Professional Documents
Culture Documents
Abstract
This Research document presents an empirically authorized approach that laptop increase the
efficiency of students. Research was conducted amongst students of different universities coming
from four different cities, to check competence of their work by usage of laptop. This document
will provide the factors that become efficient after usage of laptop. Discussions, consequences,
and suggestions will help in generating result that whether laptop provides a competitive edge or
not.
Introduction:
Over the past, the presence of computers in schools has burst out. Whereas schools had one
computer for every 125 students in 1983, they had one for every nine students in 1995, and 1 for
every 6 students in 1998 (Market Data Retrieval, 1999).then teachers start using computer in
their instruction, computers are used most often for student writing (Becker, 1999). As several
studies reveals, regular use of computers can lead to a noteworthy improvement (see Russell &
Plati, 2001, for a fuller review of the literature on computers and writing). To take advantage of
on these benefits, a few schools have made computers available to all of their students. In most
schools, however, the relatively high cost of computers prohibits schools from acquiring a
sufficient quantity of computers for all students to use simultaneously. In attempts to provide an
entire class of students with computer access, some schools place large numbers of computers
into a shared computer lab. With the passage of time students started using laptop for their
project, Assignments and quizzes preparation etc. That gives them competitive edge and
increases their effectiveness
For students, laptop computers are cognitive tools. It provides computer-mediated workspaces
for the rapid, flexible processing of symbolic representations and abstract concepts. In addition
Department of Education conducted a research in Jan 2006, to find that either laptop increase
the efficiency of the students or not. They found, K-12 students live in a digital world.
Technology is not a handy tool used to accomplish tasks; it is the way of life. In the old days,
students and teachers looked to the Encyclopedia Britannica for answers. Today, they have a
world of information at a transformation in the way teachers instruct and students learn. The
study shows that Students have improved research skills. For example, after two years of a
laptop initiative in Henrico Country, scores for high school students increased on all 11 of the
Virginia Standards of Learning tests. Students report that laptops make their school work easier
and help improve the quality of their work. Students are more interested in their school work and
more motivated to learn. Students spend more time engaging in collaborative work.
Although much of the research on laptop programs is still on-going, preliminary findings report
several positive effects. Focusing on laptop programs in Carmen Arce Middle School in
Connecticut, Cromwell (1999) provides anecdotal evidence from staff and administrators that
laptops have increased students’ sense of excitement about learning as well as their interest in
research and writing. In Town Country Middle School in Georgia, Baldwin (1999) reports that
after implementing a laptop program, average daily attendance increased, tardiness decreased,
and disciplinary referrals decreased. In addition, teachers reported an increase in students’
willingness to revise their work and an increased efficiency in introducing students to more
advanced mathematics. Students also reported spending more time on home-work and less time
watching television (Baldwin, 1999).
Methodology:
Research Design: Survey was conducted through Questioner. A self Administrate questionnaire
was used as a communication tool for research. Questionnaire was divided into three portions,
first is demographic, second is to check the device that increase efficiency, third part dealt
Various Factors that have become Efficient after Use of Laptop developed on five Likert scale.
The study is exploratory and formal
Sample Design:
Descriptive study is used for sampling. Sampling was Convenient Based. Data was collected
from the Students of four different cities studying in GIFT University and Punjab University. The
Students from all departments were the target Audience (38.5 % BBA, 5.5 % Bsc, 27 %
MBA, 25 % others) and both from private and Government university. 50% of respondents were
male and 50 % are female.
Data Collection:
200 hundred questionnaires were distributed, 100 questionnaires were filled from male and 100
from female.
Limitation:
Research was only conducted from two universities not from the schools. Respondents were
from Under graduate and graduate level. Only benefits of the laptop were considered. The
research environment was Field conditioned. The study was Statistical. The attempt is to capture
population’s characteristics by making inferences from samples characteristics.
Results & Findings:
EDA:
Descriptives
Gender
Cumulative
Frequency Percent Valid Percent Percent
Male 100 50.0 50.0 50.0
Female 100 50.0 50.0 100.0
Total
Gender
Statistics
Gender
100
80
60
n
u
q
y
cF
re
40
20
0
Male Female
Gender
This graph shows that in the sample of 200 hundred.100 of the respondents were male and 100
were female.
Age:
Cumulative
Frequency Percent Valid Percent Percent
Valid 18-21 136 68.0 68.0 68.0
22-25 60 30.0 30.0 98.0
26 and
4 2.0 2.0 100.0
above
Total
200 100.0 100.0
Age
Age
140
120
100
80
n
u
q
F
y
c
e
60
r
40
0
18-21 22-25 26 and above
Age
Final Project 17
The graph shows that 68% respondents lie in the 18 to 21, 30% of the respondents lie in the age
of 2% to 25 and 4 respondents lie in the age of 26 and above
Department:
Department
80
60
40
n
u
q
F
y
c
e
r
20
0
BBA Bsc MBA Bdes others
Department
The graph shows that 38% respondents were from BBA, 5% were from Bsc, 27% were MBA
students, 4 % were Bdes and 25% respondents were from others (CS, I com , B com and M.A
English) which comes in the category of others.
