Hassan & Aqib Revised

ROLE OF E-GADGETS TO ENHANCE STUDENTS’
STUDY SKILLS AT UNIVERSITY LEVEL
Researcher: HASSAN NAWAZ & AQIB NAZIR

Roll No: 304 & 307
Supervisor: Dr. Muhammad Athar Hussain
Session: 2019-2021
DEPARTMENT OF EDUCATIONAL TRAINING

The Islamia University of Bahawalpur
Rahim Yar Khan Campus
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IN THE NAME OF ALMIGHTY ALLAH
THE MOST BENEFICENT, COMPASSIONATE AND THE
MOST MERCIFUL
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ROLE OF E-GADGETS TO ENHANCE STUDENTS’ STUDY SKILLS AT
UNIVERSITY LEVEL
By
HASSAN NAWAZ & AQIB NAZIR
Roll No: 304 & 307
Session: 2019-2021
Submitted in partial fulfillment to the requirement for the award of the degree
B. Ed. (1.5) Bachelor in Education
DEPARTMENT OF EDUCATIONAL TRAINING

The Islamia University of Bahawalpur
Rahim Yar Khan Campus
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APPROVAL FORM
This research project entitled “ROLE OF E-GADGETS TO ENHANCE STUDENTS’ STUDY SKILLS
AT UNIVERSITY LEVEL” is submitted by HASSAN NAWAZ & AQIB NAZIR, Roll No. 304 & 307
in partial fulfillment of the requirements for the degree of B. Ed. (1.5) Bachelor in Education is hereby
approved.
Internal Examiner:
External Examiner:
Head of Department: ___________________________
Dated:___________________
(Day-Month-Year)
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FORWARDING SHEET
This research Project entitled “ROLE OF E-GADGETS TO ENHANCE STUDENTS’ STUDY SKILLS
AT UNIVERSITY LEVEL” Is accepted for the partial fulfillment of the requirement for the degree of B.
Ed. (1.5) Bachelor in Education in the Department of Educational Training, The Islamia University of
Bahawalpur, RYK Campus is hereby approved.
Dr. Muhammad Athar Hussain

Supervisor
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DECLARATION
We are HASSAN NAWAZ Son of ---------------------------- & AQIB NAZIR Son of
-----------------------Roll No.-304 & 307, are students of program B. Ed. (1.5) Bachelor in Education at
The Islamia University of Bahawalpur, RYK Campus do here by solemnly declare that the research
project entitled “ROLE OF E-GADGETS TO ENHANCE STUDENTS’ STUDY SKILLS AT
UNIVERSITY LEVEL” submitted by using partial fulfillment of B. Ed. (1.5) Bachelor in Education
program, is our original work, and has not been submitted or published earlier. We also solemnly
declare that it shall not, in future, be submitted by us for obtaining any other degree from this or any
other university or institution. I also understand that if evidence of plagiarism is found in my
thesis/dissertation at any stage, even after the award of a degree, the work may be cancelled and the
degree revoked.
Date:_____________ ___________________
(Day-Month-Year) Signature of Candidate
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DEDICATION
This intellectual work is

