Astitva international journal of commerce management and social sciences

Astitva International Journal of Commerce Management and Social Sciences ISSN- 2320-0626 (Online)


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Volume 1, No. 1, December 2012

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FROM THE DESK OF MANAGING EDITOR

It is my pleasure to acknowledge you about the international journal of Commerce
Management and Social Sciences, which is the platform for research & development practices
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TABLE OF CONTENTS

S. No Contents Page
No.

1 Editorial Board 4

2 Copyrights and Disclaimer 5

3 Company Overview 6

4 An Empirical Evaluation of Critical Success Factors of Knowledge Management for 7
Organizational Sustainability

Dr. Anli Suresh

5 The Study of Reasons of Stress among Human Capital in Delhi 19
Mr. Vaibhav Misra

6 An Empirical Study on Attitudes of B. Tech Students towards E-Learning 29

Ms. Akansha Misra

7 The Theoretical Study of Lying and Micro Expressions 46

Abhijatya Dhar and Dr. Vandana Shriharsh

8 How to Solve Case Study 60

Jatin Tekriwal

9 Guidelines for the Author 62

Patron
Mrs. Geeta Misra

Managing Editor
Mr. Anand Bajpai

Editorial Board
Dr. Vandana Shriharsh Dr. R Venkataraman
Executive Director- Astitva Consultancy Professor
Services Department of Management Studies
& Assistant Professor Presidency Business School
Department of Psychology Bangalore, India
Amity University
Noida, India

Dr. Anli Suresh Dr. Suman Pathak
Assistant Professor Assistant Professor
Department of Commerce School of Business Management
Madras Christian College Sharda University
Chennai, India Greater Noida, India
Distinguished Fellow Global Strategic
Management Inc.
Michigan, USA

Dr. Ratna Vadra Dr. Aaruni Saxena, MD, PhD
Assistant Professor- Economics and Institute of Pharmacology
International Business University of Duesseldorf
Duesseldorf, Germany
Institute of Management and Technology
Ghaziabad, India


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ASTITVA CONSULTANCY SERVICES- AN OVERVIEW

Astitva Consultancy Services is a Human Capital Services and Research Oriented organization
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ABOUT ASTITVA INTERNATIONAL JOURNAL OF COMMERCE MANAGEMENT
AND SOCIAL SCIENCES
Astitva International Journal of Commerce Management and Social Sciences (AIJOCMSS),
peer-reviewed and published bi-monthly, is committed to publishing scholarly empirical and
theoretical research articles that have a high impact on the commerce, management and social
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suitable for publication in Astitva International Journal of Commerce, Management and Social
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marketing, information technology, financial management, psychology, sociology, business
strategy and policy, entrepreneurship, human resource management, organizational behavior,
organizational theory, and research methods.

6

VOL 1, NO.1, DECEMBER 2012


AN EMPIRICAL EVALUATION OF CRITICAL SUCCESS FACTORS OF
KNOWLEDGE MANAGEMENT FOR ORGANIZATIONAL SUSTAINABILITY
DR. ANLI SURESH
Assistant Professor of Commerce
Madras Christian College – Chennai
anli.sgain@gmail.com
ABSTRACT
The rapidly changing business environment and the constant challenges it poses to organizations
and businesses makes it imperative to continuously enhance knowledge and skill sets across the
organization. Knowledge Management involves several strategies that an organization may use
to educate, train, share experiences, document processes and procedures, distribute information,
and keep that information up to date. However the success of knowledge management lies in the
role played by the organization, the developers and the users themselves. A critical success
factor is a performance area of critical importance in achieving consistently high productivity
and sustainability. There are at least two broad categories of key success factors that are
common to virtually all organizations: business processes and human processes. Both are
crucial to building great companies. The focus of this paper is on the human process areas.
Compared to the work on explicit knowledge, the management of tacit knowledge is relatively
unexplored. The purpose of this study is to gain a better understanding of how some factors are
critical for the successful application of Knowledge Management (KM). This paper makes an
exploratory study about Knowledge Management in practice at various organizations in
Chennai and tries to identify the critical success factors. Based on various literatures review key
factors for tacit knowledge management have been identified and the positive impact of tacit
knowledge on organizational sustainability is analyzed. A survey was done among 160
stakeholders of various organizations in Chennai and based on their responses a factor analysis
was carried out. The outcome of this empirical research provides indications on the leverages
for the effective development and management of KM through Critical Success Factors (CSFs).
The evaluation confirms the critical success factors, as dependent on both tacit and explicit
knowledge sharing and interaction which play a significant role for Knowledge Management to
thrive in an organization to enhance its sustainability.
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Keywords: Critical Success Factors (CSFs), Knowledge Management (KM), Knowledge
Transfer, Learning, Sharing, Sustainability.

INTRODUCTION
What is Knowledge?
Knowledge is the basis for, and the driver of, our post-industrial economy. In today's economy,
knowledge is people, money, leverage, learning, flexibility, power, and competitive advantage.
Knowledge is the full utilization of information and data, coupled with the potential of people's
skills, competencies, ideas, intuitions, commitments and motivations. Knowledge is more
relevant to sustained business than capital, labor or land. Nevertheless, it remains the most
neglected asset. It is more than justified true belief and is essential for action, performance and
adaption. Knowledge provides the ability to respond to novel situations. A holistic view
considers knowledge to be present in ideas, judgments, talents, root causes, relationships,
perspectives and concepts. Knowledge is stored in the individual brain or encoded in
organizational processes, documents, products, services, facilities and systems. Knowledge is the
result of learning which provides the only sustainable competitive advantage. Knowledge is
action, focused innovation, pooled expertise, special relationships and alliances. Knowledge is
value-added behavior and activities. For knowledge to be of value it must be focused, current,
tested and shared. Knowledge has been recognized as a key corporate asset and the only source
of sustainable competitive advantage. Organizations today can effectively create knowledge and
also utilize, manage and share that knowledge to sustain in the race for the top position. This is
made easier with the advancement in internet and e-commerce technologies that enable
companies to share knowledge easily and evaluate their intangible assets more accurately.
What is Knowledge Management?
Knowledge management is an audit of "intellectual assets" that highlights unique sources,
critical functions and potential bottlenecks which hinder knowledge flows to the point of use. It
protects intellectual assets from decay, seeks opportunities to enhance decisions, services and
products through adding intelligence, increasing value and providing flexibility. Knowledge

