Impact of Information Technology Infrastructure Usage to Online Learning of Engineering Students
Mar John M. de Pedro1*, Lian Anthony, T. Denisa1, Jaenhel, E. Mencidor1
1University of Negros Occidental - Recoletos
*[email protected] Methozela P. Iligan1,Research Adviser
1University of Negros Occidental - Recoletos
Abstract:Changes brought upon by circumstances pushed the government to shift education into a more online-based setting in order to continue the education of the learners without sacrificing quality education. The usage of information technology infrastructure, or in other words, the utilization of technology applications, mobile phones, desktops, or laptops, was seen drastically throughout the past two years. Research suggested that the usage of CAD, CAE, CAM, Pro/Engineer, AutoCAD, Manufacturing and design software, and 3D Modeling bridged the gap in helping engineering students master the demanded rich scientific and theoretical knowledge in higher education system. Besides, the current curriculum also uses these IT infrastructures to train the students to grasp the strong theoretical basis of a concept as well as possess a certain practical and spatial ability for them to comprehensively perform engineering skills and practices. This study aimed to examine the impact of using information technology infrastructure on the practical and spatial skills of learners. A survey of 280 Engineering students who were undergoing online classes in the University of Negros Occidental-Recoletos was conducted. When grouped according to sex, there was no significant disparity in terms of skill between the groups that were affected by the use of information technology infrastructures. However, when grouped according to their specialization, there was a difference. Therefore, the researchers propose a Modernized Education Implementation and Development Program, which will tackle the integration of technology in the engineering curriculum together with assessment and discussion on the concern related to computer-aided learning.
Keywords: Information Technology infrastructures; the impact of IT infrastructures;
perceived usefulness; spatial skills; practical skills
1. INTRODUCTION
Two years ago, another adversity made us shake when a devastating unseen virus hit the entire world, leading to the closing of Institutes to prioritize people's health.
According to Popovici and Mironov (2015), nowadays, the higher education system is continuously changing, with universities having to keep up with the pace of students'
needs, desires, and requirements. Thus, information technologies and rapid developments in information and communication technologies (ICTs) in recent years have resulted in significant changes in the way the world operated and communicated. Simultaneously, forms of ICT were multiplying with an increasing array of ICT options for decision-makers to choose from when integrating ICT into education and training (Ogbomo, 2016).
Information and Communication Technology (ICT) has been regarded as a critical tool for improving the quality of teaching and learning in the educational system. ICT is essential for learners' academic development addressing the demands of global innovation (Ololube, 2006). However, after a thorough research regarding this current problem we are facing, little to no studies were found that explicitly tackle the perceived usefulness of technology infrastructure and usability of information technology infrastructure in the practical and spatial skills of learners, specifically engineering students.
Therefore, this study aimed to quantitatively describe the impacts of computer or software applications on engineering students using online platforms. It involved how the IT infrastructures helped the students lessen their burdens and encourage them to excel in every activity they need to comply with, especially in hands-on training and apply it to their real-world endeavors. The researchers also aimed to reach and align this study to the 2020 Research Agenda with the theme "Agenda 2030 and Sustainable Development in the Age of Global Pandemic", specifically, the fourth goal,
"Quality Education."
The current situation brings forth the lack of hands-on training and application of learnings they acquire in real life. In line with this, the fast growth of information technology innovation became a crucial part of the education processes during this pandemic. Thus, this study helped the engineering student's effective utilization of technology infrastructure and to avoid pitfalls associated with the connectivity and their future careers that modern technology enables.
2. METHODOLOGY
2.1. Theoretical BackgroundThis study was anchored on the theory of Diffusion of Innovation by Rogers since most Engineering students are obliged to adapt to new electronic technologies as means of classroom instructions considering that learning in today's world is online-based. Through this, the researchers were able to determine the adoption pattern of the students who integrate the use of Information Technology Infrastructure for learning and acquiring spatial and practical skills. Moreover, this study was also anchored on the Connectivism Theory recognizing that technology is an essential component of the
learning process and that our continual connectivity allows us to make decisions about our education. Likewise, Technology Acceptance Model (TAM) supports the study in which it states that the effectiveness of information technology depends on how the user perceives technology and its uses.
2.2. Participants and Measures
This study utilized a Quantitative Descriptive research design to collect quantifiable information for statistical analysis of the study’s population sample. The study included a total of 280 college engineering students of the University of Negros Occidental-Recoletos who spend at least 12-18 hours a week using different IT Infrastructures and were currently enrolled in the online mode of learning.
