D2L Impacts Students’ Academic Performance

Literature Review

Introduction

Development and innovations in technology have necessitated the need to improve systems that can be used in ensuring the availability of effective education. The main objective of this paper is to conduct a comprehensive literature review that will critically evaluate learning management systems (LMS) in relation to its benefits and barriers to its contribution to the education sector by analyzing existing journals on the innovative approach to education.

Learning management system (LMS)

According to Govender & Govender (2011), an LMS is a software application that is used in planning, implementing, and assessing a specific learning process. This system provides a teacher in a classroom setting with a means of creating and delivering content while monitoring student participation and their performance in their academic activities. The results derived from the LMS would be used in informing the teacher of the best practices while at the same time providing information on the techniques that can be used in improving on the education standards for the future students.

While supporting these assertions, Nasser et al., (2011) argue that the introduction of the LMS in schools was to enhance the performance of the student and that of the teacher in relation to realizing learning objectives. LMS can be used in the organization and regulation of classroom administrative tasks and in the provision of support to teachers and students in teaching and learning processes. Furthermore, through this software, it is possible for parents to acquire information concerning the progressive performance of their children in school. LMS in the view of Nasser et al., (2011) is therefore an informative tool whose essence arises from its ability to provide timely and relevant information to different stakeholders in the education sector. This is because of the ability of the software to provide services that surpass the ideal functions of the management tracking, system integration, and personalized instructions. This software has the ability of providing support for teachers and learners in an organized and structured manner. Nasser et al., (2011) contend that the benefits associated with using this software continue beyond the classroom setting since the software easily integrates with other online communication platforms such as emails, online discussion groups and sharing of information through other interactive sites in the virtual world.

The desire by different institutions in Malaysia to implement LMS in the view of Juhary (2014) is based on the understanding that the software provides instructors with a higher ability of monitoring that activities and performance of every student. Through such an approach, it becomes relatively easier for the instructor to identify weak and relatively stronger students. This explains why in high performance institutions of higher learning such as the national defense University of Malaysia, students are directed towards the right professional choices through the results retrieved from the LMS. Juhary (2014) argues that the need to ensure that relevant content is disseminated to the students forms an additional basis for the application of this software in the defense university in Malaysia. The instructors share insights and information on the best teaching approach that they can use to ensure that their expectations of the students and those of the institution are met. Furthermore, it is through the LMS that students can share, with their teachers and students, different aspects that concern to their performance in schools.

The Benefits of LMS in Schools

One of the objectives of introducing LMS in schools was to build on technological infrastructure, ensure the expansion of computer laboratories, ensure the creation of digital curricula, and provide support and effective integration of technology as part of learning. This is a way through which the school fraternity ensures that children are taught constructive use of technology and at an earlier stage. Furthermore, through the adoption of this approach to technology it becomes easier for students to learn and understand other ways by which technology can be used in enhancing their learning (Blackboard K-12, 2013).

Blended learning has also been cited as an additional way by which LMS can be of service to schools. In the contemporary society, a host of challenges that can be solved through new learning opportunities faces learners and teachers (Blackboard K-12, 2009). Blended learning is an approach that extends the provision of classroom instruction to an online platform provides students and teachers with novel approaches and strategies that can be used in addressing educational challenges in schools (Blackboard K-12, 2013). It is through blended learning that students can gain control of their education while identifying the opportunities available for academic growth (Blackboard K-12, 2009). Through this platform, students can facilitate their success by reviewing materials that they consider of interest in a more comfortable way and they can asks for help from other students or teachers whenever need arises. By implementing LMS in schools, students and teacher have the ability of combining online and face to face delivery of educational content. Through this approach, students have the ability of personalizing their learning by allowing thoughtful reflection across diverse groups of learners (Blackboard K-12, 2009).

Teachers are considered the most essential implementers of the LMS in relation to fulfilling the objectives of blended learning. Professional development of educators is an essential ingredient in ensuring the realization of blended activities (Blackboard K-12, 2013). Through professional development, teachers will be able to become users of technology with skills that are required in the implementation of technological aspect of integral in the realization of a blended environment in schools. In most learning institutions, the role of the teachers is to help students identify appropriate allocation of time between blended learning and face-to-face instructional learning. The professional understanding of the teacher is necessary in the identification of the best methodology that provides the best and right opportunities for learning.

