Research Journal of Recent Sciences _________________________________________________ ISSN 2277-2502 Vol. 4(IYSC-2015), 192-195 (2015) Res. J. Recent. Sci. International Science Congress Association 192 Utility of Innovative Techniques (Smart Class) in Learning Mathematics among Secondary School Students N. Sridhar and T. MalligaVellalar College of Education for Women, Maruthi Nagar, Thindal, Erode-12, Tamil Nadu State, INDIAAvailable online at: www.isca.in, www.isca.me Received 30th June 2015, revised 26th August 2015, accepted 26th September 2015 AbstractEducation is the social process by which an individual learns the things necessary to fit him to the life of his society. The students learn to use the computer in solving difficult problems and also they changes on the individuals with respect to positive question, different types can take a test with the computer and can obtain immediate meaningful feedback. The computer can be used by teacher in many innovative ways to improve the effectiveness of instruction. The advances claimed of using computers in education for saving time and effort. Smart class is a comprehensive solution designed to assist teachers in meeting with their day to day classroom challenges and enhancing student’s academic performances with simple, practical and meaningful use of technology. It simplifies the problems of teaching abstract curriculum concepts that are difficult for students of visualize or relate through the provision of three dimensioned interactive multimedia modules. Investigator used by survey method and simple random technique are followed. The Sample of 300 IX standard students in Erode District from Tamil Nadu State. Descriptive and differential statistics are used this study. Keywords: Utility, innovative techniques, smart class,learning mathematics and computer. Introduction Education is the social process by which an individual learns the things necessary to fit him to the life of his society. The students learn to use the computer in solving difficult problems and also they changes on the individuals with respect to positive question, different types can take a test with the computer and can obtain immediate meaning full feedback. The computer can be used the teacher in many innovative ways to improve the effectiveness of instruction. The advances claimed of using computers in education in saving time and effort. Smart class is a differ from other classes and enhancing student’s academic achievement to improve to use of technology. Need and significance of the study: Over the last few decades everything has change the life with the all pervasive intervention of technology. However classrooms have remained untouched by technology. The class rooms in which children study in chalk and blackboard, a packed classroom, textbooks. Regimentals, curriculum, a teacher painstakingly, explaining abstract concepts with the limited tools at her disposal. Teacher demands of these technological of schools, parental educational qualification and parent income basis are leading to greater concern for minimizing future opportunities for high school students. Every student is unique in his capacity to learn as a result of their variation in interest intelligence abilities, attitudes and aptitudes. The student can gain more knowledge by studying school subject with the help of computers. Statement of the problem: Computer and smart class help to teaching is ensure that every child in the class in learning, given the wide diversity of learning styles in the classroom. It is also highly efficient in maintaining student’s interest and engagement in learning inside the classroom. So the investigator has chosen the entitled as “Utility of Innovative Techniques (Smart Class) In Learning Mathematics among Secondary School Students”. Objectives of the study: To find out the significant difference exist in the utility of innovative techniques in learning mathematics with regard following demographic variables. i. Gender, ii. Medium of instruction, iii. Locality of the school. To find out the significant difference between the utility of innovative techniques in learning mathematics with regards type of schools. i. Government, ii. Government aided, iii. Private. To find out the significant difference between the utility of innovative techniques in learning interest in mathematics and interest in computer. Hypotheses of the study: There is no significant difference exist in the utility of innovative techniques in learning mathematics with regards following demographic variables. i. Gender, ii. Medium of instruction, iii. Locality of school. There is no significant difference between the utility of innovative techniques in learning mathematics with regards type of schools. i. Government, ii. Government aided, iii. Private Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 4(IYSC-2015), 192-195 (2015) Res. J. Recent. Sci. International Science Congress Association 193 There is no significant difference between the utility of innovative techniques in learning interest in mathematics and interest in computer. Review of Related Literature: Carr, refers to computer assisted instruction in teaching of Mathematics. Banerjee, Subramanian and Naik refer to the study describe the evolution of a teaching approach for beginning Algebra and highlight the value of arithmetic in specific ways to help students make the transition. Bevan refer to the study boys and girls differ in their typical learning styles; and that ability impacts differently on boys and girls. Ghose J. B refers to the study on e-learning programmee. Fennema, E and Sharma refer to the study identified as critical, beliefs about the usefulness of, and confidence in learning mathematics with males better than the females. Kapur in the Fifth survey of Educational Research (1998-02) had point out that improvement of classroom learning and teaching. Menon refer to the study of children’s understanding of angles, which was found to be very much within their zone of proximal development. Investigator collects to related studies on fifty of Innovative techniques in learning mathematics by different authors in India and Abroad. Methodology The researcher used survey method in this study. The independent variable is innovative techniques in learning mathematics and the dependent variable is secondary school students. IX standard school students in Erode District constitutes of the population of about 5,675 for this study. The investigator has decided to use simple random sampling for the present study. The refined tool was administrated to 300 students of 5 schools selected for the final study. The refined tool contained 25 items on learning ability of the students, interest towards mathematics utility of innovative techniques in learning mathematics. Personal data was used to elicit responses from the teachers regarding with gender, medium of instruction, locality of school, type of school, interest in mathematics and interest in computer. The statistical techniques applied in this research were descriptive measures (Mean and SD) and differential measures ANOVA. Delimitation of the study: The study was conducted 300 samples for eighth and ninth standard secondary students only in Erode District. Results and Discussion Analysis