8



management complements and enhances other organizational initiatives such as total quality
management (TQM), business process re-engineering (BPR) and organizational learning,
providing a new and urgent focus to sustain competitive position. To serve customers well and
remain in business companies must: reduce their cycle times, operate with minimum fixed assets
and overhead (people, inventory and facilities), shorten product development time, improve
customer service, empower employees, innovate and deliver high quality products, enhance
flexibility and adaption, capture information, create knowledge, share and learn. None of this is
possible without a continual focus on the creation, updating, availability, quality and use of
knowledge by all employees and teams, at work and in the marketplace. The concept of
knowledge management is to ensure that reinvention of the wheel does not take place, to ensure
that one can build on what he learn from others and in the organizational context to ensure that
the response time to adapt to environmental changes is reduced. In a highly competitive world
where every unit of time is crucial and where every decision is strategic, it becomes imperative
that an organizational repository of knowledge is generated and stored in an accessible place.
Knowledge management is an essential part of strategic management process hence;
organizations should undertake knowledge management programs. In doing so, they would gain
competitive advantage that comes with improved or faster learning and new knowledge creation.
KM programs may lead to greater innovation, better customer experiences, consistency in good
practices and knowledge access across a global organization, as well as many other benefits. In
the knowledge economy, organizations are no longer driven by their physical assets but by the
value of their knowledge. In this paper an attempt is made to identify the critical success factors
for KM to thrive in an organization to capture tacit knowledge of different stakeholders of the
organization and make it explicit so that other employees can take advantage of it and an
organization can enhance its sustainability.

REVIEW OF LITERATURE
According to a case study made by Goswami (2004) large organizations suffer from a lack of
cohesiveness and duplicates efforts because they have scattered or virtual units, flexi-hours and
work from home options. Moreover the employees working in such organizations suffer from
lack of self-esteem and do not show loyalty. In such cases although a large amount of knowledge

9



will be generated, it will not be put to proper use due to lack of connectivity. Hence knowledge
dissemination will not take place. Kim et al, (2004) suggest that: the decision-making oriented
approach is a valid way of identifying knowledge requirements. Interaction with others, as
opposed to isolation is important if knowledge conversion is to take place Stover (2004, p. 167).
Spring (2003) argued that transfer of tacit knowledge strongly depends on the distinction
between face-to-face and arm’s length relationships. According to Cavusgil et al (2003) the
closeness of the two partners are key to the degree of tacit knowledge transfer. Kochikar (2001)
in his case study suggest that Infosys has conceived, developed and deployed internally an
elaborate architecture for KM, that aims to take the company to a ‘Learn Once, Use Anywhere’
paradigm. The challenge is to create direct people-to-people sharing mechanism. Knowledge
which is new to an organization has to either be invented internally, or acquired from external
sources. There are two types of knowledge: explicit knowledge and tacit knowledge. Nonaka et
al. (2000) and other authors such as Hall and Andriani (2002) describe explicit knowledge as
what can be embodied in a code or a language and as a consequence it can be communicated,
processed, transmitted and stored relatively easily. It can be shared in the form of data, scientific
formulae, manuals and such like. In contrast, tacit knowledge is personal and hard to formalize –
it is rooted in action, procedures, commitment, values and emotions etc. Tacit knowledge is not
codified, it is not communicated in a ‘language’, and it is acquired by sharing experiences, by
observation and imitation Hall & Andriani (2002). Tacit and explicit knowledge are
complementary, which means both types of knowledge are essential to knowledge creation.
Explicit knowledge without tacit insight quickly looses its meaning. Knowledge is created
through interactions between tacit and explicit knowledge and not from either tacit or explicit
knowledge alone (Nonaka et al. 2000). Davenport and Marchand (1999) suggest that: “whilst
knowledge management does involve information management, beyond that it has two
distinctive tasks: to facilitate the creation of new knowledge and to manage the way people share
and apply it”. Prahlad and Hamel (1990) suggest that intellect clearly resides inside the firm’s
human brains. Elements of knowledge, skills and understanding can also exist in the
organization’s systems, databases or operating technologies. If properly matched, intellect in
each form is both highly leverage able and protectable.

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STATEMENT OF THE PROBLEM
Murphy & Verma (2008) stated that, “As globalization and shifting demographics reshape
competitive ground rules, companies that fail to treat knowledge management (KM) as an
initiative of the highest importance will lose intellectual assets, suffer from employee turnover,
exacerbate security threats, and ultimately lower valuations. It’s time for enterprises to exert
control over KM and treat it as an issue of the highest order.” Knowledge Management programs
are typically claimed to be tied to specific organizational objectives and are intended to lead to
the achievement of specific targeted results such as improved performance, competitive
advantage, or higher levels of innovation. Tacit knowledge is only known by an individual. The
complexity is in finding a way of communicating it to the rest of an organization. It is personal
knowledge that is rooted in individual experience, and involving personal belief, perspective and
values. Explicit knowledge is knowledge that can be articulated, codified, and stored in certain
media. Considering the tacit knowledge of an organization as one key for the efficiency of it,
knowledge becomes a vital and tangible asset. To facilitate the sharing of knowledge thus can
highly improve the efficiency of the whole organization by leveraging the existing knowledge.
The implementation of a knowledge management process that aims to target, transfer and
organize this knowledge is obviously especially important for companies that have to face a high
number of people leaving and joining. In general Knowledge management comprises three main
factors - designing learning cycles into all activities of an organization; developing ways of
systematic applying new knowledge in the activities of the organization; and in the process
finding ways to help convert the personal knowledge of individuals into organizational
knowledge, and vice versa. Although these elements have been discussed at length in the extant
literature on the subject, there have been no broad-based analyses of critical success factors for
KM to thrive in an organization to capture tacit knowledge make it explicit and its relationship to
one another to enhance its sustainability, and this gap in the literature is a serious deficiency for
both organizations and researchers alike.

OBJECTIVE OF THE STUDY
To identify the critical success factors for KM to thrive in an organization to capture tacit
knowledge of different stakeholders of the organization as customers, shareholders, employees,

11



suppliers etc. and make it explicit so that other employees can take advantage of it and an
organization can enhance its sustainability.

RESEARCH METHODOLOGY
The methodology adopted is exploratory and descriptive based on the figures from the Primary
data questionnaire from the sample size which consists of 160 respondents of various
organizations in and around Chennai through simple random sampling. This sampling technique
is an economical method for collecting data from a large geographical area. This method is
cheaper and also faster. However, there is a chance of sampling error. This constraint was
overcome by increasing the required sample size. Sampling unit for this research are managers
from various selected industries. Questionnaire consisted of 25 factors which directly or
indirectly influenced Knowledge Management also consists of statements asking the
respondents’ to state their agreement/disagreement on the issues of knowledge management.
Each question was scored using a five-point Likert scale. Secondary data collected from various
books, journals, reviews and websites. After the data had been collected, it was processed &
tabulated directly in to SPSS 17.0 Software. SPSS version 17.0 statistical software was used and
the results obtained thereby have been analyzed and interpreted. Cronbach’s Alpha reliability
was done to find out the reliability of the data.
Data Analysis & Interpretation
As predicted KM awareness is higher in IT companies. More than 90% respondents from IT
companies are aware about Knowledge Management. Compare to that, 60% respondents from
Pharma & Chemical, 80% respondents from Banking and Insurance, and 75% respondents from
other industry are aware about knowledge management. This suggests that IT company
executives are more aware about knowledge management than other industry executives. Here it
can be observed that 70% of the respondents from IT industry are not only aware but also using
KM concepts, which is significantly higher than of others. KM has been more popularized in last
decade and more famous as an IT enabled concepts. Because of high employee turnover and
organizational knowledge losses, first implementers of KM are IT organizations. The critical
success factors of KM to thrive in an organization are validated by the findings.