Dedicated
To
My Loving Parents
&
Honorable Teachers
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ACKNOWLEDGEMENT
First of All we bow our heads to Almighty Allah, The most Beneficent and Merciful! Who enabled us to
complete this study and His blessing gave me opportunity to achieve this position. All Respect and regards
to the Holy Prophet Hazrat Muhammad (S.A.W) who came as a light of knowledge for all seekers.
We are very fortunate to have a wonderful Head of Department and research Supervisor sir Dr.
Muhammad Athar Hussain, we are especially thankful to his from the bottom of our heart because this
study would not have been possible without his help, dedication and support.
We offer specially thanks to our all Teachers Madam Dr. Mehlah Jabeen, Madam Saira Shafqat,
Madam Khadijah Batool, Madam Ayesha Mehmood and Mr. Muhammad Akhtar deserve special
mention for his consistence guidance and encouragement throughout my research work, together with all
members of staff in the department of education for their collective and individual support as I worked on
this thesis. We are grateful to our Respected Parents and to all family members, friends for their prayers,
unending Love, support and encouragements to complete this study.
Lastly, we are especially thankful to our class fellows, they not only prayed for us but also helped us at
every step and encouraged us to complete the Research Project.
1. HASSAN NAWAZ
2. AQIB NAZIR
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ABSTRACT
The aim of this research was to know the ROLE OF E GADGETS TO ENHANCE STUDENTS’
STUDY SKILLS AT UNIVERSITY LEVEL and find out the factors which influence the study
students at university level by extreme use of E gadgets. The current research was expressive in
strategy and used to attain the goal of the research by the investigation method.
For the relative analysis of role of e gadgets to enhance skills at university level, 50 students
were selected from different departments of university. We use questioner method to investigate
them. For this purpose a questioner Performa was design. Two types of questionnaires form was
distributed, one for teachers and second for students were created on the bases of fiction
evaluation and study goals as a study instrument for the guidance of the study councilor. The
collected data was explored by calculating the percentage of responses on each question.
Aspects such as use of e gadgets in youngsters, its positive effects, its negative effect, ratio of
advantage and disadvantage of E gadgets, Needs of E gadgets, learning outcomes, importance
skills enhancement, e gadgets development and academic performance at university level. We
found that youngster especially university students tend to be active consumers; many electronic
products and gadgets’ commercial have been targeted to youngsters market. This study found out
that total time spent on electronic gadget significantly associated to the academic performance of
the students. But here we also found that Gadgets play a vital role in the educational field in
order to improve their skills and knowledge. It is very important for them since they need to
improve their knowledge power to gain success in the future.
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Table of Contents
Table of Contents
STUDENTS’ DECLARATION................................................................................................................ii
DEDICATION.........................................................................................................................................iv
ACKNOWLEDGEMENTS..........................................................................................................................v
ABSTRACT.................................................................................................................................................vi
Table of Contents........................................................................................................................................vii
List of Tables...............................................................................................................................................xii
List of Figures............................................................................................................................................xiii
Abbreviations.............................................................................................................................................xvi
Chapter No. 1................................................................................................................................................1
INTRODUCTION.........................................................................................................................................1
1.1 Importance of e gadgets:.....................................................................................................................2
1.1.1.Gadgets increase our efficiency...................................................................................................3
1.1.2.They help to foster meaningful conversation...............................................................................3
1.1.3.They promote better learning.......................................................................................................3
1.1.4.They create a democratic atmosphere..........................................................................................3
1.1.5.They are environmentally friendly...............................................................................................3
1.1.6.They reduce physical load............................................................................................................4
1.1.7.Boost self-confidence...................................................................................................................4
1.1.8.A gadget brings joy to the family.................................................................................................4
1.1.9.Gadgets make things compact......................................................................................................4
1.1.10. They help in saving space....................................................................................................4
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1.1.11. Gadgets are fun.....................................................................................................................4
1.1.12. Gadgets encouraged innovation and creativity....................................................................5
1.2 Benefits of e gadgets....................................................................................................................5
1.3 The importance of e gadget in education:...........................................................................................5
1.4 Statement of the problem:...................................................................................................................6
1.5 Objectives of the Study:......................................................................................................................6
1.6 Significance of the Study:.......................................................................................................................6
1.7 Research Questions:............................................................................................................................7
1.8 Research Design:.................................................................................................................................7
1.8.1.Population:....................................................................................................................................7
1.8.2.Sample..........................................................................................................................................7
1.8.3.Research Tool:..............................................................................................................................8
1.8.4.Methodology:...............................................................................................................................8
1.8.5.Data Analysis:..............................................................................................................................8
1.8.6.Finding, Conclusions and Recommendation:...............................................................................9
1.9 Delimitations of the Study:..................................................................................................................9
Chapter No. 2..............................................................................................................................................10
LITERATURE REVIEW........................................................................................................................10
2.1. E gadget use in learning process.......................................................................................................12
2.1.1 Educational innovation...............................................................................................................12
2.1.2 Effective learning.......................................................................................................................12
2.1.3 Application of Gadgets as learning resources............................................................................13
2.1.4 Unchecking creativity.................................................................................................................13
2.1.5 Knowledge improvement...........................................................................................................13
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2.1.6.Virtual & Augmented Reality....................................................................................................14
2.1.7.Clean Energy..............................................................................................................................14
2.1.8.Drones........................................................................................................................................14
2.1.9.Pocket Supercomputers..............................................................................................................14
2.1.10. It improves the learning experience...................................................................................15
2.1.11. It helps students prepare for their future careers................................................................15
2.1.12. Students demand it:............................................................................................................15
2.2. E gadgets is Breaking down Barriers in Education...........................................................................15
2.3. Important to Use E Gadgets in Education.........................................................................................16
2.4. Related Studies..................................................................................................................................16
2.5. EFFECT OF THE USAGE ELECTRONIC GADGETS..................................................................17
2.6. The positive and negative sides of the usage of electronic gadgets..................................................18
2.7. E gadgets Support Student Success during COVID-19....................................................................18
Chapter No. 3..............................................................................................................................................19
RESEARCH METHODOLOGY............................................................................................................19
3. Research Design:........................................................................................................................19
3.1 Population:..................................................................................................................................19
3.2 Sample:.......................................................................................................................................20
3.3 Research Tool:............................................................................................................................20
3.4 Preparation of Questionnaire:.....................................................................................................20
3.5 Validation of Questionnaire:......................................................................................................20
3.6 Data Analysis:............................................................................................................................21
3.7. Theoretical Framework..............................................................................................................21
Chapter No. 4..............................................................................................................................................22
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DATA ANALYSIS AND INTERPRETATION....................................................................................22
4 Statistical Treatment..........................................................................................................................22
4.1 Presentation and Analysis of Teachers Questionnaire Data..............................................................22
Teacher’s opinion about use of e gadgets to enhance student’s skills:...............................................22
4.2 Presentation and Analysis of Students Questionnaire Data.......................................................42
Chapter 5.....................................................................................................................................................63
SUMMARY, FINDINGS, RECOMDATION,...........................................................................................63
AND CONCULLION.................................................................................................................................63
5.1 Summary...........................................................................................................................................63
5.2 Findings:............................................................................................................................................64
1.2.1 Findings of Teachers’ Questionnaire Data:................................................................................64
1.2.2 Findings of Students’ Questionnaire Data:................................................................................66
5.3 Conclusion:........................................................................................................................................67
5.4 Limitations and Future Research.......................................................................................................69
5.5 Recommendations:............................................................................................................................69
5.5.1 Prepares students for their careers..............................................................................................69
5.5.2 Helps to support different learning styles...................................................................................69
5.5.3 Collaboration..............................................................................................................................69
5.5.4 Improves digital citizenship.......................................................................................................69
5.5.5 Integrating technology in education helps students stay engaged..............................................69
5.5.6 Enhances the learning experience..............................................................................................70
5.5.7 Improves access to information..................................................................................................70
5.5.8 The traditional passive learning model is broken.......................................................................70
5.5.9 Technology helps students be more responsible........................................................................70
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5.5.10 Technology transforms the learning experience................................................................70
REFERENCES:.......................................................................................................................................71
APPENDIX-I...............................................................................................................................................73
Teachers’ Questionnaire......................................................................................................................73
APPENDIX-II.............................................................................................................................................75
Students’ Questionnaire......................................................................................................................75
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List of Tables
Table 4.1.1 Teachers opinion about E-gadgets enhance teaching skills.....................................22
Table 4.1.2 Teachers opinion about types e-gadget often used by the teachers..........................23
Table 4.1.3 Teachers opinion about e-gadgets saves time while preparing a lecture.................24
Table 4.1.4 Teachers opinion about e-gadgets help to increase the effectiveness of lesson.......25
Table 4.1.5 Teachers opinion about E-Gadgets helps the students to work.................................26
Table 4.1.6 Teachers opinion about E-gadgets allow students to explore the world ---------------27
Table 4.1.7 Teachers opinion about technological skills of teachers and students.......................28
Table 4.1.8 Teachers opinion about prefer to use E-gadgets as a teaching material....................29
Table 4.1.9 Teachers opinion about E-Gadgets increase students’ engagement in learning........30
Table 4.1.10 Teachers opinion about E-Gadgets improve students’ academic performance.......31
Table 4.1.11 Teachers opinion about excessive use of e-gadgets harm students’ learning..........32
Table 4.1.12 Teachers opinion about students get addicted to e-gadgets.....................................33
Table 4.1.13 Teachers opinion about students became lazy and poor habits using e-gadgets.....34
Table 4.1.14 Teachers opinion about e-gadgets create unfair advantage.....................................35
Table 4.1.15 Teachers opinion about e-gadgets help in professional development.....................36
Table 4.1.16 Teachers opinion about information technology changed the ways of learning.....37
Table 4.1.17 Teachers opinion about prefer the use of overhead projector in presentations.......38
Table 4.1.18 Teachers opinion about E-Gadgets helps teachers to educate.................................39
Table 4.1.19 Teachers opinion about university have resources to provide E-Gadgets...............40
Table 4.1.20 Teachers opinion about e-gadgets increase the interest of the students..................41
Table 4.2.1 Students opinion about mobile phone and laptop help in study................................42
Table 4.2.2 Students opinion about e-gadgets saves time while learning....................................43
Table 4.2.3 Students opinion about E-Gadgets are helpful in making any assignment...............44
Table 4.2.4 Students opinion about E Gadgets use most in study...............................................45
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Table 4.2.5 Students opinion about e-gadgets reduces chances of mistakes...............................46
Table 4.2.6 Students opinion about use of e-gadgets for group study.........................................47
Table 4.2.7 Students opinion about E gadgets use to communicate with teachers and fellows. .48
Table 4.2.8 Students opinion about time spend learning with the use of E-Gadgets..................49
Table 4.2.9 Students opinion about E-Gadgets improve learning skills.......................................50
Table 4.2.10 Students opinion about prefer the use of E-Gadgets for learning............................51
Table 4.2.11 Students opinion about percentage e-gadgets helps in learning..............................52
Table 4.2.12 Students opinion about e-gadgets improving students’ academic performance......53
Table 4.2.13 Students opinion about E gadgets make independent in learning...........................54
Table 4.2.14 Students opinion about access to e-gadgets for learning.........................................55
Table 4.2.15 Students opinion about access to internet for learning............................................56
Table 4.2.16 Students opinion about hurdle in the way of use of e-gadgets in study..................57
Table 4.2.17 Students opinion about govt. create national e-gadget libraries..............................58
Table 4.2.18 Students opinion about universities allow the use of e-gadgets...............................59
Table 4.2.19 Students opinion about E gadgets compulsory in study at university.....................60
Table 4.2.20 Students opinion about teachers provide guidance in using of e-gadgets................61
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List of Figures
Figure 4.1.1 Teachers opinion about E-gadgets enhance teaching skills....................................22
Figure 4.1.2 Teachers opinion about types e-gadget often used by the teachers.........................23
Figure 4.1.3 Teachers opinion about e-gadgets saves time while preparing a lecture................24
Figure 4.1.4 Teachers opinion about e-gadgets help to increase the effectiveness of lesson......25
Figure 4.1.5 Teachers opinion about E-Gadgets helps the students to work...............................26
Figure 4.1.6 Teachers opinion about E-gadgets allow students to explore the world ---------------27
Figure 4.1.7 Teachers opinion about technological skills of teachers and students.....................28
Figure 4.1.8 Teachers opinion about prefer to use E-gadgets as a teaching material...................29
Figure 4.1.9 Teachers opinion about E-Gadgets increase students’ engagement in learning......30
Figure 4.1.10 Teachers opinion about E-Gadgets improve students’ academic performance.....31
Figure 4.1.11 Teachers opinion about excessive use of e-gadgets harm students’ learning........32
Figure 4.1.12 Teachers opinion about students get addicted to e-gadgets...................................33
Figure 4.1.13 Teachers opinion about students became lazy and poor habits using e-gadgets....34
Figure 4.1.14 Teachers opinion about e-gadgets create unfair advantage....................................35
Figure 4.1.15 Teachers opinion about e-gadgets help in professional development....................36
Figure 4.1.16 Teachers opinion about information technology changed the ways of learning....37
Figure 4.1.17 Teachers opinion about prefer the use of overhead projector in presentations......38
Figure 4.1.18 Teachers opinion about E-Gadgets helps teachers to educate................................39
Figure 4.1.19 Teachers opinion about university have resources to provide E-Gadgets.............40
Figure 4.1.20 Teachers opinion about e-gadgets increase the interest of the students.................41
Figure 4.2.1 Students opinion about mobile phone and laptop help in study..............................42
Figure 4.2.2 Students opinion about e-gadgets saves time while learning..................................43
Figure 4.2.3 Students opinion about E-Gadgets are helpful in making any assignment.............44
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Figure 4.2.4 Students opinion about E Gadgets use most in study..............................................45
Figure 4.2.5 Students opinion about e-gadgets reduces chances of mistakes.............................46
Figure 4.2.6 Students opinion about use of e-gadgets for group study........................................47
Figure 4.2.7 Students opinion about E gadgets use to communicate with teachers and fellows. 48
Figure 4.2.8 Students opinion about time spend learning with the use of E-Gadgets................49
Figure 4.2.9 Students opinion about E-Gadgets improve learning skills.....................................50
Figure 4.2.10 Students opinion about prefer the use of E-Gadgets for learning..........................51
Figure 4.2.11 Students opinion about percentage e-gadgets helps in learning.............................52
Figure 4.2.12 Students opinion about e-gadgets improving students’ academic performance....53
Figure 4.2.13 Students opinion about E gadgets make independent in learning..........................54
Figure 4.2.14 Students opinion about access to e-gadgets for learning........................................55
Figure 4.2.15 Students opinion about access to internet for learning...........................................56
Figure 4.2.16 Students opinion about hurdle in the way of use of e-gadgets in study.................57
Figure 4.2.17 Students opinion about govt. create national e-gadget libraries.............................58
Figure 4.2.18 Students opinion about universities allow the use of e-gadgets.............................59
Figure 4.2.19 Students opinion about E gadgets compulsory in study at university....................60
Figure 4.2.20 Students opinion about teachers provide guidance in using of e-gadgets...............61
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Abbreviations
SPSS--------------------Statistical package for social science
E Gadgets--------------Electronic Gadgets
TV----------------------Television
DVD--------------------Digital Versatile Disc
iPods--------------------Internet portable open database
Udemy------------------You academy
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Chapter No. 1
INTRODUCTION
The benefits of exposure of electronic gadgets to students are: Everything has its usefulness and also its
negative aspect on over-exposed to the devices and gadgets. For younger children at schooling age, the
gadgets may positively help them to stimulate their senses and imagination. Some may help to promote
listening ability, learning of sounds and also speaking ability. Same at university level E gadgets help in
studies and also they help students to learn better.
Students are spending an average of more than 11 hours per day on the electronic device. This includes
television, electronic games, internet and some mobile devices. E gadgets affect students' academically and
also socially. The more time they spend they're crazier after the devices and affect's their concentration and
focus in their school works. It is important to spend some time for outdoor activity with family and friends.
1.1 Importance of e gadgets:

Gadgets are online simplified applications that make work easy. A gadget brings happiness to
the family. With the development of web-cam and other video devices, staying away from friends
and family is no more unpleasant. These gadgets can make far-off things come near and makes
human accessibility really easy.
1.1.1. Gadgets increase our efficiency.