According to Woods et al (2004), the advent of LMS in universities and colleges for undergraduate students has enabled the introduction of online user education, which augments traditional educational practices such as face-to-face communication between the teacher and the students. As such, in the view of Woods et al (2004), is a hybrid delivery approach, which allows the teacher to combine the advantages of online and face-to face education practices. Such an approach is of significant benefits to students and their teachers irrespective of their levels of technological expertise. A hybrid approach to learning also helps in improving on the efficiency of classroom management especially when dealing with larger classes (Hall & Villareal, 2015). In addition, this approach also increases the possibility of developing student lead learning while improving on the morale and the overall participation of the student in matters of academic performance. When dealing with technical subjects, the hybrid approach may be beneficial in limiting the percentage withdrawal and level of absenteeism among students in a school setting. This improves on skill acquisition and student achievement (Hall & Villareal, 2015).

LMS in the view of Govender and Govender (2011) provides support to collaborative learning amongst the students. This allows the teacher to provide students with a platform of giving students with collaborative assignments that they can work on as a group. One of the advantages of giving students assignments in groups is that it allows for the give a more complex problem a better understanding of the subject matter when work is done in a collaborative manner.

An additional driving force for the adoption of this technology in school is that it allows for easy management of larger classes. In such classes, it allows for easy management and better communication between the teacher and the student (Blackboard K-12, 2009). Furthermore, it is through the introduction of LMS in schools that there is improved access to the contents of the course. This approach to learning allows for the relatively higher consolidation of the subject that is learned in classes. Existing reports on the use of LMS in learning institutions suggest that students who frequently use the system perform better in their academic work (Govender & Govender, 2011).

For students to embrace the technology in schools and the realization of quality learning, it is important for students to understand the role of LMS in enhancing face-to-face learning in schools. This can be enhanced by the incorporation of online tools, which include discussion boards, email, assessments, group facilities and linked references in the development of an understanding of the role of LMS in improving their academic performance (Govender & Govender, 2011). This makes LMS a tool for improving on the efficiency and effectiveness of learning and a means of responding to an increase in demands for higher education. The introduction of LMS in schools was considered as an easy way of communicating and posting documents. In addition, it is also an easy way for teachers and lecturers to receive assignments and conducting traditional threaded discussions, which show high levels of satisfaction (Hall & Villareal, 2015).

The challenges associated with modern learning and the popularity of technology necessitated the introduction of LMS in schools. According to Emelyanova & Voronina (2013), expertise and levels of commitment of the teacher often determine the effectiveness of the software in the realization of the objectives of the education process. This is an indication that for students to embrace the technology it is often important for the instructor to demonstrate his ability to make use of the existing technology (Blackboard K-12, 2009). In the UAE, the introduction of LMS has been enhanced by the teaching styles, mindset, and attitudes of the teachers. This is based on the realization that there is correlation between the level by which teachers embrace LMs and the attitude that the students develop towards the technology (Emelyanova & Voronina, 2013). Other than the teachers, it is also important that the parents provide support to the institutions, which choose to implement LMS. This can be expressed through effective management of an LMS-based course and with an encouraging feedback from the students and the parents among other stakeholders (Emelyanova & Voronina, 2013).

Factors contributing to the acceptance of LMS in schools

Willingness to adopt the technology has been cited as one of the major factors that determine the possibility that LMS will be adopted in a learning institution. Willingness is considered a necessity since the adoption of a virtually aided education is a relatively complex issue (Emelyanova & Voronina, 2013). This is because of the pedagogical misconceptions and values held by certain teachers on the use of ICT in the educational setting discourage the ability of academic institutions to embrace LMS. There are instructors who view LMS as an instrument meant to replace the role of the teacher in the life of a learner. However, willingness to embrace technology is only considered a possibility in situations where studies indicate that it will improve on the performance and the attitudes of the students towards their academic work (Emelyanova & Voronina, 2013).