City:
City
140
120
100
80
n
u
q
F
y
c
e
60
r
40
20
0
Gujranwala Sialkot Gujrat Daska others
City
The graph shows that 65% respondents were from Gujranwala, 16% were from sialkot, 5% were
Gujrat students, 6 % were Daska and 7% respondents were from others
Cumulative
Frequency Percent Valid Percent Percent
Valid Personal Desktop
115 57.5 57.5 57.5
computer
Laptop 57 28.5 28.5 86.0
PDA electronic devices 4you own 2.0 2.0 88.0
Personal Desktop
17 8.5 8.5 96.5
computer, Laptop
120Personal Desktop
4 2.0 2.0 98.5
Computer, PDA
Personal Desktop
100 3 1.5 1.5 100.0
computer, Laptop, PDA
Total 200 100.0 100.0
80
60
n
u
q
F
y
c
e
r
40
20
This graph shows that, 59 % have personal desktop computers, 37 % has laptop and 4% have
PDA.
125
100
75
n
u
q
F
y
c
e
r
50
25
0
Which one Yes No increase efficiency
of work usage of laptop for Academic purpose
60.5% Respondents said they use there laptop for Academic purpose and 39.5% said they don’t
use.
Cumulative
Frequency Percent Valid Percent Percent
Valid Laptop 111 55.5 55.5 55.5
University
43 21.5 21.5 77.0
computer
Personal
Desktop 46 23.0 23.0 100.0
computer
Total 200 100.0 100.0
120
100
80
60
n
u
q
F
y
c
e
r
40
20
0
Laptop University computer Personal Desktop
computer
Which one increase efficiency of work
The graph shows that 55.5% respondents said laptop increase the efficiency of work, 21.5% said
university computers and 23% said personal desktop computers increase the efficiency of work
If you had recourses would you buy laptop for academic purpose:
200
150
100
n
u
q
y
cF
re
50
0
Yes No
If you had resourses would you buy laptop for academic
purpose
The graph shows that 83.5% respondents said if they have recourses then they will buy the
laptop and 16.5% said No they will not.
150
120
90
n
u
q
F
y
c
e
r
60
30
0
Yes No
Laptop has positive impact on teachers
The graph shows that 72.5% respondents said laptop has positive influence on teachers where as
27.5% said no it don’t have
140
120
100
80
n
u
q
F
y
c
e
60
r
40
20
0
yes No
Laptop motivates you to work hard
65% respondents said laptop motivate to work hard where as 35% said it don’t
80
60
40
n
u
q
F
y
c
e
r
20
0
1-25 % 26-50% 51-75% 76 and above
Persentage time you save by laptop
38% respondents said they save 1-25 % time, 37% said they save 26 to 50 percent time, 18%
said they save 51 to 75 % time and 6% said they save 76 and above time.
Battery of laptop covers load shading effect. Do you feel it has effect on efficiency?
100
80
60
n
u
q
y
cF
re
40
20
0
strongly agree Agree Neutral Disagree Strongly
disagree
Battery of laptop cover loadshading effect.do you feel it has
effect on efficiency
46.5% of the respondents said battery of laptop covers load shading effect, 33.5% are agree,
14.5% are neutral, 3% are disagree and 2.5% respondents were strongly disagree with this
statement.
Project making
Project making
120
100
80
60
n
u
q
F
y
c
e
r
40
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
Project making
50.5% respondent said laptop help in project making, 29% are agree that it help, 12% are in
neutral phase, 2% disagree with the statement 6.5% respondents are strongly disagree.
