Change in High School Students’ Attitude regarding Perceived Usefulness ofOnline-Live-Teaching

Abstract

The objective of the study is to examine the effect of online-live-teaching on 7
th grader’ attitudes
and difference of attitudes towards online-live-teaching before and after experiencing it. The
TAM (Technology Acceptance Model) as framework was utilized. For the study a True
Experimental Design, pre and post-test control group method was used. The purpose was to find
out change of attitudes towards online-live-teaching. A government high school was selected in
a rural setting having around 104 students in 7
th grade at least as well as having electricity and
internet connectivity. Three groups were formed and the participants were assigned to each
group through simple random sampling using SPSS. The A & B were the Experimental groups
while C was the Control group. In the experimental group A, the 7
th graders received onlinelive-teaching for mathematics. In group B, the teacher taught online but an assistant was present
in the class who assisted the students technically. The assistance included mic setting, screen
setting, online class connectivity, checking the classwork and controlling the 7
th graders. The
control group was taught in a routine way. The school mathematics teacher was selected to
teach in all three groups. The teacher used the prescribed 7th grade Balochistan textbook board
mathematics. Before experiment the teacher, the assistant and 7th graders of experimental
groups A & B were trained on how to operate an online class. The duration was one quarter (04
months the students of all three groups A, B & C were asked to fill the attitude rating scale
regarding students’ attitudes toward online-live-teaching before and after the experiment. The
paired sample t-test was utilized. The 7
th graders’ attitudes towards online-live-teaching in
group A and group B were improved while in group C the attitudes were remain same.