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Data Reliability
The data reliability score alpha is 79.84% i.e. is approximated to 80% which is at an acceptable
level.
Table 1 - Re l i a b i l i t y An a l y s i s - Sc a l e (A L P H A)

Reliability Coefficients

N of Cases = 160.0 N of Items = 25

Alpha = .7984

Source: Primary Data

Factor Analysis - Critical Success Factors
Factor Analysis was done on the 25 factors that are believed to influence and promote
knowledge management. These factors were selected after doing an extensive literature review.
Exploratory factor analysis was conducted and the initial results of tests of sampling adequacy
showed the following results.

Table 2- KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .884
Bartlett's Test of Sphericity Approx. Chi-Square 4384.284
Df 136
Sig. .000**
**Significant at the 0.01 level.

A KMO score of 0.9 is an acceptable score and therefore factors with low KMO statistic values
were dropped till the overall KMO rose to near about 0.9. Nine factors were dropped and factor
analysis was done on the remaining 16 factors.

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Table 3- Communalities Table

Initial Extraction

Improving competitive advantage 1.000 .992

Innovation and knowledge creation 1.000 .847

Employee development 1.000 .861

Cost reduction 1.000 .992

Revenue growth 1.000 .956

Faster response to key business issues 1.000 .970

Improving quality 1.000 .949

Improving delivery 1.000 .981

Changing people’s behaviour from knowledge hoarding to knowledge 1.000 .998
sharing

Determining what kind of knowledge to be managed & making it 1.000 .856
available

Willingness of employees to co-operate 1.000 .992

Overcoming technological limitations 1.000 .885

Attracting & retaining talented people 1.000 .996

Improving work culture 1.000 .949

Personal responsibility for knowledge 1.000 .959

Total Quality Management 1.000 .991

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Extraction Method: Principal Component Analysis.


Table 4- Final Critical success factors towards KM
Factor Statements Factor Eigen Cumulative
Loading Value % of
Variance
29.206 29.206
I – Quality Improving quality .865
Output Improving delivery .970
Overcoming technological limitations .871
II – Innovation and knowledge creation .782 28.205 57.412
Organizational Employee development .782
Adjustments Cost reduction .536
Faster response to key business issues .897
Attracting & retaining talented .924
people
Total Quality Management .621
III - Changing people’s behaviour from .954 20.156 77.568
Leadership knowledge hoarding to knowledge
sharing
Improving competitive advantage .692
Determining what kind of knowledge .863
to be managed & making it available
Personal responsibility for knowledge .864
IV – Culture Improving work culture .954 22.432 100
Revenue growth .759
Willingness of employees to co- -.970
operate
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
Rotation converged in 7 iterations.

Interpretation

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 Component 1 comprises of ‘Improving quality’, ‘improving delivery’, and ‘Overcoming
technological limitations’. This group maybe labeled as “Quality Output” which is expected
both from the system developers and the users.
 Component 2 comprises of ‘Innovation and knowledge creation’, ‘Employee development’,
‘Cost reduction’, ‘Faster response to key business issues’, ‘Attracting & retaining talented
people’ and ‘Total Quality Management’. This group maybe labeled as “Organizational
Adjustments” which is expected from the Top level management.
 Component 3 comprises of ‘Changing people’s behaviour from knowledge hoarding to
knowledge sharing’, ‘Improving competitive advantage’, ‘Determining what kind of
knowledge to be managed & making it available’ and ‘Personal responsibility for
knowledge’ . This group maybe labeled as “Leadership” which is expected from the Team
leader.
 Component 4 comprises of ‘Improving work culture’, ‘Willingness of employees to co-
operate’ and ‘Revenue growth’. It is observed that Willingness of employees to co-operate
shows a negative correlation, indicating that Willingness of employees to co-operate is not a
prominent factor. This group maybe labeled as “Culture” which is expected from the
Organization culture. Thus it can be concluded that for KM to thrive, the above mentioned
critical success factors i.e. Quality Output, Organizational Adjustments, Leadership and
Culture have to play a prominent role in an organization.

CONCLUSION
From the above findings of factor analysis one can observe that everybody seems to agree and
believe in sharing and application of knowledge. However they disagree that the entire
knowledge base of an employee can be easily transferred to another person or database. In
conclusion it can be said that emphasis is being given on the critical success factors of Quality
Output, Organizational Adjustments, Leadership and Culture identified in this study while
formulating strategies. The ambience within the organization is that of willingness to share one’s
own experience and learn from other’s experience. Knowledge dissemination and sharing is
believed to lead to rich dividends but a direct link with profits is still not yet clear cut.
Knowledge management is not an unknown phenomenon to organizations in India. With

16



increase in information technology usage, many organizations have started KM initiatives in
India. The identified CSFs through this outcome of this research of Knowledge management is a
conscious strategy of getting the right knowledge to the right people at the right time and helping
people share and put information into actions in ways that strive to improve organizational
sustainability.

SCOPE FOR FUTURE RESEARCH
This work may form a basis for further research in the areas of knowledge management. Several
recommendations for additional research have emerged naturally from the present study. Study
of knowledge management in other industries will help practitioners and researchers to
understand the diversity of knowledge management in different business environments. One
question that requires further investigation is whether the findings of critical success factors in
this study are specific to the organizations studied or if this is a general phenomenon, which can
be observed in other organizations as well. Finally, even though the results of this study can be
generalized to other sectors or industry, it is necessary to expand the study into a wider range of
various industries and various management levels to see whether are there any differences
between the findings of the study. It is hoped that the findings proposed in this study would help
Indian companies to better organize their knowledge management activities, as well as helping
the country to create wealth and a knowledgeable society. It is also hoped that additional
research will be undertaken to build upon this work, and to further develop and enhance our
knowledge on differences in knowledge management understanding between various industries.
Further research should go towards the direction of empirical approximation using quantitative
and qualitative analysis methods to explore the relevant tacit knowledge in companies, to build-
up and sustain their competitive advantage. Therefore, it will be challenging to do further
empirical research especially on the field of the transfer of tacit knowledge, to include both the
transfer of tacit knowledge within the organization, and to only the relevant locations and
individuals within the organization and transfer of tacit knowledge to only appropriate locations
and individuals outside the organization.