The study’s participants were selected in a probabilistic way using simple random sampling wherein the engineering students were divided into different subgroups, specifically their specialized engineering courses.
2.3. Procedures
For the measures taken by the researchers to conduct the study, a researcher-made questionnaire, informed consent, and request letter were prepared. The test included 28 items Likert-type questionnaire, which allowed the participants to identify and fill out the information on IT infrastructures’ perceived usefulness and usability in their specific skills. After finalizing, the research instrument was tested for validity and reliability by three juries of validators.
Then, data gathering and data collection were done via Google Forms. After the data collection, the researchers proceeded to analyze the data.
2.4. Data Analysis
This study intended to use all three types of Data Analysis to examine the data gathered during the data collection process. Descriptive analysis was used to determine the answers to the first three questions. Analysis of Variance (ANOVA), and Analytical Analysis were anchored to the first hypothesis. Correlational Analysis determined the answer for the last two hypotheses with the help of Pearson Product Moment Correlation.
3. RESULTS AND DISCUSSION
Table 1 & Table 2
Level of usability and level of perceived usefulness of information technology infrastructures as perceived by the participants when taken as a whole or when they are grouped according to sex, types of devices used, and their specific engineering courses
USABILITY PERCEIVED
USEFULNESS Variables n M S
D Interpretat
ion M SD Interpre
tation SEX
Male 1
6 9
4.
36 0.
58 Very High 4.
1 4
0.5
6 High
Female 1
1 1
4.
53 0.
52 Very High 4.
2 6
0.4
9 High
TYPES OF DEVICES USED Mobile
Phone 5
9 4.
25 0.
63 Very High 4.
1 5
0.5
6 High
Laptop 3
1 4.
15 0.
34 High 4.
2 4
0.4
2 High
Desktop 1
7 4.
27 0.
56 Very High 4.
3 1
0.3
9 High
Multiple
Devices 1
7 3
4.
55 0.
54 Very High 4.
1 8
0.5
6 High
SPECIFIC ENGINEERING COURSE Chemical Engineerin g
1 4 4.
57 0.
55 Very High 4.
0 4
0.8
4 High
Civil Engineerin g
1 6 5
4.
49 0.
51 Very High 4.
2 0
0.5
5 High
Computer Engineerin g
1 4 4.
69 0.
38 Very High 4.
2 9
0.4
8 High
Electrical Engineerin g
3 0 4.
00 0.
75 High 4.
11 0.4
0 High
Mechanical Engineerin g
5 7 4.
39 0.
53 Very High 4.
2 0
0.5
0 High
As a whole 2 8 0
4.
43 0.
56 Very High 4.
1 9
0.5
4 High
According to table 1 presented above, when the participants were grouped according to sex, there was no significant difference in their perception of the level of usability of information technology infrastructures. This kind of result was perpetuated across the table when the survey participants were divided into groups according to the devices used and their specific engineering course. This contradicts the study of Yau et al. (2012), claiming that male students have more confidence in using technology for learning than do female students. Although previous studies like that of Yau et al. revealed that males have higher confidence in the use of IT infrastructure for learning than females, this study’s results showed equality between males and females concerning the use of IT infrastructure for the practice of their spatial and practical skills. Table 2 shows that the level of perceived usefulness of information technology infrastructures by the participants was high. The interpretation means high but not to the point that it is indispensable to the practical and spatial skills of the student.
In the study’s results, it showed that there was no significant difference when grouped according to the types of devices used which simply implies that the use of different types of device does not affect the perceived usefulness of the engineering students.
Table 3.1 & Table 3.2
Level of spatial skills and level of practical skills of the engineering students when they are taken as a whole or when they are grouped according to sex, types of devices used, and their specific engineering courses.engineering courses
SPATIAL SKILLS PRACTICAL SKILLS Variables n M S
D Interpretat
ion M S
D Interpreta tion SEX
Male 1
6 9
4.
1 3
0 . 5 2
High 4.
1 3
0.
52 High
Female 1
1 1
4.
2 3
0 . 4 6
High 4.
0 9
0.
54 High
TYPES OF DEVICES USED Mobile Phone
5 9
4.
1 7
0 . 5 1
High 4.
1 6
0.
47 High
Laptop 3 1 4.
1 3
0 . 4 1
High 4.