Before the invention of the telephone or the more recent e-mails, sending messages and letters would
take days to reach its destination. The soft wares used for application on the internet and the
telecommunication are nothing but technical gadgets.
1.1.2. They help to foster meaningful conversation

Research has shown that the use of gadgets in the class can aid learning, especially for students with special
needs or those having difficulty in learning. E gadgets is an essential part of our lives, whether, in the
college or high school, the classroom is not left out. There are several uses of electronic devices for learning
in schools globally.
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They create a democratic atmosphere
There are a lot of students that prefer e-learning to the conventional learning style. E-learning
is a cheap way to acquire more knowledge if it fits your learning style than buying hard copy
textbooks. It supplies the help needed to study better and faster too..
1.1.3. They are environmentally friendly

Most students spend a lot of money to print 300+ pages of paper for course readings only to discard
them after using them once to prepare for an essay or during a class discussion. No doubt, using
electronic devices for learning is a more eco-friendly option. It does not just help to protect our trees but
also facilitates better learning and save costs.
1.1.4. They reduce physical load

As more students and professors embrace digital learning, it reduces the number of books that
students have to take to school each day. More universities and colleges are embracing e-
learning system and adopting it into their teaching styles. E-learning is a new way of teaching
that uses electronic gadgets in the classroom..
1.1.5. Boost self-confidence
1.1.6. With the advent of web-cam and other video accessories, staying away from family and friends is no longer
painful. Students in high schools and colleges can now structure their learning program, organize their
study schedule, and pay for resources online to gain further knowledge on a topic.
1.1.7. Gadgets make things compact

Take the example of a Swiss Army knife. It can be used as a spoon, knife, tweezers, bottle opener, fork,
etc. In a single gadget, a user can get the function of more than one product.
1.1.8. They help in saving space

Initially, in the early years of telecommunication, the wired handsets could be positioned at a prescribed
position only for connectivity. With the advent in e gadgets, mobiles were invented that allowed users
the freedom to access calls when moving around. With a blackberry, one can also avail internet facilities
when moving around.
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1.1.9. Gadgets are fun
IPods, music systems, video games, DVD and most important of all the popular idiot box of ours-“TV”
need no introduction as to how enjoyable have they made our lives.
They are instruments that can ward off the feelings of loneliness. They are so fun that it actually
becomes very essential to integrate them with our lives.
1.1.10. Gadgets encouraged innovation and creativity.

Since e gadgets is challenging, it sparks the brain to work to its full potential. In the past, it used to be
very difficult to start a business, one had to have lots of capital and they even had limited access to
business information. Today, it is very easy to start a business while at home.
1.2 Benefits of e gadgets

 Improves overall student performance
 Enables student-centered learning
 Enhances knowledge-retention
 Enhances presentation and illustration of lectures
 Enhances collaboration
 Can be used for research purposes
1.3 The importance of e gadget in education:
I. Gadgets in the classroom can help students learn better and enable teachers to deliver great
lectures through effective teaching. They include laptops, chargers, Bluetooth speakers, portable
hard drives, monitors, battery packs, smartphones, and Bluetooth headphones. These will be the
focus of this article.
1.4
1.5 Statement of the problem:
A statement of the problem is used in research work as a claim that outlines the problem
addressed by a study. A good research problem should address an existing gap in knowledge
in the field and lead to further research. Current study was conducted to discuss the role of e
gadgets to enhance skills of students at university level. Most study focus on the importance
of e gadgets and its learning outcomes in educational fields.
1.6 Objectives of the Study:

Research objectives describe concisely what the research is trying to achieve. We summarize
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the accomplishments to achieve through the project and provide direction to the study. This
will help to come up with suitable objectives for our research project. The study was design
for a complete and in-depth view of the factors related to the e gadgets learning and its affect
in learning. This purpose can be stated in the form of following specific objectives
1 To know that how much e-gadgets influence on academic performance of the students of university.
2 To know which study skills are enhanced while using e-gadgets at university.
3 To identify the difficulties in the use of e-gadgets for students at university.
4 To identify the ways to improve performance of students using gadgets.
1.6 Significance of the Study:

The significance of the study implies the importance of the study for the broader area of study, the
specific question of the study, and the target group under study. The specific question, I assume, will be
around causes/issues, effects for the lower grades. In the following respects, this research is important:
Students – This study will serve as their basis in establishing our skills and abilities in building our
learning and to serve as preparation for university life. This study will help to understand various
technologically driven devices help to do or complete a task faster and better.
Teachers – This study will provide additional knowledge and technique in teaching. Teachers deliver
great lectures through effective teaching. It also enables teachers to improve their instruction methods and
personalize learning.
1.7 Research Questions:

1. Are we obligate to use gadgets for studying?
2. Is the increased use of e gadgets improving the academic performance of students?
3. What component of gadgets such as application, games, e-book, and other references
does get the interest of the students the most?
4. How do the e gadgets help us with our knowledge?
5. In what way does this study helps in the development and progress of the community?
1.8 Research Design:
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Keeping in view the purpose of study, survey method was adopted, and comprehensive
questionnaires were distributed in selected university. The research comprises data collection
through questionnaire surveys and observation sheets from students and teachers about their
awareness and satisfaction about various e gadgets.
1.8.1. Population:
The population of study consists of.
i. Students getting education from university level.
ii. Teachers of university.
1.8.2. Sample
In order to analyze this large population sampling technique was used. The sample selected for
survey comprised of students and teachers of university level. Students were selected randomly.
50 students and teachers (Male and Female), from selected university. Thus total 50 people were
included in the sample population of the study.
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1.8.3. Research Tool:
In this research we use self-organized questionnaire, observation and survey was used as
researcher tool because it will be easy to approach sample with the help of questionnaire for
collection of data.
1.8.4. Methodology:
Questionnaires were distributed in two sections, students and teachers. We provide questionnaire forms
through a Google link. Response/Answer also collected and store in Google form.
1.8.5. Data Analysis:
After the data collection data analysis was carried out. Since it was collected through
questionnaires we resorted to percentage formula. Finally, the researcher concluded the mean
of answers from all questionnaires through tables and graphs. The data was organized,
understood, and evaluated for results.
Conceptual Framework
INPUT PROCESS OUTPUT
The interest
Using gadgets of the Enhance the
students Knowledge
Feedback
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1.8.6. Finding, Conclusions and Recommendation:
On the basis of data analysis results, conclusions and references were made.
1.9 Delimitations of the Study:

This study has been limited to enhance skills of university level students using gadgets.
Students and teachers were included in the population. The result of this study was only
applicable to the students of the level of the study. It is not known if it will have a
longterm impact on the research.
Chapter No. 2
LITERATURE REVIEW
The government attempts to improve the education system by recovering of the present curriculum. The e
gadgets should be utilized as well as possible, in which the students can learn not only depend on the
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source of the book, but can use the internet services and electronic books.The presence of e gadgets in In
1996, The New London Group met for the first time to discuss literacy pedagogy and the changes society
was facing due to the inclusion of e gadgets, globalization and sociocultural diversity. Authors have been
discussing the importance of e gadget inclusion in society and the skills that this new scene would
require.
1.9. E gadget use in learning process

2.1.1 Educational innovation
2.1.2 Education is a learning process to develop the potential of each individual and create
quality human resources. Innovations in education are intended to raise productivity
and efficiency of learning and/or improve learning quality. Education is a fluid, volatile
and changing character and needs constant improvement .
2.1.3
2.1.4 Effective learning

Effective means that it reaches the target set in the plan. In terms of results, it is considered
effective if the learning objectives are mastered by students thoroughly and effectively.
Learning is a process of interaction between students and educators and learning resources in
a learning environment in a classroom..
2.1.5 Application of Gadgets as learning resources

2.1.6 Mobile phones can be used to assist students in accessing information from the web,
transforming it, transferring it, collaborating with students and also creating a more media-rich
approach to instruction. Mobile phone technology is increasingly being used in schools across
the. There are various educational benefits of mobile phone technologies that are often cited.
2.1.7 Unchecking creativity
2.1.8 E Gadgets are encouraging people to work and study to their full potential. Companies like
Etsy.com encourage creativity and can become an additional source of income.
Kickstarter.com helps people to get founds for their innovations through crowd funding. E
Gadgets is a platform that enables people to sell their works online.Knowledge improvement
Once students own a gadget, they have a chance to make their learning more enjoyable. Digital devices
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provide access to various closed online training platforms. Students, regardless of distances, can
efficiently study in universities, or on online courses on Udemy, EdX, Teachable, Coursers, or other
online platforms. The most significant advantage of education online is that students can attend classes at
any convenient time. By the way, students find the keyboard more fun than standard writing using a
traditional pen.
2.1.6. Virtual & Augmented Reality