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REFERENCES:
 Cavusgil, S.T., Calantone, R.J., Zhao, Y. (2003): Tacit knowledge transfer and firm
innovation capability, in: Journal of Business & Industrial Marketing, 18 (1), 6-21.
 Davenport, T. H., and Marchard, D. (1999): Is KM just good information management,
in: Financial Times Mastering Information Management Supplement, Financial Times,
and London March 8th, 2-3.
 Goswami Chandana, (2004). “Managing the Technical, Professional Workforce: Can
Knowledge Management is the answer?” In: Managing Trade, Technology and
Environment (M. Mallikarjun and Pawan K. Chugan Ed.), pp 362-372, Excel Books,
India.
 Hall, R., and Andriani, P. (2002): Managing knowledge for innovation, in: Long Range
Planning, 35, 29-48.
 Kim, S. K., Lim, S., and Mitchell, R. B. (2004) Building a knowledge model: a decision-
making approach, [Online], Available: http://www.tlainc.com/articl68.htm [25 October
2010].
 Kochikar V.P. (2001). “Creating the KM Infrastructure at Infosys: The Technology
Challenge”; Management Review, Vol 13, No.4, pp 104-110.
 Murphy, J & Verma, K 2008, Gaining the Knowledge Management Edge, Part 1: The
Master Key to Business Growth, AMR Research - AMR-R-21767, Boston.
 Nonaka, I., Toyama, R., Konno, N. (2000): SECI, the concept of ‘Ba’ and Leadership: a
unified model of dynamic knowledge creation, in: Long Range Planning, 33(4), 4-34.
 Prahlad C.K. and Gary Hamel, (1990). “The core competence of the Corporation”;
Harvard Business Review, May-June, pp79-91.
 Spring, M. (2003): Knowledge management in extended operations networks, in: Journal
of
 Knowledge Management, 7 (4), 29-37.
 Stover, M. (2004): Making Tacit Knowledge explicit, in: Reference Services Review, 32
(2), 164-173.

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THE STUDY OF REASONS OF STRESS AMONG HUMAN CAPITAL IN DELHI
Vaibhav Misra
Management Consultant & Ex- Lecturer
Bora Institute of Management Sciences- Lucknow
vaibhav.misra@aol.in
E-mail: vaibhav.misra@aol.in

ABSTRACT
The author emphasized on Organizational Stress in this study. The author focused that what are
the reason that causes stress and also studied about the relationship of the reason between the
territories. The study is based on theoretical framework and data collection; therefore the author
studied the literatures related to the topic extensively.

After finding out the objectives or basis of study the author designed the methodology of
working. The author found that the study is based on both primary and secondary data, the
author collected the secondary data by means of internet, journals and books and primary data
was collected from the employees from the multinational companies from Delhi. The author
considered teachers lectures, author’s views, employees’ and managers’ opinion as primary
data for the study.

Keywords- Organizational Stress, Reasons of Stress, Employee Stress, Causes of Stress,
Stressed Human Capital

INTRODUCTION
The human life today had become complex and knotty; living in this world today is full of
pressures, strains and stress. As asked from the respondents about the stress, the answer that was
given is tension, nervousness, headaches, workloads, deadlines to meet, family problems, and so
on. The list could be endless that could eventually form the pressure jigsaw but these are actually
a list of effects of stress or causes of stress, or stressors (Wan Hussin et. al, 2003). Stress is the

19



result of our expectations, greed, desires and ambitions. Stress “an adoptive response, mediated
by individual characteristic and psychological processes that is consequence of any external
action, situation or event that places special physical, psychological demands upon a person”
(Ivancevich and Matteson, 1980). Operationally defined, stress is the dysfunctional, psycho-
physiological response to excessive emotional challenges or inordinate instinctual demands
(Juniper, 2003).

LITERATURE REVIEW
Numerous studies found that fob stress influences the employees’ job satisfaction and their
overall performance in their work. Because most of the organizations now are more demanding
for the better job outcomes. In fact, modern times have been called as the “age of anxiety and
stress” (Coleman, 1976).The stress itself will be affected by number of stressors. Nevertheless,
Beehr and Newman (1978) had defined stress as a situation which will force a person to deviate
from normal functioning due to the change (i.e. disrupt or enhance) in his/her psychological
and/or physiological condition, such that the person is forced to deviate from normal functioning.
From the definition that has been identified by researchers, we can conclude that it is truly
important for an individual to recognize the stresses that are facing by them in their career.
Management role of an organization is one of the aspects that affect work-related stress among
workers (Alexandros-Stamatios et. al., 2003).Workers in an organization can face occupational
stress through the role stress that the management gave. Role stress means anything about an
organizational role that produces adverse consequences for the individual (Kahn and Quinn,
1970). Management will have their own role that stands as their related. Role related are
concerned with how individuals perceive the expectations other have of them and includes role
ambiguity and role conflict (Alexandros-Stamatios et. al., 2003). Several studies have
highlighted the deleterious consequences of high workloads or work overload. According to
Wilkes et al. (1998) work overloads and time constraints were significant contributors to work
stress among community nurses. Workload stress can be defined as reluctance to come to work
and a feeling of constant pressure (i.e. no effort is enough) accompanied by the general
physiological, psychological, and behavioral stress symptoms. Al-Aameri AS. (2003) has
mentioned in his studies that one of the six factors of occupational stress is pressure originating

20



from workload. Alexandros-Stamatios G.A. et al. (2003) also argued that “factors intrinsic to
the job” means explore workload, variety of tasks and rates of pay. Rapidly changing global
scene is increasing the pressure of workforce to perform maximum output and enhance
competitiveness. Indeed, to perform better to their job, there is a requirement for workers to
perform multiple tasks in the workplace to keep abreast of changing technologies (Cascio, 1995;
Quick, 1999). A study in UK indicated that the majority of the workers were unhappy with the
current culture where they were required to work extended hours and cope with large workloads
while simultaneously meeting production targets and deadlines (Townley, 2000). Role ambiguity
is another aspect that affects job stress in the workplace. According to Beehr et. al. (1976),
Cordes & Dougherty (1993), Cooper (1991), Dyer & Quine (1998) and Ursprung (1986) role
ambiguity exists when an individual lacks information about the requirements of his or her role,
how those role requirements are to be met, and the evaluative procedures available to ensure that
the role is being performed successfully. Jackson & Schuler (1985) and Muchinsky (1997)
studies found role ambiguity to lead to such negative outcomes as reduces confidence, a sense of
hopelessness, anxiety, and depression.

OBJECTIVES OF THIS STUDY
The Study is based on the following objectives
 To identify the reasons of stress among the human capital in Multinational organizations
in Delhi.
 To identify the impact of stress variables on different age groups.

HYPOTHESES
H0 There are no feasible reasons of stress among the human capital in multinational
organizations in Delhi.

Study Area
The territories selected to conduct this study is Delhi. The employees of different multinational
companies are the target respondents.