The need to support traditional ways of learning has also been considered as a factor that increases the possibility that learning institutions will embrace LMS. Traditionally, classroom activities were based on face-to-face interactions between the teacher and the student. In addition, it was also characterized by group work, assignments and examinations provided to the students in the presence of the teacher (Govender & Govender, 2011). However, the introduction of LMS in schools brings with it a pedagogically effective, innovative, and flexible approach to education in the contemporary society. The implementation of the software in schools aims at realizing an innovative ad highly competitive potential among the students in a school setting (Hall & Villareal, 2015). LMS, being a virtual platform provides the teachers with a platform of engaging in a relatively faster way of communicating to the students. In addition, it also makes it easier for the students to access reading materials through the Internet and an online library platform to enable easy realization of the objectives of the learning institutions (Emelyanova & Voronina, 2013).

The desire to introduce a process that allows for easy monitoring of the academic activities of the students forms the basis of LMS. Traditionally, the teachers could only track the activities of the students through examinations and the assignments done by students (Govender & Govender, 2011). However, with LMS, it becomes easier for teachers to engage in easy monitoring of the students with the help of the parents since the system allows the teachers to understand the activities conducted by the system when they login or when they are signed in as members of a group. In addition, it is through this process that the teacher is able to update the parents on timely information concerning the performance of their children in schools. It is also a way through which student can engage in a process of self-monitoring in relation to their objectives and academic expectations while in school (Juhary, 2014).

Barriers to the implementation of LMS in schools

LMS may have numerous advantages associated with the improvement of the performance and the attitude of students. There are however barriers that prevent a complete adoption of this software in schools. One of the barriers is insufficient knowledge of information communication technology and the availability of instructors who provide limited support in this area (Govender & Govender, 2011). One of the contributing factors to insufficient knowledge in matters of ICT among students is the teaching styles and the attitudes of the teachers, insufficient motivation technical competencies that define the relationship between students. Older teachers, especially those who were incorporated into the profession prior to the popularity of ICT possess limited training and interests in matters of technology. This discourages their ability to embrace the technology and inculcate their interest in using LMS as a beneficial approach to improved education (Hall & Villareal, 2015).

Lack of professional development opportunities among teachers has been cited as one of the barriers to the implementation of LMS in schools. These activities have been necessitated by lack of sufficient resources to give teachers the skills and levels of expertise necessary in the implementation of professional development initiatives (Govender & Govender, 2011). An additional cause to insufficient professional training opportunities is the low level of contact between teacher who possess knowledge on the use and benefits of ICT and those teachers who do not have such knowledge. This increases the digital divide among teachers, which is supported by infrastructural barriers and attitudinal barriers (Hall & Villareal, 2015).

According to Juhary (2014), unreliable internet access in urban schools is also a contributor to the inability of schools to implement LMS services in schools. This reduces the effectiveness and efficiency of the software considering that students will spend a lot of time downloading and uploading information in the Internet. In addition, low internet strength also discourages the interest of the students and teachers in relation to their ability to embrace the technology. This is because the technology will not have the ability of satisfying the interest of the students and the teachers in a timely manner hence losing its relevance in relation to its ability to improve on the standards of education (Juhary, 2014).

Solutions to the LMS challenges

There is need for the learning institutions through the government to begin a sensitization process, which will make it a requirement for all teachers to be enrolled and trained on matters of ICT. This will improve on their attitudes and capacity to easily embrace LMS and improve on their willingness to train and change the attitudes of students on the essence of LMS in improving the academic perforce of the students (Govender & Govender, 2011).

An additional approach that can be used in improving on the popularity and the implementation of LMS in schools is by training students based on ICT and providing LMS as a learning platform that allows them to interact with their teachers and fellow students on different aspects related to virtual technology (Juhary, 2014).

Infrastructural development especially the introduction of farts and reliable internet and communication services will be essential in the promotion of LMS as an added advantage in the education platform. Reliable internet will improve the ability of the students to easily engage in discussion forums and communicate with their teachers hence improving on the education standards in schools (Blackboard K-12, 2009).

