824 16 1.961
Fax 473 57.97 156 19.12 175 21.45 8 0.98 4 0.49
Web Camera 538 65.93 191 23.41 76 9.314 11 1.348 0 0
Video conference 424 51.96 288 35.29 92 11.27 9 1.103 3 0.368
Chatting 397 48.65 284 34.8 121 14.83 11 1.348 3 0.368

Table 9 exhibits the respondents knowledge about ICT sources and services. 69% of the

respondents having fair knowledge about internet, 67.03% of them getting e-mail knowledge,

57.48% on SMS/MMS, 82.35% getting knowledge about telephone, 44.36% on mobile phone,

59.93% on CDs, 57.97% of respondents do not having knowledge about fax, 65.93% don’t know

web camera source, 51.96% don’t know about video conference and the majority of 48.65% of

the respondents does not having chatting knowledge.

Table 5.34: Preferred formats for reading the ICT based information resources

Yes No Total
No. of No. of No. of
Description
% % %
respondents respondents respondents
Printed 721 88.36 95 11.64 816 100
 format
100
PDF format 453 55.51 363 44.49 816

HTML 100
112 13.73 704 86.27 816
format
Word 100
684 83.82 132 16.18 816
format
Image 100
397 48.65 419 51.35 816
format

Table 6 reveals the respondents preferred format for reading ICT based information

sources. 88.36% of the respondents preferred printed format and other 83.82% of them preferred

word format to read the ICT information. 55.51% of the respondents interested in PDF format

and 48.65% of them preferred image format to read the ICT sources.

Image format 48.65 51.35

Word format 83.82 16.18

HTML format 13.73 86.27

Yes No
PDF format 55.51 44.49

Printed format 88.36 11.64

0 10 20 30 40 50 60 70 80 90 100
Number of respondents (in %)

Figure 4: Preferred formats for reading the ICT based information resources
Table 5.35: QUALITY OF ICT SERVICES IN LIBRARY

HDS DS N S HS
Reliability 98 12.0 27 3.3 149 18.3 348 42.6 194 23.8
Timely 2 .2 25 3.1 128 15.7 456 55.9 205 25.1
Relevant 16 2.0 99 12.1 187 22.9 279 34.2 235 28.8
Accuracy 74 9.1 34 4.2 94 11.5 323 39.6 291 35.7
Sufficient 52 6.4 34 4.2 42 5.1 94 11.5 594 72.8
Completed 124 15.2 69 8.5 149 18.3 228 27.9 246 30.1
Explicit 48 5.9 194 23.8 246 30.1 155 19.0 173 21.2

Table 5.35 describes the respondents opinion about the quality of ICT services in their

college library. 42.6% of the respondents felt the reliability services in their college library was

satisfied, 55.9% of them satisfied the timely help service, 34.2% of them satisfied about the

relevant ICT services in their library, 39.6% of them satisfied the services are accurate, 72.8% of

them highly satisfied about the ICT services are available in their library sufficient level, 30.1%

of the respondents the services are completed and 30% of the respondents does not given any

opinion about the explicit of ICT services in their library.

T-TEST

Table 5.35: One-Sample Statistics

Std. Sig.

N Mean Deviation t-value

Reliability 816 3.99 .742 153.623 .000
Timely 816 4.03 .743 154.683 .000
Relevant 816 3.76 1.059 101.355 .000
Accuracy 816 3.89 1.201 92.396 .000
Sufficient 816 4.40 1.166 107.837 .000
Completed 816 3.49 1.391 71.727 .000
Explicit 816 3.26 1.202 77.410 .000
 From the table *** t-values of the variables under Quality of ICT services available in the library

153.623, 154.683, 101.355, 92.396, 107.837, 71.727 and 77.410are significant at 1% level. This shows

that there is significant difference between the mean responses given by the respondents towards the

variables under Quality of ICT services available in the library and the test average score (=3). Further

the mean values of the variables: Reliability (3.99), Timely (4.03), Relevant (3.76), Accuracy (3.89),

Sufficient (4.40), Completed (3.49), and explicit (3.26) are above the average test average level. It is

observed that the respondents mostly satisfied the quality factor of ICT services are timely helping,

sufficient level, and reliability in their library.

Table 5.36: Respondents opinion about ICT sources

Mean Std. Deviation

e-database 3.85 1.096
e-journals 3.78 1.199
e-books 3.99 .991
online news 3.85 1.166
CD Rom database 3.49 1.551
In-house database 3.89 1.138

Faculties employed in Arts and Science colleges in Krishnagiri district have recorded their

opinion about the ICT Sources available in their library. Their perceptions were recorded and

represented through mean and standard deviations in the table ***. Totally seven variables have

insisted on the various aspects of ICT Sources: The mean value of e-database is 3.85, e-journals

is 3.78, e-books is 3.99, online news is 3.85, CD Rom database is 3.49 and In-house database is
3.89. It is clearly seen from the above table that the respondents satisfied the ICT sources of e-

books, e-database, online news and in-house database.