21



Sampling Method and Sample Size
The random sampling technique is used to identify the organizations for the study. Whereas;
convenience sampling is used to collect the data from the respondents. The sample determined
for the study is 150 respondents from different selected multinational organizations.
Data Collection
As the research is based on primary data, therefore, the primary data was collected from the
multinational companies from Delhi by interviewing the respondents personally. The structured
questionnaire is used for interviewing the respondents and the questionnaire was distributed with
proper instructions.
Analytical Techniques
Analytical Techniques are the statistical tools that were used to find the results from the collected
data. The statistical tool that is used to test the hypothesis is one- sample t-test. Further,
ANNOVA is used to identify the impact of stress variables on different age groups.

FINDINGS AND DISCUSSIONS
The total respondents targeted for the study were 150, but out of 150 respondents only 131
respondents showed interest towards replying the questionnaire. That is, 12.67% of the
respondents did not answer the questionnaire.

Table 1: Stress Analysis

Valid Cumulative
Frequency Percent Percent Percent
Stressed 58 44.3 44.3 44.3
Not Stressed 73 55.7 55.7 100.0
Total 131 100.0 100.0

It was found that 58 (44.3%) respondents are stressed out of 131 respondents and rest 73 (55.7%)
the majority of employees were not stressed while performing their assigned tasks as represented

22



in Table 1. These 58 (44.3%) respondents were further asked the questions about their age and
their reasons that caused them stress.

Table 2: Age Group

Valid Cumulative
18-28 16 12.2 27.6 27.6
28-38 20 15.3 34.5 62.1
38-48 16 12.2 27.6 89.7
48-58 6 4.6 10.3 100.0
Total 58 44.3 100.0

As per the analysis of Table 2, the minimum age of the respondent is considered 18 years.
Considering in mind the regulation passed by the government that the minimum age for working
should be 18 years. The maximum age of the respondents considered is 58 years, as the
employees in multinational organization retire at the age of 58 years. It is found that maximum
number of respondents comes under the class interval of 28-38 with the frequency of 20
followed by 16 each in the class interval of 18-28 and 38-48 respectively.

As per Table 3, 19 (14.5%) respondents consider target pressure as the major reason of stress
which is the major part of the study population. It is followed by job insecurity and work
overload with the frequency of 17 (13%) and 10 (7.6%) respectively.

It can be determined that the employees in the multinational organizations are having much
targets that they are not able to meet up, due to the failure of meeting the target they think about
the future consequences and are stressed.

23



Table 3: Reasons of Stress

Valid Cumulative
Interpersonal Conflicts 5 3.8 8.6 8.6
Work Overload 10 7.6 17.2 25.9
Lack of Recognition or
2 1.5 3.4 29.3
Reward
Job Insecurity 17 13.0 29.3 58.6
Lack of Support 3 2.3 5.2 63.8
Lack of Training 2 1.5 3.4 67.2
Target Pressure 19 14.5 32.8 100.0
Total 58 44.3 100.0

Table 4: One-Sample Test

Test Value = 4
95% Confidence
Mean Interval of the
Sig. (2- Differenc Difference
T df tailed) e Lower Upper
Reasons of
1.671 57 .100 .47 -.09 1.02
Stress

H0 There are no feasible reasons of stress among the human capital in multinational

24



H1 There are feasible reasons of stress among the human capital in multinational

After analyzing the results of one sample t-test it was found that H0 is rejected. As per the Table
4, the calculated value of t is 1.671 with the test value of 4. The value of significance level is
.100 which is not significant at 5% level of significance. Therefore taking a look on Table 4 it
can be said that null hypothesis is rejected and alternate hypothesis H1 can be accepted.

Table 5 shows the details about the reasons of stress and the age group of the human capital. The
table describes that at various age groups there are different employees who have different
reasons of stress. In the age group of 18-28 the maximum stress is due to target pressure with 7
respondents. Whereas, in the age group of 28-38 there are mainly three reasons that causes stress
among the employees. These reasons are work overload, job insecurity and target pressure with
the frequency of 6 each. Similarly, in the age group of 38-48 and 48-58 the employees are
stressed due to job insecurity with the frequency of 8 and 3 respectively.
Table 5 Cross tabulation- Reasons of Stress & Age Group

Age Group Total

18-28 28-38 38-48 48-58
Reasons of Interpersonal Conflicts
4 1 0 0 5
Stress
Work Overload 2 6 2 0 10
Lack of Recognition or
2 0 0 0 2
Reward
Job Insecurity 0 6 8 3 17
Lack of Support 1 1 1 0 3
Lack of Training 0 0 1 1 2
Target Pressure 7 6 4 2 19
Total 16 20 16 6 58

25



Table 6: ANOVA (Reasons of Stress)
Age
Mean
Sum of Squar
Squares Df e F Sig.
Between
18.799 6 3.133 4.603 .001
Groups
Within Groups 34.718 51 .681
Total 53.517 57

The Table 4 determines the impact of stress variables on different age groups. Here age group is
considered as dependent variable whereas reason of stress is considered as Construct that affects
the age group. There can be the impact of stress variables on different age groups. The value of
significance level is .001 which is significant at .1% level of significance.

CONCLUSION
After reviewing the literatures on the study it is concluded that stress is one of the most
important factors in increasing or decreasing human capacity of working. The reasons of stress
such as Interpersonal Conflicts, Work Overload, Lack of Recognition or Reward, Job Insecurity,
Lack of Support, Lack of Training and Targets were identified. It is also concluded that Targets
are the major reason that causes stress among the human capital. It is concluded that the reasons
of stress among the human capital are valid and they also have impact on different age groups.

REFERENCES

 Al-Aameri A.S., 2003. “Source of job stress for nurses in public hospitals”, Saudi
Medical Journal, 24(11), pp.1183-1187.