LMS is a software application that is used in planning, implementing and assessing a specific learning process. LMS can be used in the organization and regulation of classroom administrative tasks and in the provision of support to teachers and students in teaching and learning processes. LMS, being a virtual platform, provides the teachers with a platform of engaging in a relatively faster way of communicating to the students. LMS may have numerous advantages associated with the improvement of the performance and the attitude of students. There are however barriers that prevent a complete adoption of this software in schools. One of the barriers is insufficient knowledge of information communication technology and the availability of instructors who provide limited support in this area.

Purpose of the study

The main purpose for conducting this study is to investigate how using D2L instead of Moodle can impact the overall academic performance and achievement among students. This is because most learning institutions in Dubai are increasingly employing this new LMS as the first step to enhance educational transformation and subsequently promote blended education solutions. According to Chawdhry (2012), most students are frustrated by old LMS that affect their ability to access assignments, learning materials and basic information about courses. As such, learning institutions are resolving to adopt the D2L with the hope that students can easily access course materials, watch lectures, complete assignments, as well as submit essays and quizzes efficiently.

A report compiled by Michael (2010) has shown that D2L has more than 14% of the LMS market and a more rapid market penetration compared to other learning management systems. Previous studies have been conducted on D2L but most of them look into the unique features that this learning management system has, thereby, distinguishing it from other LMSs. Michael for example conducted a study that investigated the unique functions that distinguish D2L with the Blackboard LSM. Findings of his inquiry showed that D2L has functions that enable an educator to personalize educational experience for his/her students (Chawdhry, 2012). As such, the system enables the educator to identify any students that could be falling behind in class, is not logged in or has not participated in class discussions recently.

However, his study did not investigate how D2L can impact overall student performance and achievements, which explains why it is important to bridge this gap. Other studies have also been carried out to investigate the various functions that teachers can accomplish using the D2L learning management system (Chawdhry, 2012). Dian (2015), for example, discovered that teachers in Dubai employ D2L to manage classes, administer as well as collect assignments online, assign grades as well as stream lectures to the students.

However, Dian did not conclude whether these unique functions could affect the performance as well as the overall achievement made by students. Similarly, it is evident that most studies related to D2L learning management system have been carried out in higher institutions of learning that mainly include colleges. As such, there is no particular inquiry investigating the implementation of this system in a lower level of learning, including elementary of high school (Chawdhry, 2012). This confirms that there is need to conduct an extensive study in the lower level of learning to analyze how the implementation of D2L can affect students’ performance. There is also need to investigate how transition from the Moodle to D2L impacts stakeholders’ attitudes, which may in return affect students’ overall performance. This study will investigate how transitioning from Moodle to D2L in an urban school in Dubai will impact students’ academic performance. This study also aims to investigate how this transition will impact teachers as well as students’ attitude and perception, which may in return impact students’ academic performance.

Stakeholders

Stakeholders are individuals or organizations that have significant interest in a research project. This also includes those who are likely to impact or be impacted by its outcomes. Stakeholder analysis in this study is important, as it will enable for the identification of individuals that are likely to participate in the study project, determine their varying interests, as well as assess their potential influences on study outcomes.  Students will constitute to an important category of stakeholders that will take part in the current study. This is because the study will be aiming to measure students’ attitudes towards using D2L instead of Moodle, which may in return impact their overall academic performance. Involving students in this inquiry will also help the researcher to compare and contrast the benefits of using D2L instead of Moodle from students’ perspective. The researcher will also be able to establish, first hand, whether students would prefer to use the Moodle or D2L. Students’ involvement in the current study is justified by the need to compare and contrast their performance when using Moodle and when using D2L.

Teachers will also constitute to another important stakeholder category that will participate in the study. This is because teachers will be responsible for implementing the new LMS as well as engage students in the learning exercise. Involving teachers in the study will also enable the researcher to measure their attitude, which is in return likely to impact their ability dispense learning and the subsequent students’ performance. The researcher will also be able to establish whether teachers realize any need to transition from using Moodle to D2L. Teachers’ participation in the study will also enhance the collection of first-hand information from teachers’ perspective pertaining to their most preferred LMS. Teachers will also play an important role in comparing students’ academic performance between previous years when they used Moodle and the current year when they will be using D2L as a supplementary learning tool. Teachers will further provide information from individual self-assessment pertaining to their level of performance when using each of the LMS, which is likely to subsequently impact students’ academic performance.

