Z-Test-Based Analysis for Validating the Effectiveness of NPTEL E-Learning Modules

Z-Test-Based Analysis for Validating the Effectiveness of NPTEL E-Learning Modules

Manoj Kumar Srivastava, Rajesh Kumar, Ashish Khare
Copyright: © 2022 |Pages: 14
DOI: 10.4018/IJICTHD.299406
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Abstract

The present article proposes use of a z-model to validate learning progress after experimenting on student’s performance. A statistical map of z-values is used to calculate the z-value. This paper is divided into two parts - First examine the students' learning outcomes in various computer science and engineering (CSE) subjects during regular classroom instruction as well as examine the students by an interactive learning model in which traditional classroom instruction and e-learning modules are combined and then, the second part administers a related exam to the same group of students. Z-test is used as a tool for evaluating the results. Based on the findings we found that students' performance increased dramatically after incorporating an e-learning module into their classroom instruction. The e-learning module has now been introduced into the classroom. Each subject would have a separate test paper with a higher degree of difficulty. It has been found that a substantial increase in the learning outcome of the students after Appling the proposed approach.
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Literature Review

Author (Wang, 2014) created the GPAM-WATA EL evaluation-centered e-learning framework using a web-based two-tier diagnostic assessment. Teachers may use this e-learning framework to administer two-tier screening assessments, dynamic assessments, and e-learning assessments. The elements on the customized complex evaluation are linked to the questions that students don't get right. Through responding to these chosen instructional objects and receiving prompts, students may learn more. This study discovered that customized dynamic evaluation, which is accessible in GPAM-WATA EL, is more successful in optimizing the student learning outcomes.

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