26



 Alexandros-Stamatios G. A., Matilyn J.D., and Cary L.C., 2003. “Occupational Stress,
Job satisfaction, and health state in male and female junior hospital doctors in Greece”,
Journal of Managerial Psychology, 18(6), pp. 592-621.
 Beehr, T.A. & Newman, J.E.,1978. “Job Stress, Employee Health and Organizational
Effectiveness: A Facet Analysis, Model and Literature Review”, Personnel Psychology,
31, pp.665-669.
 Beehr, T.A., Walsh, J.T., & Taber, T.D. 1976. “Perceived situational moderators of the
relationship between subjective role ambiguity and role strain’, Journal of Applied
Psychology, 61, pp.35-40.
 Cascio, W.F., 1995. “Wither industrial and organizational psychology in a Changing
world”? American Psychologist, 50, pp.928-939.
 Coleman J.C. 1976. Abnormal Psychology and Modern Life (Indian reprint),
Taraporewalla, Bombay.
 Cooper, C.L., 1991. Stress in organizations. In M. Smith (Ed.). Analysing Organizational
Behaviour. London: MacMillan.
 Cordes, C.L., and Dougherty, T.W. 1993. “A review and integration of research on job
burnout”, Academy of Management Review, 18, pp.621-656.
 Dyer, S., & Quine, L. 1998. “Predictors of job satisfaction and burnout among the direct
care staff of a community learning disability service”, Journal of Applied Research in
Intellectual Disabilities, 11 (4), pp.320-332.
 Ivancevich J. M. and Matteson M. T. 1980. stress and work: A Managerial Perspective
(Glenview, IL: Scott, Foresman,), pp. 8-9.
 Jackson, S.E., & Schuler, R.S. 1985. “A meta-analysis and conceptual critique of
research on role ambiguity and role conflict in work settings”, Organizational Behavior
and Human Decision Processes, 36, pp.16-78.
 Juniper, D., 2003, “Leisure counseling in stress management”, Work Study, Vol. 52,
No.1, pp7-12
 Kahn, R.L., & Quinn, R.P. 1970. Role stress: A framework for analysis, In A. McLean
(Ed.), Occupational mental health, New York: Wiley.

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 Muchinsky, P. 1997. Psychology applied to work: An introduction to industrial and
organizational psychology (5th Ed.). Pacific Grove, CA: Brookes/Cole Publishers.
 Quick, J.C. 1999. “Occupational health psychology: The convergence of health and
clinical psychology with public health preventive medicine in an organizational context”,
Professional Psychology: Research and Practice, 30(2), pp.123-128.
 Townley, G. 2000. “Long hours culture causing economy to suffer”, Management
Accounting, 78 (6), pp.3-5.
 Ursprung, A.W. 1986. “Incidence and correlates of burnout in residential service
settings”, Rehabilitation Counselling Bulletin, 29, pp.225-239.
 Wan Hussin, W. M. A., Shamshad, A. and Mohd Sanusi, S. A., (2003), Stress
Management and Its Relevance to the Performance of Site Engineers and Land
Surveyors: A Case Study in Malaysia, Third Global Conference on Flexible Systems
Management, Jamia Millia Islamia, Jamia Nagar, New Delhi, India, 13-15 March 2003.
 Wilkes, L., Beale, B., Hall, e., Rees, E., watts, B., Denne, C. 1998. “Community nurses’
descriptions of stress when caring in the home”, International Journal of Palliative
Nursing, 4 (1).

28



AN EMPIRICAL STUDY ON ATTITUDES OF B.TECH STUDENTS TOWARDS E-
LEARNING
Akansha Misra
Faculty of Commerce,
Navayuga Radiance School- Lucknow
akanshamisra@gmail.com
ABSTRACT
The education today is getting modernized and the colleges are accepting the new trend of IT
advancements. Therefore, the digitalization of education is taking place. The colleges are
adopting the different technology to sustain in the competitive environment. Here the evolution of
E- learning takes place. The methodology the colleges are adopting to make themselves
digitalized is using e-libraries, computerization of their books that are available in their
libraries, using LCD projectors to present the power point slides about the concern subject. All
these activities are done to be present the college as technology friendly. But the question is what
is the attitude of the student towards adopting these resources? Does their age or gender have
any effect on their attitude towards adopting these resources? To answer these questions the
study is done. The study was done on the B. Tech students from two different colleges. The
questionnaire was distributed to 400 respondents and 327 respondents replied to the questions
mentioned in the questionnaire. Random Sampling is used to choose the area of Lucknow from
which colleges were selected and convenience sampling is used to collect the data from the
students. Further, descriptive statistics is used to analyze the basic questions of the
questionnaire. To test the hypothesis one- sample T- test is used and ANOVA is used to find out
the effect of age and gender on attitude of the students.

Keywords: E- Learning, Attitude, Positive Attitude, Negative Attitude

INTRODUCTION
The education in today’s era is moving towards the new level of advancement, education today is
not only providing the in depth knowledge about any subject but it is now seems to be a game of

29



learning. Various companies had prepared different educational software catering the
requirements of the syllabus of educational different bodies. But E- learning is not limited to
these softwares in fact it is beyond that. There are different online libraries that provides the
guidance on various disciplines and also provides various hands on cases that gives the in depth
knowledge about the discipline. Some of the libraries are- EBSCO, Ulrich Periodicals, Cabell’s
Directory, Index Copernicus, Directory of Open Access Journals (DOAJ), Docstoc, Scribd and
many more. E-learning has become one of the powerful supporting tools which have diversified
the traditional context of learning in colleges. On one hand, e-learning is not confined to
geographical barriers. Students can engage in self-directed learning, and learning resources can
be repeatedly used. On the other hand, e-learning provides flexible learning materials and
consistent information. The learning content is easy to update. With the rapid development of
technology, the Internet as a delivery platform has motivated colleges to invest their resources on
developing online programs.
Researchers from various fields have been trying to evaluate the effectiveness of e-learning.
However, some of them are focused on technology-based components of e-learning system and
some are focused on human factor of e-learning system.
These individual assessment frameworks comply with the needs only partially. Students' e-
learning system consists of many subsystems, such as personal factors, technical environment,
and social environment.
OBJECTIVES OF THE STUDY
In this study the main objective is to analyze the student’s attitudes towards e-learning in India.
Also the effect of gender and age group was analyzed on the attitudes of students towards e-
learning.
HYPOTHESES OF THE STUDY
The following null hypotheses were prepared for the study:
H0a The Students has negative attitudes towards e-learning.
H0b There is no effect of age group on the attitudes of students towards e- learning.
H0c There is no effect of gender on the attitudes of students towards e- learning.

LITERATURE REVIEW

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E-Learning is basically a web-based system that makes information or knowledge available to
users or learners and disregards time restrictions or geographic proximity. Although online
learning has advantages over traditional face-to-face education (Piccoli et al., 2001), concerns
include time, labor intensiveness, and material resources involved in running e-Learning
environments. The costly high failure rate of e-Learning implementations discussed by Arbaugh
and Duray (2002) deserves attention from management and system designers.
E-learning is the acquisition and use of knowledge distributed and facilitated primarily by
electronic means. This form of learning currently depends on networks and computers, but will
likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and
technologies (e.g., cellular phones, personal digital assistants) as they are developed and adopted.
E-learning can take the form of courses as well as modules and smaller learning objects. E-
learning may incorporate synchronous or asynchronous access and may be distributed
geographically with varied limits of time (Wentling, Waight, Fleur, Wang, and Kanfer, 2000).
Some of the definitions on e-learning are:
E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser,
through the Internet or an intranet, or through multimedia platforms such as CD-ROM or DVD
(Hall, 1997).
E-Learning is a structured, purposeful use of electronic system or computer in support of the
learning process (Allen, 2003).
E-learning is training delivered on a computer (including CD-ROM, Internet, or intranet) that is
designed to support individual learning or organizational performance goals (Clark and Mayer,
2003).
Web-based training [an alternate term for e-learning] is the integration of instructional practices
and Internet capabilities to direct a learner toward a specified level of proficiency in a specified
competency (Conrad, 2000).
Evolution to E-Learning
The E-learning models of today are analogous to the earlier distance learning approaches. The
roots of E-learning can be, therefore, traced back to the correspondence course model of
learning. One of the first correspondence programs in the U.S. was developed at Pennsylvania
State University in 1892, where the main mission was to provide higher education access to