The school administration staff will also be involved in the study although their participation will be minimal. The staff will only oversee successful implementation of the new LMS. As such, the school administration staff will supervise all teachers to ensure that they are using the new system.

Important variables of the study

A study variable describes the force or outcome of force applied in a situation to instill alteration in another variable. According to Michael (2010), study variables can be either dependent or independent depending on whether they vary because of the impact instilled by another variable. Independent variables do not vary as a result of the impact instilled by another variable and can only be manipulated or measured in their natural state to establish the relationship it has with the phenomenon being studied. Dependent variables do vary because of the impact instilled by the independent variable. As such, dependent variables are usually measured to determine the impact that an independent variable has in a study experiment. The D2L learning management system will constitute to the independent variable in this study. This is because this variable is not expected to vary but to represent a facet of the environment being evaluated to establish its potential impact on the dependent variable. Students’ academic performance will constitute to the dependent variable in this study. This is because the variable is expected to vary with the implementation of the independent variable. Students as well as teachers’ attitude will also constitute to another dependent variable. This is because the participants’ attitude is likely to vary as a result of the impact instilled by the independent variable. The relationship between the independent and dependent variables in this study can be summarized as follows:

Dependent variable

Students’ academic performance

Independent variable

D2L LMS

 

Students’ and teachers’ attitude

Research questions

The research questions that will be employed to help gather relevant data will be derived from the overarching topic of investigation. The topic of investigation is:

• Understanding how using D2L instead of Moodle as a supplementary learning tool can impact students’ academic performance.

The research questions that will be derived from this topic include:

• With respect to learning solutions, which in this case refer to higher grades, how do D2L and Moodle compare?
• In transitioning from Moodle to D2L, what is the impact on:
  • Students’ attitudes?
  • Teachers’ attitude?
  • Students’ academic performance?
• In relation to the impact of transitioning from Moodle to D2L on students’ attitude, how do previous year’s performance compare to this year’s performance?
• In relation to the impact of transitioning from Moodle to D2L on teachers’ attitude, how do previous year’s performance compare to this year’s performance?

Hypotheses

            Hypotheses describe proposed explanations derived from limited evidence so as to act as the basis for further inquiry. The hypotheses that will act as the basis for further investigation in this study include:

H₁: it is predicted that using D2L instead of Moodle will improve students’ academic performance

H₂: it is predicted that using D2L instead of Moodle will positively impact teachers’ attitude

H₃: it is predicted that using D2L instead of Moodle will positively impact students’ attitude

H₄: it is predicted that using the new LMS will positively impact teachers and students’ attitude towards using D2L instead of Moodle, and subsequently improve students’ academic performance

Method

Research design

            The study methodology employed in this investigative exercise was exploratory as it aimed to investigate how using D2L instead of Moodle can impact students’ academic performance. According to Dian (2015), an exploratory study describes the type of study that aims to create posteriori hypotheses and then evaluate certain sets of data to determine the type of relationship existing between variables. An exploratory study is also important in situations where a researcher might not have sufficient knowledge about the relationship prevailing between variables as well as the bearing and strength of this relationship. The need to conduct an exploratory study is to test the proposed hypotheses and confirm whether using the new LMS is likely to improve students’ performance. This is because most learning institutions that are increasingly employing this learning management system are said to be attracted by its likelihood to offer better academic solutions, which include improved students’ academic performance. However, there is no empirical research carried out on this topic hence the need to conduct the current study.

Population

The population sample for this study was derived from among grade ten students and teachers from an urban school in Dubai. Twenty-five male students from grade ten were randomly selected so as to participate in the study. With the school comprising of five grade-ten sections, all the 25 participants were randomly selected from these sections, provided they met the inclusion criteria. Justification for including only male students was derived from the fact that the study was carried out in a boys’ school. The inclusion criteria for the student participants were based on their willingness to give genuine information. Participants were also required to be engaging in various learning activities in the science subject as the researcher was only concerned about the impact of the new LMS in students’ performance in science subject. Five teachers were also selected randomly so as to participate in the study. Their inclusion criteria included, being a science teacher, teaching the science subject in grade ten, willing to participate in the study and willing to provide genuine information.