Table 5.37: Respondents opinion about ICT services

Mean Std. Deviation

Current Awareness Services
3.85 1.096
(CAS)
SDI services 3.78 1.199
Circulation of new additional list
3.99 .991

Electronic document delivery

3.85 1.166
services
Multimedia service 3.49 1.551
CD/DVD based service 3.89 1.138
Online database search
3.89 .951

e-books 3.92 1.129

e-journals 3.70 .98494
Library websites 3.87 1.09711
Internet services
3.99 .87564

Printing/Scanning/Copying
4.30 .85933
Services

From the table 5.37 it is inferred that the Faculty members of Arts and Science colleges

are using most of the ICT services very well. Current awareness service, Circulation of new

additional list, CD/DVD based service, internet and Printing/Scanning/Copying Services are the

most important ICT service used by the faculty members. SDI, Electronic document delivery

service, e-books, e-journals, multimedia, library websites are the other services that are used by

the respondents in the Arts and Science colleges.

Table 5.38: Attitudes of faculty members about ICT

Std. Std. Error

N Mean Deviation Mean

Low band width/Speed
816 4.50 .560 .020
of Internet
Browsing difficulties of
816 3.91 1.167 .041
digital resources
Library staff are not
816 3.57 1.356 .047
user friendly
UPS Back up is very
816 3.93 .930 .033
low
Limitation of Timing
816 3.92 1.194 .042
access
Shortage of computers 816 4.08 .929 .033
Low configuration of
816 3.82 1.028 .036
computers
Network failure 816 4.06 1.005 .035
Lack of Internet Access 816 3.57 1.356 .047
Lack of relevant article 816 3.97 1.084 .038
Unable to access very
816 3.74 1.202 .042
old Journals
Poor Library Facilities 816 3.57 1.356 .047
Lack of computer
816 4.28 1.065 .037
knowledge
Lack of Proper
816 3.93 1.131 .040
Orientation Programme
Lack of awareness of
816 4.05 .901 .032
available facilities
Lack of
816 3.65 1.336 .047
Printers/Scanners

Faculties employed in Arts and Science colleges in Krishnagiri district have recorded their

attitudes towards using ICT Sources and services. Their perceptions were recorded and

represented through mean and standard deviations in the table ***. Totally seventeen variables

have insist on the various aspects of ICT Sources: The mean value of Low band width/Speed of

Internet is 4.50, Browsing difficulties of digital resources is 3.91, Library staff are not user

friendly is 3.57, UPS Back up is very low is 3.93, Limitation of Timing access is 3.92, Shortage

of computers is 4.08, Low configuration of computers is 3.82, Network failure is 4.06, Lack of

Internet Access is 3.57, Lack of relevant article is 3.97, Unable to access very old Journals is

3.74, Poor Library Facilities is 3.57, Lack of computer knowledge is 4.28, Lack of Proper

Orientation Programme is 3.93, Lack of awareness of available facilities is 4.05 and Lack of

Printers/Scanners is 3.65. It is clearly seen from the above table that the respondents are

struggled to use ICT sources and services. Low band with internet speed, limited computers, lack

of computer knowledge of library staff are major problem faced by the faculty members to

access ICT sources and services.

Table 5.39: Respondents satisfaction level of using ICT sources and services

SDA DA N A SA
ICT

infrastructural 87 10.7 219 26.8 115 14.1 351 43.0 44 5.4

Facilities
 ICT based
75 9.2 238 29.2 123 15.1 269 33.0 111 13.6
service
Availability of

E-resources in 98 12.0 132 16.2 86 10.5 442 54.2 58 7.1

library
Attitudes of
122 15.0 217 26.6 198 24.3 253 31.0 26 3.2
library staff
Internet
166 20.3 262 32.1 81 9.9 108 13.2 199 24.4
facilities
Photocopy
257 31.5 151 18.5 152 18.6 154 18.9 102 12.5
service
Communicatio
341 41.8 99 12.1 146 17.9 188 23.0 42 5.1
n level
CD/DVD
387 47.4 74 9.1 198 24.3 112 13.7 45 5.5
sources
Table 5.39 explores the respondents satisfaction level while using ICT sources and

services in Arts and Science College in Krishnagiri district. 43% of the respondents agreed the

availability of ICT infrastructural Facilities in Arts and Science colleges, 33% of them agreed

about the ICT based services, 54.2% of them agreed Availability of E-resources in library, 31%

of them agreed the attitudes of library staff, 32.1% of the respondents disagreed about the

Internet facilities, 31.5% of them strongly disagreed photocopy services, 41.8% of the

respondents disagreed the level of communication and 47.4% of the respondent strongly

disagreed about the CD/DVD sources.