31



remote and rural areas (Banas & Emory, 1998). In later years, the correspondence model was
further developed into a more robust distance education program with the integration of
technology. During its heyday in the 1920s and 1930s, school such as Penn State experimented
with the use of radio to broadcast their correspondence course lessons nationally. To keep pace
with the demand generated by the GI Bill in the 1950s, prestigious universities such as
Columbia, Chicago, and Penn State launched several distance education programs.
In recent years, the knowledge based economy has exhibited a pervasive and ever increasing
demand for innovative ways of providing education and this has led to dramatic changes in
learning technology as well as organizations. As the new economy requires more and more
people to acquire new knowledge and skills in an appropriate and effective manner, the
advancement of computer and networking technologies are providing a diverse means to support
learning in a more personalized, flexible, portable and on-demand manner. These radical and
sweeping changes in learning needs and technology have catapulted a revolutionary transition in
modern learning tools in the backdrop of the internet, commonly referred to as e-learning. In the
midst of this transition, corporations, government organizations, and educational institutions
have to keep pace with the e-learning phenomenon and make strategic decisions on how to adopt
e-learning techniques in their unique environments (Zhang et al., 2004).
Practitioners (Berry, 2000; Coné and Robinson, 2001; Rossett, 2002) and researchers (Brown
and Ford, 2002; Salas et al., 2002; Steele-Johnson and Hyde, 1997) agree that technological
advances are dramatically altering the training and development landscape. In particular, the
increased use of Internet technologies to deliver training has been heralded as the ‘e-Learning
Revolution’ (Galagan, 2000). Although precise estimates for growth in e-learning vary,
published estimates indicate that organizations have increased and will continue to increase the
use of technology to deliver training (Rossett, 2002).
History Timeline of E-Learning
E-learning evolved gradually through the phase of time. Computers and Internet are major roles
in bring e-learning to what it is today. Education has various standards in many countries and
regions. Software’s are designed to meet various these standards and academic curriculum.
Below we shall discuss a brief timeline on the evolution of e-learning.
Instructor Led Training (Pre 1983)

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Prior to the availability of computers everywhere and with everyone, Instructor Led Training
(ILD) was the primary training method. ILT allowed students to focus on their studies and to
come in direct contact and interaction with their instructors and classmates. Drawbacks of ILT
were high costs and time. Students had to ensure to take time off from all other activities and be
enrolled into academic institutions and spend most of their time there. These also hiked and
educational expenses whereby it was not easy for everyone to afford these standards.
Multimedia Era (1984 to 1993)
The mid 1980’s and early 1990’s saw a much changing computer era. Most of the people started
to understand the importance of computers and it started to become a need rather than a luxury
product. Various operating systems like Windows, Macintosh for Apple Computers with their
easy to use Graphical User interface made it easy for the users to take a much more liking
towards computers. Applications also evolved with higher standards focusing on the ease of use
by the end-users. Microsoft’s Office package that included standards day-to-day applications like
MS-Word, MS-Excel, MS-PowerPoint, MS-Access and such added software’s made using
programs easier. Out of this applications such as PowerPoint became handier tool for e-learning.
CD-ROM’s made it easier for these programs to be carried and stored easily rather than carrying
multiple numbers of Floppy Disks. All this led to the advancement of the multimedia era.
With the use of multimedia applications and in an attempt to make training more transportable
and visually engaging, Computer Based Training (CBT) courses were delivered via CD-ROM.
This availability of anytime, anywhere via CD-ROM’s provide time and cost savings compared
to the ILT’s and gradually reshaped the training industry.
These too had its disadvantages. Despite these benefits and saving of time and cost, these courses
lacked the personal student-instructor interaction and dynamic presentations making the
experience somewhat less satisfying. Students started to find it slower and less engaging.
Introduction of Web - (1994 - 1999)
Introduction of the internet and the World Wide Web, gave insights into training providers to
explore its potentiality and find ways to improve training. The introduction of email, Web
browsers, HTML, media players, low fidelity streamed audio/video and simple Java began to
change the face of multimedia training.

33



CBT’s improved with text and graphics, but the graphics provided were of low quality. E-mails
provided standards whereby CBT’s and similar contents could be reached to students with ease,
but care had to be taken for these files to be of small file size due to the Internet bandwidth
capacity.
The Next Generation Web (2000 to now)
Various technology advancements have enhanced the way e-learning has shaped today.
Application like Java and other IP (Internet Protocol) applications help streamlining rich media.
Internet has evolved with high bandwidth lines enabling users to access large files easily and
with speed. This has led to a combination of ILT along with electronic highway. Today, live
instructor led training (ILT) via the Web can be combined with real-time mentoring, improved
learner services and up-to-date. This growth in Internet, Web enables instructors to deliver high
quality content directly to the users.

With the evolution of PDA (Personal Desktop Assistants) and Smartphone and wireless
technologies such as WLAN (Wireless Local Area Network), GPRS (Global Packet Radio
Service) web based contents and emails can be accessed from anywhere, anytime. These
enhanced training solutions provide greater cost savings, higher quality of learning experience
and are the educational standards are being revolutionize and changing to adopt e-learning as the
basis for many educations levels. (Al-Khashab H M, 2007)
Uses of E-Learning
E-Learning is used in everywhere and across all types of areas. Businesses – private or public
sectors, non-profit organizations, NGO’s (Non-governmental organizations) and educational
institutions. E-learning is deployed with the objective of enhancing the students knowledge and
cost saving. E-learning also helps to reach geographically dispersed groups, to provide
“anywhere-anytime” learning, to provide consistency, to ensure compliance with regulations,
and to improve productivity, to name just a few.
Businesses used e-learning for introduction or orientation learning of the organizations and their
products and services in addition to remedial training, to provide certifications, to promote
products and services, to support organizational initiatives and to keep up to date with the latest
software’s. Educational institutions used it for broadening the academic scope. E-learning can
provide much more references and learning scopes than the ones provided in the usual text
34



books. Class assignments can become assigned to the students and also submitted back using e-
learning portals. (Al-Khashab H M, 2007)
Attitudes
Previous researches found by and large a favorable attitude towards e-learning. For example,
Peters (1993) explored the possible benefits provided by e-learning. Results show great
conformity to deriving benefits of e-learning in both teaching and research. However, faculty
members in this study expressed certain reservations regarding the future implementation of e-
learning at the university; for example: “One day the university will receive all its learning
provision through e-learning”, “e-learning will help faculty members develop better teamwork
and inter-personal skills” and “Implementing e-learning at the university will make faculty
members flock to sophisticated technologies in teaching”. These attitudes reflect faculty
members’ lack of trust in one another’s ability in using advanced technologies in teaching as
well as in building up teamwork spirit in the workplace.