of Data and Interpretation: Testing the Hypotheses Hypothesis-1: There is no significant difference exist in the utility of innovative techniques in learning mathematics with regards following demographic variables. i. Gender, ii. Medium of instruction, iii. Locality of school. From the table-1, it is found that the significant calculated value 3.57 which is greater from the table value 1.96 at 0.05% level of significance. Hence the null hypothesis is rejected. Therefore there is significant difference in utility of innovative techniques in learning mathematics among secondary school students with regards (gender) male and female. From the table1, it is found that the significant calculated value 1.27 and 0.44 which is less than the table value 1.96 at 0.05% level of significance. Hence the null hypothesis is accepted. There is no significant difference in utility of modern techniques in learning mathematics among secondary school students with regards (medium of instruction) English and Tamil, and (locality of school) rural and urban.Table-1 Significant difference between the utility of innovative techniques in learning mathematics with regards demographic variables Demographic variables Demographic sub variables N mean S.D Calculated t test Table value #Sig. of 0.05% Gender Male 120 57.50 6.7 3.57 1.96 Sig Female 180 60.25 6.2 Medium of instruction English 161 61.64 7.4 1.27 Not Sig Tamil 139 60.68 7.4 Locality of school Rural 148 61.95 12.1 0.44 Not Sig urban 152 61.40 7.3 # Significance of 0.05% level Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 4(IYSC-2015), 192-195 (2015) Res. J. Recent. Sci. International Science Congress Association 194 Hypothesis-2: There is no significant difference between and within the utility of innovative techniques in learning mathematics with regards following type of school. i. Government, ii. Government aided, iii. PrivateFrom the table-2, it is found that the obtained calculated value 0.22 is less than the table values 2.96 at 0.05% level of significant. Hence the null hypothesis is accepted. There is no significant difference between and within the utility of innovative techniques in learning mathematics with regards following type of school.The table-3, reveals that the mean value are very high for the utility of innovative techniques in learning mathematics in the govt. and govt. aided secondary school students where as the mean value of private school students is comparatively less. Hypothesis–3: There is no significant difference in utility of innovative techniques in learning mathematics with regards to the interest in mathematics and interest in computers.From the table4. It is found that the obtained calculated value 43.9 and 3.51 is greater than table value 2.96 at 0.05% level of significant. Hence the null hypothesis is rejected. Therefore, it is proved that there is a significant difference in utility of modern techniques in learning mathematics with regards interest in mathematics and interest in computers. Table–2 Significant difference between and within the utility of innovative techniques in learning mathematics with regards following type of schools Source of variable Degree of freedom Sum of square Mean variance Calculated value Table value #Sig. of 0.05% level Between the group 2 204.5 102.3 0.22 2.96 Not sig. Within the group 298 4095.5 435.1 Total 300 4300 657.30 Table–3 Mean and S.D of the utility of innovative techniques in learning mathematics with regards to type of school Type of school Sample (N) Mean S.D Government 92 60.76 7.34 Government aided 85 60.40 8.23 Private 123 60.12 7.08 Table-4 Significant difference in the utility of innovative techniques in learning mathematics with regards interest in mathematics and interest in computer Source of variable Demographic variable df Sum of square Mean variance Calculated variable Table value #Significant at 0.05% level Between the group Interest in mathematics 2 903.5 451 43.9 2.96 Sig. Within the group 298 3066.5 10.29 Total 300 3970 462 Between the group Interest in computer 2 356.02 178 3.51 Sig. Within the group 298 15163 50.71 Total 300 15519.4 228.72 Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 4(IYSC-2015), 192-195 (2015) Res. J. Recent. Sci. International Science Congress Association 195 Table-5 Mean and S.D of utility of modern techniques in learning mathematics with regards to interest in mathematics and interest in computers Level Interest in mathematics Interest in computer Sample (N) Mean Standard Deviation Sample (N) Mean Standard Deviation Very High 99 60.5 8.8 101 61.7 8.2 High 143 59.75 7.6 133 58.5 7.6 Low 58 61.53 10.4 66 63.5 11.5 The above table-5, reveals that the mean values and Standard deviation of the students having interest in mathematics and interest in computer is low from compare to the other two. Major Findings: i.There is significant difference in utility of innovative techniques in learning mathematics among school students with regards to gender. ii. There is no significant difference in utility of innovative techniques in learning mathematics with regards medium of instruction and locality of the school. iii. There is no significant difference between the group and within the group of utility of innovative techniques in learning mathematics with regards type of the school. iv. There is significant difference between and within the group of utility of innovative techniques in learning mathematics with regards to interest in mathematics and interest in computer. Recommendations of the study: i. The smart class can be implemented for the govt. schools. ii. The smart class can be enhanced to teach the language subjects like Tamil, computer science and Hindi. iii. The smart class can be enhanced to teach the subjects like arts, music and drawings. Suggestion for the Further Study: i. This study can be carried out for the students of VI and XII standard in matriculation schools and government. ii. This study may be extended to other districts. iii. This study will continue to find new ways to motivate students. iv. Similar studies can be conducted on various subjects. v. The study may be carried out to find the role of exhibitions, clubs and museums promoting the achievement in mathematics. Conclusion This study concludes that there is a significant difference between the gender, interesting in mathematics and computer with respect to the innovative techniques in learning mathematics. There is no significant difference between the medium of institution, type of schools and locality of the school with respect to the innovative techniques in learning mathematics and 50% of the student learning computer. 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Presentation made at the National Institute on mathematics education- Northern Region conference, Delhi, (2011)7.Fennema E and Sherman J., Sex related differences in mathematics achieve and spatial, visualization and affecting factors, American educational research journal, 14, 51-71, (1997)8.Kapur J.N., Mathematics Education in national council of educational research and training (Eds), Proceeding of epi STEME -3 conference, Mumbai: HBCSE, (2009)9.Menon, The introduction of Angles. In K. Subramaniam and A. Mazunder (Eds), Proceeding of epi STEME-3 conference, Mumbai: HBCSE, (2009)