Tech giants are investing loads of dollars to make VR (Virtual Reality) & AR (Augmented
Reality) more usable, affordable and immersive. Many of us think that VR and AR can only be
used for gaming and entertainment but by the time there will be many application of AR & VR..
2.1.7. Clean Energy
2.1.8.Solar energy is the most efficient and clean energy that we can leverage so far. Many countries
like India are on initiatives to convert public facilities to self-sustaining clean energy using solar
gadgets. Solar energy gadgets will soon be more cost efficient and widely adopted within world
as we already see it booming.
2.1.9. Drones
Drones were considered as a military gadgets but they’re rapidly gaining popularity among wide
range of day to day consumer applications as well as commercial applications. If you didn’t know
drones are used to monitor natural disasters, bridges, boarders and even wild life. Amazon and
google uses drones to home deliver groceries and medical supplies which is the next level usage of
modern gadgets.
2.1.10. Pocket Supercomputers
2.1.11. Smart Phone consist of 2 billion transistors which is 600x more transistors than Intel
Pentium computer. You can instantly connect with anyone is the world who has a smartphone
and working internet connection. We don't have to elaborate the use case of smart phones
further but from medical science to education industry.It improves the
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2.1.12. learning experience
By incorporating modern e gadgets like artificial intelligence, for instance, teachers can develop
more creative and innovative lesson plans to hold the attention of their classes. Not to mention, as
new methods of teaching develop, so does the need for specialized professionals both within and
outside of the education field.
2.1.13. It helps students prepare for their future careers
As we all know, e gadgets is widely used by professionals across a wide range of fields and
industries. Its inclusion into the classroom may help students feel more ease and familiarity when
approaching the start of their career. It can also enhance class interaction by encouraging
collaboration of differing learning styles.
2.1.14. Students demand it:
Many children today feel comfortable using e gadgets from a young age. When we introduce new
ideas or subjects by using tools they’ve already mastered, students will feel confident in their
ability to learn the new material and may even feel empowered to help their classmates learn.
2.2. E gadgets is Breaking down Barriers in Education

2.3. The cost of education has significantly reduced, with options like online degrees and by eliminating
the need to buy physical textbooks. Because of e gadgets, education is becoming more flexible and
accessible, says Jodie O'MaraGill. The University of South Africa's new director of education said it
was a game changer
2.4. Important to Use E Gadgets in Education

Students interact with e gadgets off-campus, so integrating the tools into the classroom can help
make learning easier. E gadgets simplify the way teachers do their jobs, providing effective ways
to forge a relationship between teacher and student. Teachers who use these tools may see
enhanced engagement and participation in their classrooms..
2.5. Related Studies

Southern Polytechnic State University (SPSU) has seen an increase in the use of laptop and
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other mobile devices. Some faculty members worry about potential distractions that E gadgets
introduce in their classrooms. The research study examined the student and faculty perceptions
of how E gadgets affect attentiveness, engagement, and learning..
2.6. EFFECT OF THE USAGE ELECTRONIC GADGETS

The cognitive effect is the consequence of an informative self-proclaiming self. People tend to
obtain and evaluate information based on what the mass media reports, even though it has
never been seen directly. The purpose of mass communication is not just to inform the public,
but to be impressed with the information..
1. Addiction
Most commonly seen, students gets addicted to gaming, texting or talking on phone or online.It causes
their learning and at home, they detract from their studies.
2. Creativity
Last a few times back students read books, socialising or engaging in some active things in their free time,
but now these gadgets reduce participation day by day, especially creativity aspects. Now they become less
creative and less capable of amusing them.
3. Lack of Interest In Studies

Now everything is dependent on the students themselves, whether they develop poor education habits and
lazy attitude or learn useful stuff available. Moreover, it also makes student forgetting their basic learning,
they totally based on the internet instead of books and take assist from their teachers. Most of them
misspell words because they use spell checkers.
2.7. The positive and negative sides of the usage of electronic

gadgets
2.8. The rapid growth of gadget electronics is like giving other members of the human body to make daily
necessities more effective and practical. Almost every student who uses a cell phone does not have
anything to do with the activities in the classroom, say some researchers. The popularity of gadgets
and this social networking site is unlikely to decline.
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2.9. E gadgets Support Student Success during COVID-19
The focus of higher education's COVID-19 adaptations is on remote learning and working. Advising
systems, degree progress tracking, and other e gadget to support student success will be equally critical
to help students complete courses and attain credentials. Data from 2019 reveal that many, but far from
all, institutions, students, faculty, and staff are ready and able to use these e gadgets.
Chapter No. 3
RESEARCH METHODOLOGY
Research has become essential in the development of pedagogies and methodologies to

introduce e gadgets in a meaningful way, especially in the Early Years education. Research of
very young learners learning and teaching is a very delicate matter given the frailty of such
tender ages..
3. Research Design:
We applied the communicative method to determine the effects of gadgets to students to enhance their
knowledge and skills. We conclude five questions that could define our study:
1. Are you obligate to use gadgets for studying?
2. Is the increased use of computer based e gadgets improving the academic performance of
students?
3. What component of gadgets such as application, games, books, and other references does get the
interest of the students the most?
4. How gadgets do helps us with our knowledge?
5. In what way does this study helps in the development and progress of the community?
3.1 Population:
Population is a group to which we would like the research of the study to be generalization.
The population for this study consists of:
i. Students of selected university.
ii. Teachers of university.
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3.2 Sample:
A sample is a limited part of a statistical population whose properties are studied to gain information about
the whole .When dealing with people; it can be defined as a group of people selected from a larger
population for the purpose of study. In order to examine this large population test group technique was
used. The sample selected for review included of students and teachers selected university. 50 participants
were selected randomly.
3.2.1 Sample Size:

Sample size for this study was 50 students and teachers as participate from selected university. Total 50
people were included as a sample of the research.
3.3 Research Tool:
3.4 . Data collection techniques used in this study consisted of instruments and document studies. The
main technique used is questionnaire, while document study is a supporting technique. In this study
we use two type of questionnaire, one for teacher and second for students.Preparation of
Questionnaire:
A questionnaire is relatively low-cost to manage, can be self-administrated or controlled by in
knowledgeable individual and can be used to study a large group of people in single time and addition
questionnaire can be distributed easily and in a short period of time. We prepared and designed
questionnaire on Google drive and share the link to selected participant in this research. Response from
participants saves in another form and then analyzed it.
3.5 Validation of Questionnaire:

Validity of a questionnaire established using a panel of experts which explore theoretical construct. The
questionnaire was sophisticated and authentication in the light of views authorities.
3.6 Data Analysis:

After the data collection data analysis was carried out. Since it was collected through questionnaires we
resort the response in a separate sheet. A single data sheet designed in Statistical package for social
science (SPSS). The self-report inventory had four scales:
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A - Strongly Agree
B – Agree
C – Disagree
D - Strongly Disagree
3.1. Students who circled Agree and Strongly Agree are considered to support the given statements.
Students who circled Disagree and Disagree were considered to be of a different opinion than the
one given in the statement. The data was arranged, interpreted, and analyzed for results.
3.7.
3.8.Theoretical Framework
This research follows the following conceptual/ theoretical framework
Mobile Phone
Educational
Objectives
Laptops
E Gadgets
Overhead projectors
Printers, flash cards

etc.
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Chapter No. 4
DATA ANALYSIS AND INTERPRETATION

We get/acquire the data through Questionnaire method. We will make a set of questions
regarding our study in order to prove the accuracy of it. The study will be conducted at university
level. Categories of answers have been heavily combined to create a consensus. In order to assess the
importance of the distinction between two types of answers in each declaration and percentages were
calculated. In addition, discrepancies in the answers were evaluated. The outcomes are shown in
table type.
4 Statistical Treatment
4.1 Presentation and Analysis of Teachers Questionnaire Data
Teacher’s opinion about use of e gadgets to enhance student’s skills:
Table 4.1.1:
Statement Degree of Satisfaction percentage

Do E-gadgets enhance Strongly Agree 20.8%
teaching skills? Agree 69.8%
Disagree 5.7%
Strongly disagree 3.8%
It is found that 20.8% teachers strongly agree that e gadgets enhance teaching skill, 69.8% agree and 5.7%
disagree, 3.8% strongly disagree. Hence maximum percentage agrees that e gadgets enhance teaching skills.
Degree 0f satisfaction
Strongly Agree Agree Disagree Strongly disagree
4%
6%
21%
70%
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(Fig 4.1.1)
Table 4.1.2:

Which types of e-gadget is Laptop 43.4%
often used by the teachers? Overhead Projector 26.4%
Mobile Phone 24.5%
Other 5.7%
It is found that 43.5% teachers use laptop, 26.4% use overhead projector and 24.5% use mobile phone, 5.7%
use other then these. Hence maximum percentage agree that e gadgets helpful in teaching.
Degree of satisfaction
Laptop Overhead Projector Mobile Phone Other
6%
25%
43%
26%
(Fig 4.1.2)
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Table 4.1.3:

Use of e-gadgets saves Strongly Agree 30.8%
time while preparing a Agree 63.5%
lecture Disagree 1.9%
It is found that 30.8% teachers strongly agree that e gadgets save time, 63.5% agree and 1.9% disagree,
3.8% strongly disagree. Hence maximum percentage agrees that e gadgets save time.
2% 4%
31%
64%
(Fig 4.1.3)
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Table 4.1.4:

Use of e-gadgets help to Strongly Agree 23.1%
increase the effectiveness Agree 59.6%
of lesson. Disagree 7.7%
It is found that 23.1% teachers strongly agree that e gadgets enhance teaching effectiveness, 59.6% agree
and 7.7% disagree, 9.6% strongly disagree. Hence maximum percentage agrees that e gadgets enhance
teaching effectiveness.
10%
8% 23%
60%
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(Fig 4.1.4)
Table 4.1.5:

E-Gadgets help the Strongly Agree 15.4%
students to work in an Agree 50%
efficient and confident Disagree 13.5%
manner
It is found that 15.4% teachers strongly agree that e gadgets help students work, 50% agree, 13.5% disagree
and 21.2% strongly disagree. Hence maximum percentage agrees that e gadgets help in students work.
15%
21%
13%
50%
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(Fig 4.1.5)
Table 4.1.6:

E-gadgets allow students to Strongly Agree 19.2%
explore the world outside Agree 53.5%
the classroom Disagree 13.5%
It is found that 19.2% teachers strongly agree that using e gadgets enhance students can explore the world
outside the classroom, 53.5% agree and 13.5% disagree, 13.5% strongly disagree. Hence maximum
percentage agrees that by using e gadgets students can explore the world.
Degree of satisfactiion
14%
19%
14%
54%
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(Fig 4.1.6)
Table 4.1.7:

E-Gadgets increase Strongly agree 23.1%
technological skills of Agree 71.2%
teachers and students Disagree 1.9%
It is found that 23.1% teachers strongly agree that using e gadgets enhance ways for students and teachers,
71.2% agree, 1.9% disagree and 3.8% strongly disagree. Hence maximum percentage agrees use of e-
gadgets increase students and teachers skill.
2% 4%
23%
71%
(Fig.4.1.7)
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Table 4.1.8:

Do you prefer to use E- Yes 63.5%
gadgets as a teaching No 9.6%
material? sometime 26.9%
It is found that 63.5% teachers say Yes to prefer e gadgets as teaching material 9.6% say No to use e
gadgets and 26.9% not secure about the use of e-gadget as teaching material.
Yes No sometime
27%
10% 64%
(Fig.4.1.8)
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Table 4.1.9:

E-Gadgets increase Strongly agree 25%
students’ engagement in Agree 57.7%
learning process. Disagree 9.6%
It is found that 25% teachers strongly agree that using e gadgets enhance students engagement in learning
process, 57.7% agree and 9.6% disagree only 7.7% strongly disagree. Hence maximum percentage agrees
that by using e gadgets students can engagement in learning process.
8%
10% 25%
58%
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(Fig.4.1.9)
Table 4.1.10:

E-Gadgets improve Strongly Agree 5.8%
students’ academic Agree 55.8%
performance Disagree 17.3%
It is found that 55.8% teachers agree and 5.8% strongly agree that using e gadgets enhance students’
academic performance, 17.3% disagree and 21.2% strongly disagree. Hence maximum percentage agrees that
by using e gadgets students can improve academic level.
6%
21%
17%
56%
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(Fig.4.1.10)
Table 4.1.11:

Does the excessive use of Yes 70.6%
e-gadgets harm students’ No 29.4%
learning?
It is found that 70.6% teachers say Yes about that excessive use of e-gadgets harm students’ learning and 29.4% not
agree about this statement. Hence maximum percentage not satisfied with excessive use of e gadgets.
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Yes No
29%
71%
(Fig.4.1.11
Table 4.1.12:

Do students get addicted to Strongly Agree 23.5%
e-gadgets Agree 60.8%
Disagree 13.7%
Strongly disagree 2%
It is found that 23.5% teachers strongly agree that using e gadgets e students get addicted, 60.8% agree,
13.7% disagree and only 2% strongly disagree. Hence maximum percentage agrees that students get
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addicted to e gadgets. Only 16.6% not agree about this statement.
Degree of satisfactin
2%
14%
24%
61%
(Fig.4.1.12)
Table 4.1.13:

Do students became lazy Strongly Agree 23.5%
and develop poor habits Agree 47.1%
while using e-gadgets Disagree 23.5%
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It is found that 23.5% teachers strongly agree that using e gadgets students became lazy and develop poor
habits, 47.1% agrees and 23.5% disagree, 5.9% strongly disagree. Hence there are equaling percentage
agrees and disagree that using e gadgets students became lazy and develop poor habits.
6%
24%
24%
47%
(Fig.4.1.13)
Table 4.1.14:

Do e-gadgets create unfair Strongly Agree 17.6%
advantage for some Agree 49%
students? Disagree 25.5%
It is found that 17.6% teachers strongly agree that using e gadgets create unfair advantage for some students,
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49% agree, 25.5% disagree and only 7.8% strongly disagree. Hence maximum percentage agrees that by
using e gadgets students create unfair advantage.
8%
18%
26%
49%
(Fig.4.1.14)
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Table 4.1.15:

Do e-gadgets help in Strongly Agree 28%
professional development Agree 60%
of students? Disagree 8%
It is found that 28% teachers strongly agree that e gadgets help in professional development of students, 60%
agree, 8% disagree and only 4% strongly disagree. Hence maximum percentage agrees that e gadgets
developed professionalism in students.
4%
8%
28%
60%
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(Fig.4.1.15)
Table 4.1.16:

Does the information Strongly Agree 27.5%
technology changed the Agree 60.8%
ways of learning? Disagree 7.8%
It is found that 27.5% teachers strongly agree that e gadgets changed the ways of learning, 60.8% agree, 7.8%
disagree and only 3.9% strongly disagree. Hence maximum percentage agrees that e gadgets change the way
of learning.
4%
8%
28%
61%
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(Fig.4.1.16)
Table 4.1.17:

Do you prefer the use of Strongly Agree 25.5%
overhead projector in Agree 68.6%
presentations? Disagree 2%
It is found that 25.5% teachers strongly agree to prefer the use of overhead projector in presentations , 68.6%
agree, 2% disagree and only 3.9% strongly disagree. Hence maximum percentage agrees to prefer the use of
overhead projector in presentations
2%4%
26%
69%
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(Fig.4.1.17)
Table 4.1.18:

E-Gadgets help teachers to Strongly Agree 11.8%
educate students in an Agree 64.7%
exciting way? Disagree 7.8%
It is found that 11.8% teachers strongly agree that e gadgets help teachers to educate students in an exciting way,
64.7% agree, 7.8% disagree and only 15.7% strongly disagree. Hence maximum percentage agrees to prefer
e gadgets to educate the students.
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12%
16%
8%
65%
(Fig.4.1.18)
Table 4.1.19:

Does your university have Strongly Agree 15.7%
resources to provide E- Agree 60.8%
Gadgets to students? Disagree 13.7%
It is found that 15.7% teachers strongly agree that university have resources to provide E-Gadgets to students ,
60.8% agree, 13.7% disagree and only 7.8% strongly disagree. Hence maximum percentage agrees that
university have resources to provide E-Gadgets to students.
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8%
16%
14%
62%
(Fig.4.1.19)
Table 4.1.20:

Do e-gadgets increase the Yes 55.8%
interest of the students and No 11.5%
motivate them? Maybe 17.3%
Sometime 15.4%
It is found that 55.8% teachers say yes that e-gadgets increase the interest of the students and motivate them ,
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11.5% say No, and 17.3% not secure and 15.4% answer sometime. Hence maximum percentage agrees that
e-gadgets increase the interest of the students and motivate them.
Yes No Maybe Sometime
15%
17%
56%
12%
(Fig.4.1.20)
4.2 Presentation and Analysis of Students Questionnaire Data
Table 4.2.1:

How much your mobile Little help 1.9%
phone and laptop help you Grate help 96.2%
in your study?? No impact 1.9%
Negative impact 0%
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It is found that 2.6% students get little help using mobile phone and laptop, 94.7% get great help and only
2.6% get no impact. Hence maximum percentage agrees that e-gadgets help in study.
Little help Grate help No impact Negative impact
2% 2%
96%
(Fig.4.2.1)
Table 4.2.2:

Use of e-gadgets saves Strongly Agree 28.3%
time while learning. Agree 64.2%
Disagree 3.8%
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It is found that 28.3% students strongly Use of e-gadgets saves time while learning, 64.2% agree and
3.8%disagree, 3.8% strongly disagree. Hence maximum percentage agrees that Use of e-gadgets saves time
while learning.
4%
4%
28%
64%
(Fig.4.2.2)
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Table 4.2.3:

Do you think that E- Strongly Agree 50.9%
Gadgets are helpful in Agree 45.3%
making any assignment? Disagree 0%
It is found that 50.9% students strongly agree that E-Gadgets are helpful in making any assignment, 45.3%
agree and 0%disagree, 3.8% strongly disagree. Hence maximum percentage agrees that E-Gadgets are
helpful in making any assignment.
4%
45% 51%
(Fig.4.2.3)
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Table 4.2.4:

What type of e-gadget do Mobile 54.7%
you like to use most in Laptop 45.3%
your study? Tablet 0%
Other than above 0%
It is found that 54.7% students get more help using mobile phone and 45.3% get help using laptop. Hence
maximum percentage agrees that e-gadgets help in study.
Mobile Laptop Tablet Other than above
45%
55%
(Fig.4.2.4)
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Table 4.2.5:

Use of e-gadgets reduces Strongly Agree 15.1%
chances of mistakes. Agree 67.9%
Disagree 15.1%
It is found that 15.1% students strongly agree that Use of e-gadgets reduces chances of mistakes, 67.9%
agree and 15.1%disagree, 1.9% strongly disagrees. Hence maximum percentage agrees that Use of e-
gadgets reduces chances of mistakes
2%
15%
15%
68%
(Fig.4.2.5)
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Table 4.2.6:

Do you use e-gadgets for Yes 81.1%
group study No 18.9%
It is found that 81.1% students use e-gadgets for group study and 18.9% students not use e gadgets for
study. Hence maximum students use e gadgets.
Yes No
19%
81%
(Fig.4.2.6)
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Table 4.2.7:

Which source do you like Whatsapp chat 77.4%
to use to communicate with E-Email 7.5%
your teachers and fellows? Audio/Video Call 13.2%
Other 1.9%
It is found that 77.4% students use Whatsapp to communicate with your teachers and fellows, 7.5% use E-
mail, 13.2% use audio/video call and 1.9% use other e gadgets.
Dgree of satisfaction
Whatsapp chat E-Email Audio/Video Call Other
2%
13%
7%
77%
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(Fig.4.2.7)
Table 4.2.8:

How many hours do you 1 hour 9.4%
spend on learning with the 2 hour 35.8%
use of E-Gadgets? More than above 52.8%
Don’t use 1.9%
It is found that 9.4% students use e gadgets1 hour, 35.8%use 2 hour, 52.8% more than two hour and only
1.9% don’t use e gadgets. Hence maximum students use e gadgets for learning.
1 hour 2 hour More than above Don’t use
2%
9%
53% 36%
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(Fig.4.2.8)
Table 4.2.9:

Do E-Gadgets improve Strongly Agree 34%
your learning skills? Agree 64.2%
Disagree 1.9%
It is found that 34% students strongly agree that e gadgets improve learning skills, 64.2% agree, 1.9%
disagree and 0% strongly disagree about this statement.
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2%
34%
64%
(Fig.4.2.9)
Table 4.2.10:

Why do you prefer the use Easy to use 24.5%
of E-Gadgets for learning Time save 56.6%
at university? Save Money 11.3%
Other 7.5%
It is found that 24.5% prefer the use of E-Gadgets for learning at university due to its easy use, 56.6% agree
that it is time saving, 11.3% agree that it is money saving and 7.5% other than.
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Easy to use Time save Save Money Other
8%
11% 25%
57%
(Fig.4.2.10)
Table 4.2.11:

On what percentage 20% 5.7%
e-gadgets help you in 40% 32.1%
learning at university? 60% 47.2%
More than above 15.1%
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It is found that 3 out of 50 get 20% e-gadgets help you in learning at university, 17 out of 50 get 40% help,
25 out of 50 get 60% help and 8 out of 50 get more than 6o% help by using E gadgets. Hence maximum
number of students get help by using e gadgets in learning at university level.
20% 40% 60% More than above
6%
15%
32%
47%
(Fig.4.2.11)
Table 4.2.12:

Is increased use of e- Yes 66%
gadgets improving No 7.5%
students’ academic Sometime 24.5%
performance?
Negative impact 1.9%
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It is found that 66% students say Yes that use of e-gadgets improving students’ academic performance only
7.5% say No, 24.5 not secure and 1.9% found negative impact.
Yes No Sometime Negative impact
2%
25%
8%
66%
(Fig.4.2.12)
Table 4.2.13:

Electronic devices make us Strongly Agree 66%
independent in learning. Agree 22.6%
Disagree 11.3%
It is found that 66% students strongly agree that Electronic devices make us independent in learning, 22.6%
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agree and only 11.3% disagree about this statement.
11%
23%
66%
(Fig.4.2.13)
Table 4.2.14:

Do you access to e-gadgets Strongly Agree 9.4%
for learning at your Agree 83%
university? Disagree 3.8%
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It is found that 9.4% strongly agree that access to e-gadgets for learning at their university, 83% agree,
3.8% disagree and 3.8% strongly disagree about that access to e-gadgets for learning at their university.
4% 9%
4%
83%
(Fig.4.2.14)
Table 4.2.15:

Do you have access to Strongly Agree 7.5%
internet for learning at your Agree 83%
university? Disagree 5.7%
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It is found that 7.5% students you have access to internet for learning at their university 83% agree and
5.7% disagree, only 3.8% strongly disagree about this statement.
4% 7%
6%
83%
(Fig.4.2.15)
Table 4.2.16:

Which is greatest hurdle in Financial resource 30.2%
the way of use of e-gadgets untrained staff 13.2%
in your study? lack of availability 32.1%
lack of standard 24.5%
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It is found that 30.2% students greatest hurdle in the way of use of e-gadgets in their study is financial
resource, 13.2% untrained staff, 32.1% lack of availability and 24.5% lack of standard.
Financial resource untrained staff lack of availability lack of standard
25%
30%
13%
32%
(Fig.4.2.16)
Table 4.2.17:

Should govt. create Strongly Agree 38.8%
national e-gadget libraries Agree 50.9%
for students? Disagree 3.8%
54 | P a g e Strongly disagree 9.4%
It is found that 38.8% students strongly agree that govt. create national e-gadget libraries for students,
50.9% agree only 9.4% strongly disagree, 3.8% disagree about this statement.
9%
4%
38%
49%
(Fig.4.2.17)
Table 4.2.18:

Should universities allow Strongly agree 43.4%
the use of e-gadgets for Agree 50.5%
students? Disagree 3.8%
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It is found that 43.4% students strongly agree that universities allow the use of e-gadgets, 50.5% Agree, and
3.8% disagree and 1.9% strongly disagrees.
2%
4%
44%
51%
(Fig.4.2.18)
Table 4.2.19:

Should the use of Yes 84.9%
electronic devices be
compulsory in study at No 15.1%
university level?
56 | P a g e
It is found that 84.9% student’s use of electronic devices is compulsory in study at university level and
only 15.1% disagree about this statement.
Yes No
15%
85%
(Fig.4.2.19)
Table 4.2.20:

Do your teachers provide Strongly Agree 7.5%
you guidance in using of e- Agree 58.5%
gadgets? Disagree 24.5%
57 | P a g e
It is found that 7.5% students strongly about teachers provide them guidance in using of e-gadgets, 58.5%
agree, 24.5% disagree and 9.4% disagree about this statement.
9% 8%
25%
59%
(Fig.4.2.20)
Based on the results of the study it can be found that the use of gadgets in learning as a positive learning
media for student learning achievement. Gadgets are a staple for students today. Gadgets can be an effective
and innovative learning media if they are truly used. Students are very competent in using gadget phones.
Students consider these devices as a pleasant, individual possession in which no other device is observed.
58 | P a g e
Students use gadget far more often than desktop computers and even laptops. This implies that mobile
gadgets can be an even more significant learning tool and a typically raised area in the near future.
Therefore, mobile phone technologies can support students in their learning by exploring their world
through these technologies. Curriculum planners and policy makers would be aware of the numerous
possibilities of using mobile phone technologies in learning, so as to assist in implementing and designing
activities to support the various learning styles.
59 | P a g e
Chapter 5
SUMMARY, FINDINGS, RECOMENDATION,
AND CONCLUSION
5.1 Summary
The gadgets used in the classroom present a challenge to education, to which the modern University must
respond in one way or another. The ability to handle gadgets allows you to increase involvement in the
educational process. Of course, the hope that the gadget will always be at hand creates for the student and
new ways to organize their preparation for the lesson. The gadget acts as a chance of contact with a huge
world, which is always more interesting than any interaction in the classroom with the teacher. The ease of
access to information as a characteristic of a new cognitive situation gives rise to the problem of replacing
one's own research by compiling other people's statements or even the phenomenon of plagiarism of
another's text as a whole. This situation, according to teachers, has a consequence of a certain differentiation
of student: making strong students even stronger, more motivated, helping them deeper and more
thoroughly master the material, and the weak - weaker, giving them almost unlimited opportunity of clip
thinking, making their training quick and superficial.
Another aspect of the new cognitive situation - the emergence of new situational effects caused by the
presence of students' e gadgets in the classroom, giving the opportunity, for example, in the lecture here and
now to go online. In our study, we identified the structure of the motives for the use of gadgets by students,
according to teachers: learning objectives; verification of the information received from the teacher;
entertainment; momentary information.
The student today can also directly at the seminar or before it type in the search engine keywords and find
the necessary information. The presence of gadgets radically affects the problem of involvement of students
in the classroom. In these new conditions, the role of the lecturer changes significantly: he/she becomes a
mentor from the transmitter of knowledge and an expert on this topic, developing with students the skills of
information management, as well as an assistant in the development of critical thinking and the application
of knowledge. However, it is clear that such new functions require appropriate digital skills from teachers.
60 | P a g e
5.2 Findings:
Following findings were drawn on the basis of interpretation of data.
1.2.1 Findings of Teachers’ Questionnaire Data:
1. It is found that 23.1% teachers strongly agree that e gadgets enhance teaching skill, 69.2% agree and
7.7% strongly disagree. Hence maximum percentage agree that e gadgets enhance teaching skills.
(Table 4.1.1)
2. It is found that 38.5% teachers use laptop, 23.1% use overhead projector and 38.5% use mobile phone.
Hence maximum percentage agree that e gadgets helpful in teaching. (Table 4.1.2)
3. It is found that 38.5 % teachers strongly agree that e gadgets save time, 53.8% agree and 7.7%
strongly disagree. Hence maximum percentage agrees that e gadgets save time. (Table 4.1.3)
4. It is found that 38.5% teachers strongly agree that e gadgets enhance teaching effectiveness, 53.1%
agree and 7.7% strongly disagree. Hence maximum percentage agrees that e gadgets enhance teaching
effectiveness. (Table 4.1.4)
5. It is found that 15.4% teachers strongly agree that e gadgets help students work, 61.5% agree, 7.7%
disagree and 7.7% strongly disagree. Hence maximum percentage agrees that e gadgets help in
students work. (Table 4.1.5)
6. It is found that 23.1% teachers strongly agree that using e gadgets enhance students can explore the
world outside the classroom, 46.2% agree and 30.8% strongly disagree. Hence maximum percentage
agrees that by using e gadgets students can explore the world. (Table 4.1.6)
7. It is found that 38.5% teachers strongly agree that using e gadgets enhance ways for students and
teachers, 46.2% agree, 7.7% disagree and 7.7% strongly disagree. Hence maximum percentage agrees
use of e gadgets increase students and teachers skill. (Table 4.1.7)
8. It is found that 61.5% teachers say Yes to prefer e gadgets as teaching material 7.7% say No to use e
gadgets and 30.8% not secure about the use of e gadget as teaching material. (Table 4.1.8)
9. It is found that 38.5% teachers strongly agree that using e gadgets enhance students engagement in
learning process, 53.8% agree only 7.7% strongly disagree. Hence maximum percentage agrees that by
using e gadgets students can engagement in learning process. (Table 4.1.9)
10. It is found that 69.2% teachers agree that using e gadgets enhance students’ academic performance,
7.7% disagree and 23.1% strongly disagree. Hence maximum percentage agrees that by using e
gadgets students can improve academic level. (Table 4.1.10)
11. It is found that 75% teachers say Yes about that excessive use of e-gadgets harm students’ learning
61 | P a g e
and 25% not agree about this statement. Hence maximum percentage not satisfied with excessive use
of e gadgets. (Table 4.1.11)
12. It is found that 16.7% teachers strongly agree that using e gadgets e students get addicted, 66.7%
agree, 8.3% disagree and only 8.3% strongly disagree. Hence maximum percentage agrees that
students get addicted to e gadgets. Only 16.6% not agree about this statement. (Table 4.1.12)
13. It is found that 0% teachers strongly agree that using e gadgets students became lazy and develop poor
habits, 50% agrees and 33.3% disagree, 16.7% strongly disagree. Hence there are equaling percentage
agrees and disagree that using e gadgets students became lazy and develop poor habits. (Table 4.1.13)
14. It is found that 8.3% teachers strongly agree that using e gadgets create unfair advantage for some
students, 58.3% agree, 25% disagree and only 8.3% strongly disagree. Hence maximum percentage
agrees that by using e gadgets students create unfair advantage. (Table 4.1.14)
15. It is found that 33.3% teachers strongly agree that e gadgets help in professional development of
students, 58.3% agree, 0% disagree and only 8.3% strongly disagree. Hence maximum percentage
agrees that e gadgets developed professionalism in students. (Table 4.1.15)
16. It is found that 33.3% teachers strongly agree that e gadgets changed the ways of learning, 58.3%
agree, 0% disagree and only 8.3% strongly disagree. Hence maximum percentage agrees that e gadgets
change the way of learning. (Table 4.1.16)
17. It is found that 25% teachers strongly agree to prefer the use of overhead projector in presentations,
66.7% agree, 0% disagree and only 8.3% strongly disagree. Hence maximum percentage agrees to
prefer the use of overhead projector in presentations(Table 4.1.17)
18. It is found that 8.3% teachers strongly agree that e gadgets help teachers to educate students in
exciting way, 66.7% agree, 0% disagree and only 8.3% strongly disagree. Hence maximum percentage
agrees to prefer e gadgets to educate the students. (Table 4.1.18)
19. It is found that 33.3% teachers strongly agree that university have resources to provide E-Gadgets to
students, 411.7% agree, 16.7% disagree and only 8.3% strongly disagree. Hence maximum percentage
agrees that university have resources to provide E-Gadgets to students. (Table 4.1.19)
20. It is found that 53.8% teachers say yes that e-gadgets increase the interest of the students and motivate
them, 15.4% say No, and 15.4% not secure and 15.4% answer sometime. Hence maximum percentage
agrees that e-gadgets increase the interest of the students and motivate them. (Table 4.1.20)
62 | P a g e
1.2.2 Findings of Students’ Questionnaire Data:
1. It is found that 2.6% students get little help using mobile phone and laptop, 94.7% get great help and
only 2.6% get no impact. Hence maximum percentage agrees that e-gadgets help in study. (Table
4.2.1)
2. It is found that 39.5% students strongly Use of e-gadgets saves time while learning, 55.3% agree and
2.6%disagree, 2.6% strongly disagree. Hence maximum percentage agrees that Use of e-gadgets
saves time while learning. (Table 4.2.2)
3. It is found that 57.9% students strongly agree that E-Gadgets are helpful in making any assignment,
36.8% agree and 0%disagree, 5.3% strongly disagree. Hence maximum percentage agrees that E-
Gadgets are helpful in making any assignment. (Table 4.2.3)
4. It is found that 51.3% students get more help using mobile phone and 48.7% get help using laptop.
Hence maximum percentage agrees that e-gadgets help in study. (Table 4.2.4)
5. It is found that 20.5% students strongly agree that Use of e-gadgets reduces chances of mistakes,
66.7% agree and 10.3%disagree, 2.6% strongly disagree. Hence maximum percentage agrees that
Use of e-gadgets reduces chances of mistakes. (Table 4.2.5)
6. It is found that 76.9% students use e-gadgets for group study and 23.1% students not use e gadgets
for study. Hence maximum students use e gadgets. (Table 4.2.6)
7. It is found that 74.4% students use Whatsapp to communicate with your teachers and fellows, 7.7%
use E-mail, 15.4% use audio/video call and 2.6% use other e gadgets. (Table 4.2.7)
8. It is found that 12.5% students use e gadgets1 hour, 27.5%use 2 hour, 57.5% more than two hour and
only 2.6% don’t use e gadgets. Hence maximum students use e gadgets for learning. (Table 4.2.8)
9. It is found that 41.5% students strongly agree that e gadgets improve learning skills, 56.1% agree,
0% disagree and only 2.4% strongly disagree about this statement. (Table 4.2.9)
10. It is found that 31.7% prefer the use of E-Gadgets for learning at university due to its easy use,
51.2% agree that it is time saving, 12.2% agree that it is money saving and 4.9% other than. (Table
4.2.10)
11. It is found that 2 out of 50 get 20% e-gadgets help you in learning at university, 10 out of 50 get 40%
help, 21 out of 50 get 60% help and 8 out of 50 get more than 6o% help by using E gadgets. Hence
maximum number of students gets help by using e gadgets in learning at university level. (Table
4.2.11)
63 | P a g e
12. It is found that 70.7% students say Yes that use of e-gadgets improving students’ academic
performance only 7.3% say No, 19.5 not secure and 2.4% found negative impact. (Table 4.2.12)
13. It is found that 26.8% students strongly agree that Electronic devices make us independent in
learning, 65.9% agree and only 7.3% disagree about this statement. (Table 4.2.13)
14. It is found that 4.9% strongly agree that access to e-gadgets for learning at their university, 80.5%
agree, 4.9% disagree and 9.8% strongly disagree about that access to e-gadgets for learning at their
university. (Table 4.2.14)
15. It is found that 4.9% students you have access to internet for learning at their university 72% agree
and 7.3% disagree, only 9.8% strongly disagree about this statement. (Table 4.2.15)
16. It is found that 34.1% students greatest hurdle in the way of use of e-gadgets in their study is
financial resource, 14.6% untrained staff, 26.8% lack of availability and 24.4% lack of standard.
(Table 4.2.16)
17. It is found that 56.1% students strongly agree that govt. create national e-gadget libraries for
students, 34.1% agree only 9.8% strongly disagree about this statement. (Table 4.2.17)
18. It is found that 51.2% students strongly agree that universities allow the use of e-gadgets, 41.5%
Agree, and 4.9% disagree and 2.4% strongly disagree. (Table 4.2.18)
19. It is found that 87.8% student’s use of electronic devices is compulsory in study at university level
and only 12.2% disagree about this statement. (Table 4.2.19)
20. It is found that 9.8% students strongly about teachers provide them guidance in using of e-gadgets,
58.5% agree, 22% disagree and 9.8% disagree about this statement. (Table 4.2.20)
5.3 Conclusion:
Based on the results of the study it can be concluded that the use of gadgets in learning as a positive
learning media for student learning achievement. Gadgets are a staple for students today. Gadgets
can be an effective and innovative learning media if they are truly used. Students are very
competent in using gadget phones. Students consider these devices as a pleasant, individual
possession in which no other device is observed. students use gadget far more often than desktop
computers and even laptops. This implies that mobile gadgets can be an even more significant
learning tool and a typically raised area in the near future. Therefore, mobile phone technologies
can support students in their learning by exploring their world through these technologies.
Curriculum planners and policy makers would be aware of the numerous possibilities of using
64 | P a g e
mobile phone technologies in learning, so as to assist in implementing and designing activities to
support the various learning styles. The use of E gadgets to communicate in English, as a foreign
language, with people outside the classroom with the aim to exchange ideas, culture or to develop a
project together. “Skype”, a free video chat tablet or computer program, has a web page in which
teachers can communicate in order to find appropriate age and language matches for their needs. In
such platform, the learning of EFL is very common at all ages including very young learners. The
“Smart board” was used to enhance letter sounds instruction in small groups of children with
disabilities. The same can be adapted for children to play independently in small groups. A “power
point” or “Smart board” tool can be used to create a multimodal activity including touching,
listening and looking a certain word, sound, vocabulary and be set as a small group corner creating
a flexible lesson in terms of children grouping. There are web pages specialized in children’s games
that, by becoming tactile through the projection in an interactive whiteboard, are very suitable for
very young learners of EFL. More concerned with the new literacies skills is the study designed.
We define how teacher-researchers worked multimodal texts, in a computer, by designing a task in
which students needed to create a story using the computer or the tablet taking pictures or drawing
and then adding sound or recorded voice. The result was a task that was not only designed to work
story sequence, which is a language curriculum content, but to learn multimodal language skills
focusing on designing multimodal texts as a product. Such research shows how children can
discover how to become “presumes” while covering the curriculum contents. A section of the study
describes teaching and learning using iPods in a collaborative project. The use of iPads as resources
in the classroom, especially to promote literacy skills, appears to be a frequently used tool.
However, the use of e gadgets in the classroom is always relegated to the access to such gadgets.
The study described how children that did not have access to e gadgets, in the classroom, pretended
to have such gadgets by using what they had at hand. Teachers can design activities that include the
creation of e gadgets and create play situations that imitate real uses of such pretend gadgets. The
use of e-gadgets, even if they are pretend-gadgets, can aid in the creation of attractive and
cooperative lessons that promote meaningful learning. The learning targets can be easily reached by
using them as a tool and media competence as a trans disciplinary objective. It must not be obviated
that the future that awaits the very young learners of today will be highly technologically-mediated
and being literate in such area would be a basic skill in tomorrow’s world.
65 | P a g e
5.4 Limitations and Future Research
Although this study makes significant contributions to both academia and practice, it was limited in
some ways, and therefore some future research directions are suggested. First, the data were
gathered from the students registered at selected university at Punjab province. Perhaps, the results
would be more informative if data from students in other major cities of the country are included.
Future studies may be conducted by using data from other tertiary institutions across the country.
Second, the current study was limited to university students. Subsequent research should
contemplate replicating this study in other developing countries for results comparisons. Future
studies can also extend the current study conceptual framework by studying the effects of a larger
set of variables.
5.5 Recommendations:
On the basis of the results of the study, it is recommended that
5.5.1 Prepares students for their careers
If used correctly, mobile devices and the applications they support, will help prepare students for their future
careers.
5.5.2 Helps to support different learning styles