Description of the Study Area
The area selected for the study is Lucknow. The colleges were selected to conduct the research.
Sampling Technique
Random Sampling is used to choose the area of Lucknow from which colleges were selected; the
area of Lucknow selected for the sampling is Gomti Nagar and Alambagh. The selection of these
areas was made because most of the colleges are in these areas only. Further, Convenience
sampling is used to collect data from the students. The total Sample size for the study was
determined 400 respondents and the time frame to conduct this study was four months.
Data Collection
The data is collected on the basis of structured questionnaire. The questionnaire is prepared
considering the demographic profile such as educational level and gender of the students with
some basic questions related to the objectives of the study.
Analytical Tools and Techniques Employed
The analytical tools and techniques that will be employed in the research are:
 One sample T- test was used to test the hypothesis.

35



 One- Way ANOVA is used to measure the effect of gender and educational level on the
attitudes of the students.
 Nominal Scale was used for few questions in the research.
The SPSS for windows will be used for calculating the collected data.

DATA ANALYSIS AND FINDINGS
The total of 327 questionnaires out of 400 questionnaires was received. The data was classified
on the basis of demographic variables such as age, education level and gender of the students.
The students were classified into the age groups of 10-20, 20-30 and 30-40.
Table 1: Age Group
Valid Cumulative
10-20 138 42.2 42.2 42.2
20-30 143 43.7 43.7 85.9
30-40 46 14.1 14.1 100.0
Total 327 100.0 100.0

As shown in Table 1, it is found that maximum students falls in the age group of 20-30. The
strength of the students in this age group is 143 (43.7%) followed by the students in the age
group of 10-20 with the strength of 138 (42.2%).
Table 2: Gender
Valid Cumulative
Male 175 53.5 53.5 53.5
Female 152 46.5 46.5 100.0
Total 327 100.0 100.0

In Table 2 it is found that the number of male students is 175 which contribute to the 53.5% of
the total population. It is also found that female students’ strength is 152 which contribute to the
rest of the 46.5% of the total population of the study.
36



Table 3: Education Level
Valid Cumulative
B. Tech 1 Year 110 33.6 33.6 33.6
B. Tech 2 Year 80 24.5 24.5 58.1
B. Tech 3 Year 81 24.8 24.8 82.9
B. Tech 4 Year 56 17.1 17.1 100.0
Total 327 100.0 100.0

Further Table 3 determines the analysis is done on the educational level of the students, that is, in
which year the students are, it is found that maximum students in the study was in B. Tech First
Year with the strength of 110 (33.6%) students which is one third of the total study population.
The number of students in B. Tech Second Year is 80 (24.5%), the number of students in B.
Tech Third Year is 81 (24.8%) and the lowest strength of the students is found in B. Tech Fourth
Year with the strength of 56 (17.1%) students.
Table 4: Attitude of First Year Students towards E- Learning
Valid Cumulative
Positive 69 21.1 62.7 62.7
Negative 41 12.5 37.3 100.0
Total 110 33.6 100.0
Missing System 217 66.4
Total 327 100.0

Now, the students are further classified on the basis of their attitude. As shown in Table 4, it is
found that maximum number of students from First Year falls under the classification of positive
attitude towards the e- learning the strength of the students under this class is 69 which is 62.7%
of the total students of First Year. The number of students under negative category is 41 which is
37.3% of the total population of B. Tech First Year.

37



Table 5: Attitude of Second Year Students towards E- Learning

Valid Cumulative
Positive 47 14.4 58.8 58.8
Negative 33 10.1 41.2 100.0
Total 80 24.5 100.0
Total 327 100.0

As shown in Table 5, it is found that maximum number of students from Second Year falls under
the classification of positive attitude towards the e- learning the strength of the students under
this classification is 47 which is 58.8% of the total students of Second Year. The number of
students under negative category is 33 which are 41.3% of the total population of B. Tech
Second Year.
Table 6: Attitude of Third Year Students towards E- Learning

Valid Cumulative
Positive 53 16.2 65.4 65.4
Negative 28 8.6 34.6 100.0
Total 81 24.8 100.0
Total 327 100.0

As shown in Table 6, it is found that maximum number of students from Third Year falls under
this classification is 53 which is 65.4% of the total students of Third Year. The number of

38



students under negative category is 28 which are 34.8% of the total population of B. Tech Third
Year.
Table 7: Attitude of Fourth Year Students towards E- Learning

Valid Cumulative
Positive 38 11.6 67.9 67.9
Negative 18 5.5 32.1 100.0
Total 56 17.1 100.0
Total 327 100.0

As shown in Table 7, it is found that maximum number of students from Fourth Year falls under
this classification is 38 which is 67.9% of the total students of Third Year. The number of
students under negative category is 18 which are 32.1% of the total population of B. Tech Fourth
Year.

HYPOTHESES TESTING
Table 8: One-Sample Test

Test Value = 1
Sig. (2- Mean 95% Confidence Interval
t df tailed) Difference of the Difference
Lower Upper
First Year 13.544 109 .000 .63 .54 .72
Second Year 10.607 79 .000 .59 .48 .70
Third Year 12.306 80 .000 .65 .55 .76
Fourth Year 10.775 55 .000 .68 .55 .80

39



Null Hypothesis- The Students has negative attitudes towards e-learning.

Alternate Hypothesis- The Students has positive attitudes towards e-learning.

E- Learning is a new system; therefore we predict that there would be the negative attitude of the
students towards E- Learning. Therefore, null hypothesis was framed for the study. To test the
hypothesis the statistical tool One- Sample T-test is done. The test does not support to the null
hypothesis that is students have negative attitude towards e- learning. As per Table 8, it is found
that the value of significance is .000 which is significant at the level of 5% of significance.
Therefore, null hypothesis that is the B. Tech students have negative attitude towards e-learning
can be rejected and alternate hypothesis students have positive attitude towards the e- learning
can be accepted.
Table 9: ANOVA (Effect of Gender on Attitude)

Sum of Mean
Squares df Square F Sig.
First Year Between Groups .620 1 .620 2.666 .105
Total 25.718 109
Second Year Between Groups 2.989 1 2.989 14.218 .000
Total 19.387 79
Third Year Between Groups .068 1 .068 .294 .589
Total 18.321 80
Fourth Year Between Groups 4.032 1 4.032 26.614 .000
Total 12.214 55

40


Astitva international journal of commerce management and social sciences

Astitva international journal of commerce management and social sciences

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