CGPA
CGPA
70
60
50
40
n
u
q
F
y
c
e
30
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
CGPA
17% respondents said laptop increase CGPA, 33% said they agree, 34% are neutral, 9.5%
disagree with the statement, 6.5% strongly disagree with the statement
Assignment making:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 7 3.5 3.5 3.5
Disagree 7 3.5 3.5 7.0
Neutral 33 16.5 16.5 23.5
Agree 77 38.5 38.5 62.0
strongly agree 76 38.0 38.0 100.0
Total 200 100.0 100.0
Assignment making
80
60
40
n
u
q
F
y
c
e
r
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
Assignment making
38% respondents said laptop help, 38.5% said they are agree, 16.5% are neutral, 3.5% disagree
with the statement, 3.5% strongly disagree with the statement
Quizzes preparation:
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
12 6.0 6.0 6.0
disagree
Disagree 36 18.0 18.0 24.0
Neutral 61 30.5 30.5 54.5
Agree 61 30.5 30.5 85.0
strongly agree 30 15.0 15.0 100.0
Total 200 100.0 100.0
Quizzes preparation
70
60
50
40
n
u
q
F
y
c
e
30
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Quizzes preparation
15% respondents said laptop help, 30.5% said they are agree, 30.5% are neutral, 18% disagree
with the statement, 6% strongly disagree with the statement
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
25 12.5 12.5 12.5
disagree
Disagree 25 12.5 12.5 25.0
Neutral 45 22.5 22.5 47.5
Agree 56 28.0 28.0 75.5
strongly agree 49 24.5 24.5 100.0
Total 200 100.0 100.0
60
50
40
30
n
u
q
F
y
c
e
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Final paper preparation
24.5% respondents said laptop help, 28% said they are agree, 22.5% are neutral, 12.5% disagree
with the statement, 12.5% strongly disagree with the statement
Presentation:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 4 2.0 2.0 2.0
Disagree 14 7.0 7.0 9.0
Neutral 30 15.0 15.0 24.0
Agree 49 24.5 24.5 48.5
strongly agree 103 51.5 51.5 100.0
Total 200 100.0 100.0
Presentation
120
100
80
60
n
u
q
F
y
c
e
r
40
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
Presentation
51.5% respondents said laptop help, 24.5% said they are agree, 15% are neutral, 7% disagree
with the statement, 2% strongly disagree with the statement
70
60
50
40
n
u
q
F
y
c
e
30
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Flexible working hours
30.5% respondents said laptop help, 31.5%said they are agree, 25% are neutral, 9% disagree
with the statement, 4% strongly disagree with the statement
Knowledge:
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
5 2.5 2.5 2.5
disagree
Disagree 18 9.0 9.0 11.5
Neutral 39 19.5 19.5 31.0
Agree 76 38.0 38.0 69.0
strongly agree 62 31.0 31.0 100.0
Total 200 100.0 100.0
31% respondents said laptop help, 38% said they are agree, 19.5% are neutral, 9% disagree with
the statement, 2.5% strongly disagree with the statement
Knowledge
80
60
40
n
u
q
F
y
c
e
r
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
Knowledge
IT Skills
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 12 6.0 6.0 6.0
Disagree 8 4.0 4.0 10.0
Neutral 36 18.0 18.0 28.0
Agree 66 33.0 33.0 61.0
strongly agree 78 39.0 39.0 100.0
Total 200 100.0 100.0
IT Skills
80
60
40
n
u
q
F
y
c
e
r
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
IT Skills
39% respondents said laptop help in increasing, 33% said they are agree, 18% are neutral, 4%
disagree with the statement, 6% strongly disagree with the statement
Competitive edge:
Competitive edge
70
60
50
40
n
u
q
F
y
c
e
30
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Competitive edge
31.5% respondents said laptop help in increasing, 34.5% said they are agree, 22.5% are neutral,
7.5% disagree with the statement, 4% strongly disagree with the statement
Internet browsing:
Frequency Percent Valid Percent Cumulative Percent
Valid Strongly disagree 6 3.0 3.0 3.0
Disagree 12 6.0 6.0 9.0
Neutral 42 21.0 21.0 30.0
Agree 61 30.5 30.5 60.5
strongly agree 79 39.5 39.5 100.0
Total 200 100.0 100.0
internet browsing
80
60
40
n
u
q
F
y
c
e
r
20
0
Strongly Disagree Neutral Agree strongly agree
disagree
internet browsing
39.5% respondents said laptop help in increasing, 30.5% said they are agree, 21% are neutral,
6% disagree with the statement, 3% strongly disagree with the statement
Vocabulary:
Vocabulary
60
50
40
30
n
u
q
F
y
c
e
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Vocabulary
26% respondents said laptop help in increasing, 27.5% said they are agree, 28.5% are neutral,
10.5% disagree with the statement, 7.5% strongly disagree with the statement.
Technological Learning:
Cumulative
Frequency Percent Valid Percent Percent
Valid Strongly
8 4.0 4.0 4.0
disagree
Disagree 16 8.0 8.0 12.0
Neutral 40 20.0 20.0 32.0
Agree 66 33.0 33.0 65.0
strongly agree 70 35.0 35.0 100.0
Total 200 100.0 100.0
Tecnological Learning
70
60
50
40
n
u
q
F
y
c
e
30
r
20
10
0
Strongly Disagree Neutral Agree strongly agree
disagree
Tecnological Learning
35% respondents said laptop help in increasing, 33% said they are agree, 20% are neutral, 8%
disagree with the statement, 4% strongly disagree with the statement.