Table 5.40: One sample t-test for Respondents satisfaction level of using ICT sources and

services
 t-test
Mean Std. Deviation
ICT infrastructural facilities
2.10 1.220 49.185
ICT based service 2.41 1.380 49.953
Availability of E-resources in
2.02 1.330 43.323
library
Attitudes of library staff 2.33 1.154 57.599
Internet facilities 3.11 1.418 62.738
Photocopy service 3.38 1.410 68.536
Communication level 3.84 1.234 88.952
CD/DVD sources 3.88 1.251 88.717
From the table *** t-values of the variables under Respondents satisfaction level of using ICT

sources and services 49.185, 49.953, 43.323, 57.599, 62.738, 68.536, 88.952, 88.717 are significant at

1% level. This shows that there is no significant difference between the mean responses given by the

respondents towards the variables under Respondents satisfaction level of using ICT sources and

services available in the library and the test average score (=3). Further the mean values of the

variables: Internet facilities (3.11), Photocopy service (3.38), Communication level (3.84), CD/DVD

sources (3.88) are above the average test level. ICT infrastructural facilities (2.10), ICT based service

(2.41), Availability of E-resources in library (2.02), Attitudes of library staff (2.33), are below the average

test level. It is observed that the respondents mostly satisfied the ICT sources and services of Internet

facilities, photocopies and CD/DVD sources are available in the library.

 CHAPTER 6

FINDINGS, SUGGESTIONS, AND CONCLUSION

FINDINGS

 62.7% of them are female and the remaining 37.25% are male of selected in Arts and

Science Colleges in Krishnagiri district

 35.29% of the respondents are in the age group of 31-40 years, 31.74% are less than 30

years, 21.08% falls in the age group of 41-50 years and 11.89% of them are more than 51

years.

 50.98% of the respondents working in the Arts and Science Colleges are having less than

5 years experience in similar field

 59.1% of the respondents having M.Phil degree in their respective subject, 12.6%

possessing doctoral degree of Ph.D., 11.9% of them qualified with PG, 9.9% of the

respondents passed eligible test of SET/NET and 6.5% of them qualified with other

educations

most of the respondents (83.4%) are working as Assistant Professor, 12.7% of them

worked as Guest Lecturer and the remaining 3.9% of the respondents are Associate Profe most of

the respondents (46.94%) working in Arts and science Colleges in Krishnagiri district were

earning Rs.15,001-30,000 per month as monthly salary.

 most of the respondents (73%) working in Arts and science College were spend time to

accessing ICT sources and services in Krishnagiri district.

 171 respondents in the age group of below 30 years, 251 respondents in the age group of

31-45 years, 104 respondents of 41-50 years, 70 respondents in the age group of above 51

years also spending daily one hour to access ICT sources and services.

 significant influence of age on hours spending to access ICT sources and services is

observed.

 40 male and 64 female respondents spend 1-2 hours, 41 male 41 female were spend 2-3

hours, 17 male and 17 female were spend more than 3 hours for accessing ICT sources

and services.

 that there is no significant between age and hours spending to access ICT sources and

services.

 40.69% of the respondents accessing ICT sources several times in a week, 25.86%

accessing weekly once, 19.24% access monthly once, 7.84% used daily and 6.37% of the

respondents accessing ICT sources rarely.

 most of the respondents (130) in the age group of 31-45 years have accessing ICT

sources and services with the frequency of monthly once.

 Gender and hours spent for using ICT sources and services are well associated.

 Most of the male respondents (102) accessing ICT sources and services in the frequency

of monthly once, in the same way most of the female respondents (164) also accessing

ICT sources and services monthly once.

 Gender and frequency of using ICT sources and services are not associated.

 82.35% of them using to collect subject related material, 65.56% of them using ICT tools to

collect research related materials, 60.78% of the respondents using for entertainment and

56.5% of the respondents using ICT tools to prepare for seminar and conference, 75% of them
 using to sent e-mail, 43.26% of the respondents access ICT tools to search e-journals, 15.2% for

searching e-books, 3.19% for teleconference, 60.78% for entertainment, 46.81% for watching

current affairs and 30.27% using ICT sources for downloading e-resources.

