Research Hypotheses

This research aims to improve the outcomes of computer education in LHES by investigating the current situation, and harnessing the technological pedagogical

frameworks as well as ICT techniques. As a result of this, a new pedagogical framework, a new learning style model and a new adaptive education system are developed. However, the question remains as to whether the outcomes of this research positively affect the performance of the student. In order to get some insights into the outcomes of this

11

research, empirical experiments were conducted. Mainly, these experiments investigated the following:

1. The current situation of computing education in LHES including teaching strategies, pedagogical approaches as well as using technology in teaching processes;

2. The efficiency of existing LSIs: impact of using different forms of information (visual and active) for building these instruments, and impact of that on the accuracy of measurements;

3. Investigating the dominant learning styles of computing students in LHES compared with the results of similar studies around the world;

4. Impact of using the adaptive educational environment on the performance and engagement of students.

1.12.1. Hypotheses of Investigating the Current Situation of LHES

In this experiment, data was collected from 46 computer teaching staff members across 3 faculties from Misurata University and 2 higher education institutes (polytechnics) and an exploratory statistical analysis of this data was conducted in order to find out whether there was any statistical evidence to not rejecting any of the following hypotheses:

• Hypotheses 1:

o (H0): there is no significant correlation between the years of teaching

experience and using technology and pedagogy in education; o (H1): there is a significant correlation between the years of teaching

experience and using technology and pedagogy in education; • Hypotheses 2:

o (H0): there is no significant correlation between the age of the teacher and

using technology and pedagogy in education;

o (H1): there is a significant correlation between the age of the teacher and

using technology and pedagogy in education; • Hypotheses 3:

o (H0): there is no significant correlation between the years of teaching

12

o (H1): there is a significant correlation between the years of teaching

experience and teaching approach; • Hypotheses 4:

o (H0): there is no significant correlation between the age of the teacher and

teaching approach.

o (H1): there is a significant correlation between the age of the teacher and

teaching approach.

The results of this section will be presented in detail in Chapter 5, in subsections 5.2.3, 5.2.4, 5.2.5, 5.2.6, 5.2.7 and are mainly covered in (Alzain et al. 2014).

1.12.2. Hypotheses of Investigating the Impact of Using Visual and Active Forms of Information for Building the Instruments of Learning Styles, and Impact of that on the Accuracy of Measurement

In this experiment, data was collected from 50 students currently enrolled in three modules at Nottingham Trent University; out of the 50 students who agreed to engage, 10 were female and 40 male. 6 participants were studying at postgraduate level and the other 44 students were undergraduates. The data was analysed thoroughly to find out whether there was any statistical evidence to not reject any of the following hypotheses:

• Hypotheses 5:

o (H0): constructing the instruments of learning style using the visual and

active content will not impact the measuring of learning preferences; o (H1): constructing the instruments of learning style using the visual and

active content will impact the measuring of learning preferences; • Hypotheses 6:

o (H0): there is no significant differences in terms of learning style between

males and females;

o (H1): there is significant differences in terms of learning style between

13

• Hypotheses 7:

o (H0): there is no significant correlation between learning styles and years of

computer use;

o (H1): there is a significant correlation between learning styles and years of

computer use; • Hypotheses 8:

o (H0): there is no significant correlation between the dimensions of learning

styles.

o (H1): there is a significant correlation between the dimensions of learning

styles.

The results of this section will be presented in detail in Chapter 5, section 5.5, and partially covered in (Alzain et al. 2016)

1.12.3. Hypotheses of Investigating the Preferred Learning Style of Computing Students in LHES Compared with the Results of Similar Studies around the World

In this experiment, data was collected from 111 students enrolled at Misurata University in Libya, and out of the 111 students who agreed to engage, 81 were female and 30 male. Data was also collected from 50 students from Nottingham Trent University, and out of the 50 students, 10 were female and 40 male.

The data was analysed thoroughly, and the results were compared with the findings of similar studies to find out whether there was any evidence to not reject any of the following hypotheses:

• Hypotheses 9:

o (H0): there is no significant difference in terms of the preferred learning

styles between the Libyan students and NTU students;

o (H1): there is a significant difference in terms of the preferred learning

styles between the Libyan students and NTU students; • Hypotheses 10:

o (H0): there is no significant difference in terms of the preferred learning

14

o (H1): there is a significant difference in terms of the preferred learning

styles between the Libyan students and Arab students; • Hypotheses 11:

o (H0): there is no significant difference in terms of the preferred learning

styles between the Libyan students and overseas students.

o (H1): there is significant difference in terms of the preferred learning styles

between the Libyan students and overseas students.

The results of this section will be presented in detail in Chapter 5, section 5.4.

1.12.4. Hypotheses of Applying the New Technological Pedagogical Framework Using the Adaptive System

40 students from the Faculty of Education and the Faculty of Information Technology at Misurata University participated in this study and and three experiments were conducted. In order to explore whether there was any statistical evidence to not reject any of the following hypotheses, a thorough statistical analysis was conducted.

• Hypotheses 12:

o (H0): there is no significant difference in terms of the knowledge gained

between students who learn using the new adaptive system and students who learn without it;

o (H1): there is a significant difference in terms of the knowledge gained

between students who learn using the new adaptive system and students who learn without it;

• Hypotheses 13:

o (H0): there is no significant correlation between dimensions of learning

style.

o (H1): there is a significant correlation between dimensions of learning style.

The results of this section will be presented in detail in Chapter 5, section 5.6, and partially covered in (Alzain, Clark et al. 2017).

15