Procedure

            The research process began by contacting all the participants in order to confirm their commitment in the study as well as assure them that any data that they provided would be handled with confidentiality and would not be employed for non-educational purpose. Participants were also guaranteed that the study would be focusing on aggregate data to ensure that it could not be traced or directly linked to a particular individual. The researcher then collaborated with the school administration staff to ensure that the new LMS was successfully implemented. The implementation process entailed systematically phasing out the Moodle system and gradually replacing it with the D2L system. This implementation process occurred in the entire school although the focus for this study is on twenty-five grade ten students from in five grade ten classes. The implementation process took place before the beginning of the 2015 academic year.

Upon completion of system implementation process, the researcher collaborated with the e-learning coordinator to ensure that he dispensed important skills to the participants. As such, teachers were engaged in one-week training at the beginning of the 2015 academic year so as to acquire important skills on how to operate the new system. The training took place between 23^rd and 27^th august 2015 and it was made available to all teachers that already had the IC3 certification, possessed ICT skills and had been using Moodle during the previous academic year.

Teachers were then allowed to start using the new system to provide students with course materials, online quizzes, assignments, discussion boards and important course information. All learning occurred face to face and students were expected to employ the new LMS to help improve their performance. The students were then allowed to take their first mid-term exams between 11^th and 15 October 2015 and the results of the science subject for grade ten students collected. These results were compared to the previous year’s results and there was no much improvement in academic performance. The comparative data results can be summarized as follows:

Students	2014 mid-term exam results (%)	2015 mid-term exam results (%)
1	55	57
2	53	54
3	43	47
4	61	60
5	34	39
6	71	72
7	44	40
8	51	53
9	51	50
10	59	61
11	70	70
12	31	33
13	81	76
14	83	85
15	60	62
16	45	46
17	44	43
18	21	30
19	57	60
20	39	51
21	79	82
22	73	74
23	62	67
24	58	61
25	33	41

 

Survey questions that could help establish the gaps that inhibited significant improvement in students’ performance were prepared for teachers as well as the students. The questions were the reviewed by a board of experts to ensure that they could help generate reliable results. The questions included in these surveys are

Teachers’ survey question

• In regard to academic solutions, which n this case refer to higher grades, what is your opinion on the use of the current LMS? Do you think there is need for a new LMS to offer better academic solutions?
• What do you see as advantages and disadvantages of using D2L as compared to Moodle?
• With regard to academic performance, what do you see as advantages and disadvantages of D2L as compared to Moodle?
• What factors helped/did not help you to support learning using D2L? Did your attitude and perception affect your ability to support/not to support learning using D2L?
• Did students’ attitude and perception affect your ability to support learning using D2L?
• Would you prefer using Moodle or D2L to support learning?
• What has been the impact on students’ performance since the implementation of the D2L?
• In which ways do you think a LMS like D2L can benefit students’ performance in science?
• In which ways do you think a LMS like D2L can benefit students’ and teachers’ attitude and perception?

Students’ survey questions

• In regard to learning solutions, what do you think of Moodle? Do you think the school needs to implement a new LMS to offer better learning solutions?
• What do you like/ do not like about D2L as compared to D2L?
• Did you experience any challenges using D2L in learning?
• Do you think D2L helped to improve your performance in the first mid-term science exam?
• Given another chance, do you think this LMS can help to improve your performance even more?
• What factors helped/did not help to support your performance using the New LMS? Do you think your perception and attitude towards the new LMS affected your performance?
• What would you suggest to be done to ensure that your performance improves even more?

Some of the teachers that were issued with the survey questionnaires were also involved in a face-face interview with the researcher. Questions issued during the interviews include:

• The school administration suggests that a new LMS will be appropriate to offer better learning solutions. Are supportive of this idea? Why/why not?
• Which LMS would be most appropriate to replace Moodle?
• Which arguments do students make to reflect their positive/negative attitude and perception about using D2L instead of Moodle to support learning?
• Which arguments do teachers make to reflect their positive/negative attitude and perception about using D2L instead of Moodle to support learning?
• How would you relate students’ performance with the use of D2L as a supplementary learning tool?