Integrating technology into the classroom is an effective way to connect with students of all learning styles.
5.5.3 Collaboration
It gives students the opportunity to enhance the interaction with their classmates and instructors by
encouraging collaboration.
5.5.4 Improves digital citizenship

Using technology in the classroom gives teachers and other faculty members the opportunity to develop
their student's digital citizenship skills. It's one thing to use mobile devices, it's a completely other thing to
know how to use them correctly and responsibly.
5.5.5 Integrating technology in education helps students stay engaged
66 | P a g e
Most students today have been using mobile devices like tablets and smartphones to play and learn since
they could crawl. So it only seems logical to align today's classrooms with the way that your students want
and are used to learning.
5.5.6 Enhances the learning experience

Combining new tech like VR (virtual reality) with traditional classroom instruction is one example of how
the introduction of new technology can enhance the learning experience and create new opportunities.
5.5.7 Improves access to information

When mobile technology is readily available and performing correctly in the classroom, students are able to
access the most up-to-date information quicker and easier than ever before.
5.5.8 The traditional passive learning model is broken

With technology in the classroom the teacher becomes the encourager, adviser, and coach.
5.5.9 Technology helps students be more responsible

Owning your own device or borrowing the school's devices gives students the opportunity to improve their
decision making skills as well as taking ownership of a valuable (and often times expensive) device. Again,
this needs to be complemented by proper digital citizenship training to see the best results.
5.5.10 Technology transforms the learning experience

Students have access to an incredible amount of new opportunities. From learning how to code to learning
how to better collaborate across teams and with their instructors--technology empowers students to be more
creative and be more connected. New tech has super-charged how we learn today.
If your school is still debating how technology can benefit your students, teachers and administrators, I hate
to break it to you, but the future of education is already here and you're missing an unbelievable amount of
opportunities.
67 | P a g e
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Education, 58(1): 365-374.
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APPENDIX-I
Questionnaire
 Name_______________________
 Department__________________
 Institute_____________________
 Gender______________________
1.
E-Gadgets improve students’ learning skills
2. E-gadgets save time in teaching and learning process
3. E-Gadgets help students in making assignment and presentations.
4. Use of e-gadgets reduces chances of mistakes in study tasks
5. Students complete error-free study task by using e gadgets.

6. E-Gadgets help the students to work in an efficient
Way
7. Students save their data for future use with the help of e gadgets.
8. E-Gadgets increase students’ engagement in learning process and help them in group study.
9. Students easily communicate with teachers and fellows through e gadgets.
10. E gadgets help the students to access online books.
11.E-gadgets increase the interest of the students and motivate them

12. E gadgets help the students to improve their academic performance.
13.1. E-Gadgets make students independent in learning.
14. University provides easy access to e-gadgets
15. University provides easy access to internet for the use of e-gadgets
16.2. Financial resources restrict to purchase quality e gadgets
17.Teachers are trained and provide guidance in the use of e-gadgets
18.University provides training facilities in using e gadgets to teachers
19.3. E-Gadgets increase the efficiency of preparation and presentation of lecture
20.4. Students and teachers prefer the use of overhead projector in their presentations
21.E-Gadgets help the teachers to improve their teaching methods
22.5. E-Gadgets help teachers to educate students in an effective way
23. Students use Mobile phone, Laptop or Tablets in their study tasks
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24. E-gadgets allow students to explore the world outside the classroom
25. Excessive use of e-gadgets harms students’ learning
26. Students dislike to study without gadgets.
27.
6. Excessive use of e gadgets makes students lazy and develop poor habits
28. Some students try to get unfair advantage by using e gadgets.
29. E gadgets have positive impact on professional development of students.
30. Excessive use of e gadgets effect the eye sight of the students
72 | P a g e

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ROLE OF E-GADGETS TO ENHANCE STUDENTS’

STUDY SKILLS AT UNIVERSITY LEVEL

Researcher: HASSAN NAWAZ & AQIB NAZIR

DEPARTMENT OF EDUCATIONAL TRAINING

DEPARTMENT OF EDUCATIONAL TRAINING

Head of Department: ___________________________

Dr. Muhammad Athar Hussain

project entitled “ROLE OF E-GADGETS TO ENHANCE STUDENTS’ STUDY SKILLS AT

other university or institution. I also understand that if evidence of plagiarism is found in my

(Day-Month-Year) Signature of Candidate

This intellectual work is

unending Love, support and encouragements to complete this study.

every step and encouraged us to complete the Research Project.

Chapter No. 1................................................................................................................................................1

1.1 Importance of e gadgets:.....................................................................................................................2

1.1.1.Gadgets increase our efficiency...................................................................................................3

1.1.2.They help to foster meaningful conversation...............................................................................3

1.1.3.They promote better learning.......................................................................................................3

1.1.4.They create a democratic atmosphere..........................................................................................3

1.1.5.They are environmentally friendly...............................................................................................3

1.1.6.They reduce physical load............................................................................................................4

1.1.8.A gadget brings joy to the family.................................................................................................4

1.1.9.Gadgets make things compact......................................................................................................4

1.1.10. They help in saving space....................................................................................................4

1.1.12. Gadgets encouraged innovation and creativity....................................................................5

1.2 Benefits of e gadgets....................................................................................................................5

1.3 The importance of e gadget in education:...........................................................................................5

1.4 Statement of the problem:...................................................................................................................6

1.5 Objectives of the Study:......................................................................................................................6

1.6 Significance of the Study:.......................................................................................................................6

1.7 Research Questions:............................................................................................................................7

1.8 Research Design:.................................................................................................................................7

1.8.6.Finding, Conclusions and Recommendation:...............................................................................9

1.9 Delimitations of the Study:..................................................................................................................9

Chapter No. 2..............................................................................................................................................10

2.1. E gadget use in learning process.......................................................................................................12

2.1.1 Educational innovation...............................................................................................................12

2.1.2 Effective learning.......................................................................................................................12

2.1.3 Application of Gadgets as learning resources............................................................................13

2.1.4 Unchecking creativity.................................................................................................................13

2.1.5 Knowledge improvement...........................................................................................................13

2.1.10. It improves the learning experience...................................................................................15

2.1.11. It helps students prepare for their future careers................................................................15

2.1.12. Students demand it:............................................................................................................15

2.2. E gadgets is Breaking down Barriers in Education...........................................................................15

2.3. Important to Use E Gadgets in Education.........................................................................................16

2.4. Related Studies..................................................................................................................................16

2.5. EFFECT OF THE USAGE ELECTRONIC GADGETS..................................................................17

2.7. E gadgets Support Student Success during COVID-19....................................................................18

Chapter No. 3..............................................................................................................................................19

3.3 Research Tool:............................................................................................................................20

3.4 Preparation of Questionnaire:.....................................................................................................20

3.5 Validation of Questionnaire:......................................................................................................20

3.6 Data Analysis:............................................................................................................................21

3.7. Theoretical Framework..............................................................................................................21

Chapter No. 4..............................................................................................................................................22

4.1 Presentation and Analysis of Teachers Questionnaire Data..............................................................22

Teacher’s opinion about use of e gadgets to enhance student’s skills:...............................................22

4.2 Presentation and Analysis of Students Questionnaire Data.......................................................42

SUMMARY, FINDINGS, RECOMDATION,...........................................................................................63

1.2.1 Findings of Teachers’ Questionnaire Data:................................................................................64

1.2.2 Findings of Students’ Questionnaire Data:................................................................................66

5.4 Limitations and Future Research.......................................................................................................69

Hassan & Aqib Revised

Hassan & Aqib Revised