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In the previous chapter, the findings through the distributed questionnaire were revealed. The data obtained has also been analyzed in the previous chapter. This final chapter will be the last section which will discuss the summary of the data gathered from the distributed questionnaires. The summary will be discussed in accordance to the research questions which have been mentioned in early part of this study. Subsequently, the summary of the findings will be followed with relevant recommendations for further studies. This final chapter also sums up the earlier chapters of this research.
5.1 Discussion of Findings
This research was conducted based on the argument that whether I-Learn Class Portal contributes to respondents' CGPAs or not. The findings have proven that most of the respondents claimed that I-Learn does not contribute to their CGPAs at all.
5.1.1 Research Question 1: How does I-Learn Class Portal contribute to students' achievement?
This research question was clearly answered in the first question in Section B. 67% chose the portal for the lecture's notes, 75% chose the portal if only there is/are assessment(s), and 35% chose it to communicate with the lecturer while only 15% chose the portal to communicate with other students. From here, it can be concluded that majority of the respondents chose I-Learn Class Portal only when there are marks for them - not for looking extra information and what not. This is contradictory with the prominent goal upon the I-Learn Class Portal implementation which is "To provide a robust and reliable e-learning facilities and services for academicians and students community in content delivery, synchronous and asynchronous modes of teaching and learning," (Gupta, 2007). Also, the limitations of the activity which can be done on I-Learn Class Portal such as consistent discussion in forum hinder the students to get a full usage of it. Plus, most of the lecturers do not use the portal and this encumbers the students to benefit the portal to the maximum level. Supposedly, I-Learn Class Portal should endow with more 'connectivity' among lecturers and students (Ipri & Sell, 2005). For a varsity student, it is important to maintain a good CGPA as it will permit them to have better future in the working world later on. Thus, one of the factors to boost up student's CGPA is by browsing through I-Learn Class Portal not only for the marks offered but also the extra information that can be used by the students in the learning process.
5.1.2 Research Question 2: Does I-Learn Class Portal contribute to students' CGPA?
The attempt to answer this second research question was done through the formation of Section B at the fourth question. Majority of respondents or 29 respondents out of 40 respondents overall unanimously claimed that I-Learn Class Portal does not contribute to their CGPA. If this was the case, what is the point of having this I-Learn Class Portal? Towards world-class university, this should be taken into account in order to make teaching and learning process more effectual. With the existence of I-Learn Class Portal, the lecturers should take this opportunity to apply the methods of teaching so that the students can make use of this portal and achieve better meaningful results.
The findings show that the purpose of establishing the I-Learn Class Portal is not yet achieved as majority of the respondents do not use the portal as they claimed that most of the lecturers do not use it, the layout of the portal is boring, nothing much to be found in the portal unless the online exam papers, a lot of technical problems and so on and so forth. Hence, the management team of I-Learn Class Portal should aware of this so that the label of world-class university portrays the one without any qualm.
5.2 Summary of the Study
This research has been done in response to the belief that does I-Learn Class Portal really makes a contribution towards the students' achievement? Thus, this research was done to discover the effectiveness of the usages of the I-Learn Class Portal towards the students' achievement or to be exact, students' CGPA. Other than investigating whether the CGPAs of those respondents who frequently use the portal have a huge gap compared to those respondents who do not, another focus in the study was to examine the role of the I-Learn Class Portal in the eyes of the respondents themselves.
Questionnaire had been utilized as the prominent instrument in data gathering and the data collected was then analyzed and studied. The findings explained and verified that there are no differences of CGPAs between the respondents who frequently use the portal and the respondents who do not use the portal. It is proven that I-Learn Class Portal does not contribute to the students' achievement among the particular eighth semester of B. Ed TESL (Hons.) respondents.
In order to realize the main purposes of the establishment of I-Learn Class Portal, there are a lot of works to do so that all the lecturers and students especially can really benefit from the frequent usages and thus maximize the performances.
This research has provided some insight on the role of I-Learn Class Portal towards the students' achievement. However, there are still a lot of improvements which could be made to increase the frequency of the usages of the portal. Based on this research, several recommendations are being put forward to enhance the performances of the portal:
1. I-Learn Class Portal Administration and Management Team
As discussed earlier, the respondents claimed that I-Learn Class Portal has several obvious predicaments which are the severe technical problems, the dull and boring layout, the lack of content(s) and information and so on and so forth. Therefore, rather than just agreeing this matter, I-Learn Class Portal Administration and Management Team need to work harder to improvise the portal so that the goal of the policy can be achieved and should be proud of. Be more creative in presenting the portal as UiTM is heading towards world-class university so that local students as well as international students can benefit much from the portal and utilize it to the maximum.
2. The UiTM Lecturers
In this case, most of the lecturers do not use the portal as one of the medium in teaching and learning process. Supposedly, all the lecturers utilize the portal as this means will make the teaching and learning process easier. For example, if the lecturers post the notes or slides in the portal before the lesson, students may read that before hand and this will make the lesson more meaningful and easy to absorb as the students have gained the schemata already. Also, every courses in the program offered do relevant with I-Learn Class Portal - not only posting the notes or slides, but lecturers can make use of the online discussion room or I-discuss so that further discussion can be made after the class without extent the normal class hour. All the lecturers should be committed as the students are also committed to use the portal as one of sources in their learning process.
3. Future Research
If a future research is going to be a similar like this, it is strongly suggested that first, the population and desired sample of respondents to be expanded to a far much bigger numbers to increase the elements of validity. Respondents of this research are only 40 out of 108 of the total number of the whole eighth semester B. Ed TESL (Hons.) students. Hence, the data received and examined in Chapter 4 of this research is fairly simple. If bigger research populations are used, there is a huge possibility for the upshot of the research would lead to concrete conclusions that support the research findings.
Moreover, it is suggested that the questionnaire is to refined in terms of adding more open-ended questions, asking the respondents to further clarify their respective answers. This is for the reason that it would help the researcher to obtain clearer view to analyze the responses. Furthermore, interview sessions could also be done to further questions that might be long to be answered on the questionnaires, given the fact that this topic is subjective to one person another.
In conclusion, this study has managed to determine the role of I-Learn Class Portal and its contribution(s) towards the particular respondents. The research questions have been answered and scrutinized clearly, and the research objectives were achieved from the findings presented. Therefore, this research can be taken as reference by I-Learn Class Portal Administration and Management Team, lecturers and students upon understanding the usages of I-Learn Class Portal and its respective roles. This research also provides recommendations which can be taken into account if the similar research is to be conducted and hopefully this research would become usable in some way or another.