After analyzing the results of the survey and interview questions, another workshop was conducted between 1^st and 5^th November to enlighten teachers on the need to adopt D2L instead of Moodle, improve their attitude and perception towards this new LMS and mobilize their commitment in changing students’ attitude and perception and subsequently help improve their academic performance. Teachers were then allowed to continue using D2L to support learning until 29^th November when students started their final exams. Their results in science were collected and compared to first midterm exam. There was significant improvement in students’ performance as outlined in the table below:

Students	2015 mid-term exam results (%)	2015 final exam results (%)
1	57	65
2	54	60
3	47	63
4	60	77
5	39	57
6	72	87
7	40	59
8	53	71
9	55	70
10	61	67
11	70	75
12	33	51
13	76	80
14	85	86
15	62	79
16	46	53
17	43	67
18	30	58
19	60	71
20	51	75
21	82	90
22	74	79
23	67	69
24	61	80
25	41	67

Analysis of Results

The analysis of the results was done using PSPP analysis software. T test runs were and correlation analysis was done for the first dataset containing the results for 2014 mid exams and 2015 mid exams. The same procedure was done for the second dataset that contained the results for 2015 mid exams and the finals of the same year. The output given by PSPP is as follows:

Output for the first dataset

T-TEST

Paired Sample Statistics

		Mean	N	Std. Deviation	S.E. Mean
Pair 0	2014 midterm results	54.32	25	16.33	3.27
	2015 midterm scores	56.96	25	14.59	2.92

Paired Samples Correlations

		N	Correlation	Sig.
Pair 0	2014 midterm results & 2015 midterm scores	25	.96	.00

Paired Samples Test

		Paired Differences
					95% Confidence Interval of the Difference
		Mean	Std. Deviation	Std. Error Mean	Lower	Upper	t	df	Sig. (2-tailed)
Pair 0	2014 midterm results – 2015 midterm scores	-2.64	4.74	.95	-4.60	-.68	-2.78	24	.01

CORRELATIONS

Correlations

		2014 midterm results	2015 midterm scores
2014 midterm results	Pearson Correlation	1.00	.96
	Sig. (2-tailed)		.00
	N	25	25
2015 midterm scores	Pearson Correlation	.96	1.00
	Sig. (2-tailed)	.00
	N	25	25

 

Output for the second dataset

T-TEST

Paired Sample Statistics

		Mean	N	Std. Deviation	S.E. Mean
Pair 0	2015 midterm scores in percentage	56.76	25	14.84	2.97
	2015 finals scores in percentages	70.24	25	10.59	2.12

Paired Samples Correlations

		N	Correlation	Sig.
Pair 0	2015 midterm scores in percentage & 2015 finals scores in percentages	25	.86	.00

Paired Samples Test

		Paired Differences
					95% Confidence Interval of the Difference
		Mean	Std. Deviation	Std. Error Mean	Lower	Upper	t	df	Sig. (2-tailed)
Pair 0	2015 midterm scores in percentage – 2015 finals scores in percentages	-13.48	7.87	1.57	-16.73	-10.23	-8.56	24	.00

CORRELATIONS

Correlations

		2015 midterm scores in percentage	2015 finals scores in percentages
2015 midterm scores in percentage	Pearson Correlation	1.00	.86
	Sig. (2-tailed)		.00
	N	25	25
2015 finals scores in percentages	Pearson Correlation	.86	1.00
	Sig. (2-tailed)	.00
	N	25	25

 

There is a very strong correlation (0.96) between the performance in 2014 midterm and 2015 midterm. This therefore shows that there was no significant difference between the scores in the two examinations, despite the installation of a new system. In the second dataset, where the performance in 2015 midterm was compared to 2015 finals, it was observed, that there was a higher mean associated with the finals scores (70.24 vs. 56.76 ). Further, the deviation from the mean in the case of the midterm scores was more pronounced than in the finals scores. There is therefore a significant difference between the performance in the 2015 midterm and 2015 finals.

 References

Chawdhry, A. (2012). Assessing the Faculty and Students’ Perceptions of Desire2Learn and Blackboardm. Issues in Information Systems, 13(2):302-310.

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