 Most of the respondents (462) using CD ROM database occasionally, 436 of them using

e-databases on occasionally, 317 of the respondents using e-journals monthly once, 529

of them trying e-reports occasionally, 321 of them occasionally using e-books , 339 of

them occasionally used ICT tools, and 244 of the respondents preferred e-lectures

occasionally.

 Most of the respondents (43.14) accessing ICT tools in their college library,

 19.79% of the respondents in the age group of 31-40 years are using ICT sources and

services at home, 38.14% of them used at browsing centre are with the age group of

above 50 years, 23.26% of respondents with the age group of 41-50 years are access at

their college department, 37.45% of the respondents in the age group of below 30 years

are access at college library and 7.56% of the respondents of 41-50 years are access ICT

sources and services in other places.

 19.73% of male accessed ICT sources at home, 27.63% of them used at browsing centre,

21.29% of the female access at college department, 32.42% of the female using at library

and 6.9% of male gender accessing ICT sources in other places.

 there is no significant between age wise distribution of respondents place of accessing

ICT resources and services.

 59.1% of them used Google search engine followed by Yahoo search engine (27.1%) to

access ICT sources and services.

  more than half of the selected respondents (56.7%) using Google chrome as prime

browser to access ICT sources and services

 134 respondents in the age group below 30 years used google chrome browser for

accessing ICT sources and services, followed by internet explorer.

 no significant between age wise distribution of respondents browser used to accessing

ICT resources and services.

 most of the faculty members both male and female using Google Chrome as main

browser to access ICT sources and services.

 there is no significant between Gender wise distribution of respondents used browser to

accessing ICT resources and services.

 respondents are motivated to utilize ICT sources and services very effectively by means of

institutions, friends and self taught.

 69% of the respondents having fair knowledge about internet, 67.03% of them getting e-mail

knowledge.

 42.6% of the respondents felt the reliability services in their college library was satisfied,

55.9% of them satisfied the timely help service, 34.2% of them satisfied about the

relevant ICT services in their library, 39.6% of them satisfied the services are accurate,

72.8% of them highly satisfied about the ICT services are available in their library

sufficient level, 30.1% of the respondents the services are completed and 30% of the

respondents does not given any opinion about the explicit of ICT services in their library.

SUGGESTIONS

Some of the suggestions are given below

1. To improve the knowledge and skills on ICT among the faculty members
2. To motivate faculty members towards the utilization of ICT sources and services

3. To remove the constraints in the process of information seeking through development

information infrastructure facilities

4. To improve and provide the facilities to procuring ICT sources and services

5. To develop the campus network (LAN, Wifi etc) efficient and effectively

6. To conduct special training programmes and workshops for faculties to enable them how to

use ICT sources, retrieve the information and download

FUTURE RESEARCH

The present study is on the use of ICT among the faculty members of Arts and Science

colleges in Kirshnagiri district. This type of studies may be conducted with research scholars, PG

students and library professionals. In this study we discuss only arts and science college in

Krishnagiri district, the further research can involved all arts and science colleges of near by

districts, other professional institutions, education colleges, hotel and catering institutions, other

technical institutions. Generally ICT development was improve day by day, so there is no

problem to the research in ICT development can repeated by researchers.

CONCLUSION

This study throws light on the various aspects of the use and user perception of ICT sources and

services in Arts and Science College in Krishnagiri district. ICT is necessary to changing the

methodology of teaching, the physical setting and the learning process of faculty members. Most
of the faculty members utilize ICT based sources and services at maximum level and felt that

they fulfilled their needs more than 75% level. In that most of the respondents (83.4%) are

working as Assistant Professor, 12.7% of them worked as Guest Lecturer and the remaining

3.9% of the respondents are Associate Professor. Most of the faculty members having fair

knowledge about internet, 67.03% of them getting e-mail knowledge, 57.48% on SMS/MMS,

82.35% getting knowledge about telephone.. They were access ICT sources and services mostly

in the college library as and when they required. It is also observed from this study that the

majority of the faculty members used ICT sources and services for checking e-mail and

browsing, collecting research information. 42.6% of the respondents felt the reliability services

in their college library was satisfied, 55.9% of them satisfied the timely help service, 34.2% of

them satisfied about the relevant ICT services in their library. Most of the respondents satisfied

about the availability of ICT infrastructural Facilities in Arts and Science colleges, ICT based

services, Availability of E-resources in library, attitudes of library staff, Internet facilities,

photocopy services, level of communication and CD/DVD sources. . Hence, it is concluded from

this study that the ICT sources and services has become an indispensable as well as unavoidable

commodity in the education as well as other fields too.