0 9
0.
58 High
Desktop 1
7 4.
2 7
0 . 3 8
High 4.
1 9
0.
42 High
Multiple
Devices 1
7 3
4.
1 7
0 . 5 2
High 4.
1 0
0.
54 High
SPECIFIC ENGINEERING COURSE Chemical Engineerin g
1 4 3.
9 4
0 . 6 9
High 3.
7 7
0.
54 High
Civil Engineerin g
1 6 5
4.
2 0
0 . 4 6
High 4.
1 4
0.
53 High
Computer Engineerin g
1 4 4.
3 0
0 . 5 3
High 4.
1 4
0.
47 High
Electrical Engineerin g
3 0 4.
0 5
0 . 5 0
High 3.
8 9
0.
41 High
Mechanical Engineerin g
5 7 4.
1 8
0 . 5 3
High 4.
2 3
0.
51 High
As a whole 2 8 0
4.
1 7
0 . 5 0
High 4.
1 1
0.
52 High
Table 3.1 shows the level of spatial skills of the engineering students when they were taken as a whole or according to sex, types of devices used, and their specific engineering course. When they were grouped according to sex, the level of interpretation is high, and it has no significant difference. When grouped according to the devices the participants utilized, it also showed a high level, with the mobile phone having the highest standard deviation of 0.51. There was no significant difference either. There was also no significant difference when the participants are grouped according to their specific engineering course.
As shown in table 3.2, the level of practical skills of engineering students, when taken as a whole, is high and has
a standard deviation of 0.52. It has no significant difference as p > 0.05. There was no significant difference when grouped according to sex, and the male participants have a standard deviation of 0.52. The level of practical skills was high. There was no significant difference in both groups when grouped according to the types of devices used and specific engineering courses. The interpretation means high but not to the point that it is indispensable to the student's practical skills.
Table 4.1
The significant difference in the spatial skills of the students when grouped according to sex.
Spatial skills of the engineering students
SEX t df p
Male Female
4.13 4.23 1.657 278 0.099
-0.52 -0.46
note: the difference in the means is significant when p<0.05 Due to its dichotomous nature, the researchers used the t-test independent samples to determine the significant difference in the students' spatial skills when grouped according to sex. The test found no significance due to its p-value = 0.099, which adheres to the study's first null hypothesis. The "not significant" results on the students' spatial skills of the male or female groups only show that no variable is greater than the other. The result of this table negates the study of Janos and Nagy (2019) which stated that there is a difference between the spatial abilities of men and women.
Table 4.2
The significant difference in the practical skills of the students when grouped according to sex.
Practical skills of the engineering students
SEX t df p
Male Female
4.13 4.09 0.625 278 0.532
-0.52 -0.54
note: the difference in the means is significant when p<0.05 Similar to Table 4.1, Table 4.2 used the t-test independent samples again, but not to determine the students' spatial skills, rather, the students' practical skills when grouped according to sex. Table 4.2, having a p-value of 0.532, clearly shows that there was no significant difference
between the two sexes. It explains that both males and females have similar practical capabilities. The table also accepted the first null hypothesis regarding the student's practical skills when grouped according to sex.
Table 4.3
The significant difference in the spatial skills of the students when grouped according to types of devices used.
TYPES OF
DEVICES USED M F df p
Mobile Phone 4.17 0.299 3 0.826
-0.51 276
Laptop 4.13
-0.41
Desktop 4.27
-0.38 Multiple Devices 4.17
-0.52
note: the difference in the means is significant when p<0.05 It shows that when students were grouped according to the type of device they use, there was no significant difference in their spatial skills. It showed that it accepted the first null hypothesis of the study, stating that there was no significant difference in the students' spatial skills when grouped according to the device used. Accepting the null hypothesis of the study contradicts the study of Guzsvinecz et al. (2022) stating that the use of more immersive devices has significantly increased the completion times of spatial skills assessments. Implicating that students need more time on immersive devices more than the traditional ones like desktops.
Table 4.4
The significant difference in the practical skills of the students when grouped according to types of devices used.
TYPES OF DEVICES
USED M F df p
Mobile Phone 4.16 0.348 3 0.791
-0.47 276
Laptop 4.09
-0.58
Desktop 4.19
-0.42 Multiple Devices 4.1
-0.54
note: the difference in the means is significant when p<0.05 This table reveals that when learners were divided into groups based on their gadgets, their practical abilities do not change much. It simply indicates that the four groups may have varying levels of practical skills, but not to the point where the other is exceedingly more significant than the others. It displays that it accepted the study's initial null hypothesis, which claimed that there was no significant difference in students' practical skills when grouped by the device used.