Class Participation:
Class Participation
60
50
40
30
n
u
q
F
y
c
e
r
20
Mamoona Islam 10
Marketing Research
(05108119)
0
Strongly Disagree Neutral Agree strongly agree
disagree
Class Participation
Final Project 33
24.5% respondents said laptop help in increasing, 26% said they are agree, 27.5% are neutral,
11.5% disagree with the statement, 10.5% strongly disagree with the statement.
In above table of total variance explained first five factors encompass 60.6% of total variance.
Internet browsing has 38.11%, communication skills have 7.15%, Flexible working hours have
5.95%, Final paper preparation has 4.87% and interest in learning has 4.58% of total variance.
Table 2: Communalities
Initial Extraction
Project making 1.000 .503
CGPA 1.000 .395
Assignment making 1.000 .645
Quizzes preparation 1.000 .768
Final paper preparation 1.000 .818
Presentation 1.000 .475
Communication within group 1.000 .625
Flexible usage of IT facility 1.000 .645
Flexible working hours 1.000 .654
Knowledge 1.000 .501
Students participation in extra curricular activities 1.000 .509
IT Skills 1.000 .623
Competitive edge 1.000 .521
internet browsing 1.000 .596
Innovation 1.000 .610
Personality Development 1.000 .637
Communication Skills 1.000 .718
Vocabulary 1.000 .601
Tecnological Learning 1.000 .578
interest in learning 1.000 .600
Critical Thinking 1.000 .687
Class Participation 1.000 .639
Alpha coefficient ranges in value from 0 to 1 and may be used to describe the reliability of
factors extracted from dichotomous and/or multi-point formatted questionnaires or scales
(Reynaldo, Santos, April 1999).The higher the value, correlation between the factors increases.
Nunnaly (1978) has indicated 0.7 to be an acceptable reliability coefficient but lower thresholds
are sometimes used in the literature. Cronbach's α (alpha) has an important use as a measure of
the reliability of a psychometric instrument. Cronbach's alpha in this research is up to standards
and value of 22 items is .910. As shown below:
Scree Plot
10
6
E
4
lu
n
ig
a
v
e
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Component Number
In above rotated component matrix for laptop increase the efficiency of students, total of five
dimensions were included. First was only of “internet browsing (.687)”, second was of
“communication skills (.789), third was Flexible working hours have (.702), fourth was Final
paper preparation (.837)” and fifth was “interest in learning (.745).
As above values shows that the value of Kaiser-Meyer-Olkin is .899, standard should be greater
than .574 but .75 is considered better. Similarly, Bartlett test of sphericity all factors were
reported significant (i.e., a significance value of less than 0.05).
Regression Analysis:
Table: Coefficients (a)
Unstandardized Standardized
Model Coefficients Coefficients
t Sig.
B Std. Error Beta
1 (Constant) 3.321 .136 24.466 .000
electronic
devices you .071 .064 .078 1.107 .270
own
a Dependent Variable: CGPA
The table above shows that “electronic device you own” in independent variable and CGPA in
dependent variable. From the equation of linear regression
Y=a+bx
“Y” is dependent variable that is CGPA and “X” is independent factor that is “electronic device
you own”. By putting the value in equation. Y = 3.321 + 0.071x
The value of Beta1 is 0.71. This value is Positive so the CGPA is dependent on the electronic
device that we own. There would be increase in the CGPA if we have the electronic device for
the academic purpose. The magnitude of B1 is 0.071, which is very less so the model is not that
strong.
CONCLUSION:
The research conclude that laptop increase the competency of the students. By the laptop
students become motivated and started working hard to get good grades. They think that it has
good impression on the teachers and laptop assists them in making difficult assignment by using
Graph, PowerPoint slides and charts. Students think that low weight and small size of laptop
provide ease for their work. While different factors conclude that efficiency, facilitate sharing
and enhance information usability, interaction with people increases by usage of laptop. Research
shows that continuous online access to the course syllabus, schedule, assignments, projects, and
electronic files may reduce the need for students to contact the teacher in class or during office
hours. Students who have no Internet access most probably continue to obtain materials directly
from their teachers.
References
“Laptop Program for Students and Faculty Initial Analysis Report” INDIANA
UNIVERSITY KOKOMO Department of IT January, 2007
“Tablet PCs Increase Efficiency, Lower Cost of Teaching and learning” By Stacy Grant
and Jason Crist, Business Development Executive, Business Development Market ware,
Mobile Computing.
“An Alpha Smart for Each Student: Does Teaching and Learning Change With Full Access
to Word Processors?” Michael Russell, Damian Bebell, Jennifer Cowan, Mary Corbelli
Technology and Assessment Study Collaborative Boston College April 2002