Binoy John, Avi Nuh Poonam Mukherjee
Royal Global University, Guwahati; ICFAI University, Tripura
Pages:211-220
In India, technology-based educational curriculum took momentum in educational policies
with ‘National Curriculum Framework 2005’, ‘National Policy on ICT in School Education2012’, ‘National Education Policy 2020’, ‘National Curriculum Framework for School
Education’ (NCF2023) and further stimulated the growth during the COVID-19 crisis.
The study has examined and measured the students’ attitudes towards and benefits of
machine assisted learning in a classroom and how it transforms the learning process.
The study has adopted a quantitative approach and used a purposive random sampling
technique. The study comprises 185 (88 Males and 97 Females) adolescents from
seven private English medium schools (CBSE affiliated) in Guwahati city. The data is
collected through standardized questionnaires; Attitudes towards ICT and Benefits of
ICT, (Davis & Pappuswamy, 2021) along with demographic details. In order to find
answer to the research questions and to test the hypothesis, statistical procedures
such as descriptive and inferential statistics of t-test, correlation and regression were
performed. The result revealed moderate level of students’ positive attitude in using
technology and its benefits. A substantial correlation found between the variables and
the ICT benefit positively influenced students’ attitude towards ICT. The study highlighted
that there is no significant gender difference in their attitude to ICT and its benefits. The
attitude towards ICT influences the student’s motivational, cognitive, environmental and
learning outcomes.