Table 4.5
The significant difference in the spatial skills of the students when grouped according to their specific engineering courses.
SPECIFIC ENGINEERING
COURSE M F df p
Chemical Engineering 3.94 1.58
6 4 0.178
-0.69 275
Civil Engineering 4.2
-0.46
Computer Engineering 4.3
-0.53 Electrical Engineering 4.05
-0.5 Mechanical Engineering 4.18 -0.53
note: the difference in the means is significant when p<0.05 Having five various engineering courses as variables, the statistician used Analysis of Variance (ANOVA) to determine the significant difference in the students' spatial skills when grouped according to their specific engineering courses. After conducting the statistical treatment Analysis of Variance (ANOVA), the p-value was equal to 0.178. The results only show that even when the students were grouped according to their particular engineering courses, there were no significant differences in their spatial skills. It adheres to the initial null hypothesis of the study, which states there is no significant difference in the students' spatial skills when grouped according to their specific engineering courses. The other courses' spatial skills were not significantly more vital than the other.
Table 4.6
The significant difference in the practical skills of the students when grouped according to their specific engineering courses.
SPECIFIC ENGINEERING
COURSE M F df p
Chemical Engineering 3.77 3.905 4 0.004
-0.54 275
Civil Engineering 4.14 -0.53 Computer Engineering 4.14
-0.47 Electrical Engineering 3.89
-0.41 Mechanical
Engineering 4.23
-0.51
Note: the difference in the means is significant when p<0.05 Chemical
Engineerin g
Civil Engineer ing
Comp uter Engin eering
Electric al Engine ering Chemical Engineering
Civil Engineering Different
Computer Engineering Same Same
Electrical Engineering Same Different Same Mechanical
Engineering Different Same Same Differe
nt
In contrast to the previous tables, Table 4.6 reveals a p-value of 0.004, which only means that there was a significant difference between the students' practical skills when grouped according to their specific engineering courses.
In addition, the Post-Hoc Test was used to quickly determine the differences between three or more groups, which in this case was used in the five specific engineering courses. It implicated that various groups have significantly higher practical capabilities than the others.
Table 5.1
The significant relationship between the high usability and the practical skills of the engineering students.
Variable r df p
Usability of information technology infrastructures x
Practical skills of the engineering students 0.47 278 0 note: the difference in the means is significant when p<0.
The statistician used Pearson R to determine the significant relationship between the high usability and the practical skills of the engineering students. It is used to examine whether there is no relationship between variables.
The result reveals a significant relationship between the high usability and the practical skills of the engineering students.
The use of these computational tools (e.g., MATLAB, COMSOL) is necessary for engineering practice (practical skills) such as design thinking, problem-solving and modern-engineering techniques as stated in ABET (2013). It also adheres to and accepts the hypothesis for the fifth research question that stated that there is a significant relationship between high usability and the practical and spatial skills of the engineering students.
Table 5.2
The significant relationship between the high usability and the spatial skills of the engineering students.
Variable r df p
Usability of information technology infrastructures x
Spatial skills of the engineering students
0.399 278 0
note: the difference in the means is significant when p<0.05 The statistician also used Pearson R to determine the significant relationship between the high usability of information technology infrastructure, and the student's practical skills, similar to the previous table. The study of Branoff and Dobelis (2014) supported the study’s results claiming that the utilization and operation of CAD software plays a key role in CAD Modelling strategies and quality spatial visualization. The results have a p-value of 0.000, equal to the last table, which also indicates a significant relationship between the high usability and the practical capabilities of the engineering students. It also accepts the second hypothesis, which states there is a significant relationship between high usability and, specifically, the spatial skills of the engineering students.
Table 6.1
The significant relationship between the perceived usefulness of technology infrastructure and the increase in students’ spatial skills.
Variable r df p
Perceived usefulness of information technology
infrastructures x Spatial skills of the engineering
students 0.637 278 0
note: the difference in the means is significant when p<0.05 The statistician used Pearson R to determine the significant relationship between the perceived usefulness of technology infrastructure and the increase in students' spatial skills. The result reveals a significant relationship between the perceived usefulness of technology infrastructure and the increase in students' spatial skills, having 0.000 as the p-value. It can mean that the students' spatial skills increase concerning how useful they perceive information technology infrastructure to be. It also adheres to and accepts the hypothesis for the last research question that stated that there is a significant relationship between the perceived usefulness of technology infrastructure and the spatial skills of the engineering students.
Table 6.2
The significant relationship between the perceived usefulness of technology infrastructure and the increase in student’s practical skills.
Variable r df p
Perceived usefulness of information technology
infrastructures x Pratical skills of the engineering students
0.37
3 27
8 0
note: the difference in the means is significant when p<0.05 The results have a p-value of 0.000, similar to the previous table, indicating a significant relationship between the perceived usefulness of technology infrastructure and the increase in students' practical skills. According to a study by Kortesky & Magana (2019), focusing on technology such as domain-specific computer software, tools, and packages that embed mathematics and/or engineering principles is essential in developing engineering practice. Moreover, in the perceived usefulness, IT infrastructure provided significant learning support, significant practical skills, and user satisfaction. It also accepts the third hypothesis, which states there is a significant relationship between the perceived
usefulness of technology infrastructure and the practical skills of the engineering students.
4. CONCLUSIONS
Answering the first hypothesis based on the study results, there is no significant difference in the spatial and practical skills of the students when grouped according to sex and types of devices used. The researchers concluded that both males and females using different types of devices have similar practical capabilities, and it goes to show that no variable is greater than the other. It means that these six groups may have varying level of spatial and practical skills, but not to the point that it is vital or affected by the use of information technology infrastructures. Contrary to the statements said above, there is a significant difference between students' spatial and practical skills when grouped according to their specific engineering courses. For example, Civil Engineering has a different level of practical skills than Chemical Engineering, may it be because civil engineers are more exposed to hands-on practices than Chemical Engineers. The findings of the current study prove that high utilization of IT Infrastructures helped improve students' spatial and practical abilities. The results also implicate that the realization of the students on how valuable IT Infrastructures is to their education has a connection with the increase of their spatial and practical ability. To sum it up, the study's results provided conclusive evidence that students viewed the use of information technology infrastructure as an effective and helpful way of learning and improving their spatial and practical skills. It was found that students suggested that IT infrastructure was crucial to the success of their skills. However, the researchers have not looked much deeper into other factors as to why and how the IT infrastructures helped them increase their skills both spatially and practically.
5. RECOMMENDATIONS
Established from the results, implications, explanations, and forming conclusions in the research study, the researchers recommend the following:
Software Developers. Software developers, especially those focused on creating educational software, should reconstruct the interface of their program and enhance it to make an effective application that can stimulate and solve real-world problems.
Teachers.The researchers would like to advise the teachers that they should modify their lesson plan to provide particular detail about the appropriate and effective use of information technology infrastructures in honing the students' skills.
Students.The researchers recommend that students should discover new learning strategies such as using a variety of resources apart from the traditional ones like educational technology tools.
Future researchers.It is recommended that future researchers should expand the study to other variables and factors as to why and how information technology infrastructures affect and help the students increase not only their practical and spatial skills, but other skills as well.
Exploring its challenges and detrimental impacts of it is also recommended.
6. ACKNOWLEDGMENTS
The research study would not have been completed if it were not for the help, time, and effort exerted by the following people. The researchers would like to express our deepest gratitude: To Ms. Methozela Iligan, our research adviser, for helping, teaching, and giving knowledge to the researchers to conduct and finish the entirety of the research study; To Mr. John Lloyd C. Belbar, Mr. Kurt Yousef M.
Barrioga, and Mr. Efren C. Rosales for accepting our letter of request to be our validators and providing the group with their expertise in giving suggestions, corrections, and recommendations; To Mr. Efren C. Rosales, our statistician, for continuously guiding the researchers all throughout the research process. This research study would not be possible without him sharing his expertise not only in guiding the researchers in the statistical aspects of the paper but also in other parts of the study as well; To Mr. Rigel Arrabis, our technical consultant for his outstanding efforts in guiding and giving recommendations to improve the research study; To Engr. Christopher G. Taclobos, the Dean of the College of Engineering, for entrusting the researchers with the name of the participants and making sure that their data collection process was appropriately and ethically executed; To the Almighty God for keeping the researchers sane, guiding, giving the gift of knowledge, patience, strength, and understanding for the researchers to complete this research study.
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