1.MARKET PROBLEM FOR RESEARCH2
4.5Data Analysis Method6
5.INTERPRETATION OF FINDINGS7
5.1Research Objective 1:7
5.1.1Technological devices currently owned by tertiary students7
5.1.2Technological device(s) that tertiary students currently use for study and their one preferred device that best suit them8
5.1.3Main reasons for making their selection9
5.2Research Objective 2:10
5.2.1Usage of educational software for their studies currently10
5.2.2Difficulties encountered when using their current software11
5.2.3Preference of an online or offline software12
5.2.4Rating the factors in regards to the ideal software13
5.2.5Ranking the factors in accordance to importance14
1.MARKET PROBLEM FOR RESEARCH
The purpose of this report is to assist Best Education in understanding the current usage situation of technological devices for study purposes by tertiary education students in Singapore. Through conducting the market research, it allows Best Education to gain a better understanding of their target market and to develop and ideal educational software to serve their needs. The research also explores the areas of students’ preferences for technological devices and their evaluation of effectiveness and satisfactions of current technology.
The data collection instrument used to conduct the survey is a survey questionnaire. The survey questionnaire can be found in Appendix A of the report.
As the increasing need for proper qualifications in the workforce industry as surfaced over the years, there are more people pursing diploma and degree certifications especially in Singapore. In addition, technology has become more advanced and the education system in Singapore is gradually integrating study materials with technology. Through that, there is a notable increase in students using technology in aiding in their studies. Therefore, there is a market for education software to aid students in their learning process and study here in Singapore.
Secondary research for the market problem was conducted through online research. With reference to the secondary research conducted online, technology has progressed to become the fundamental in tertiary education. According to Mollgaard and Sides-Gonzales (1995), technology has become a serious arena for academic work. Breakthrough in wireless technology eliminated the limitations of educational flexibility and accessibility by making it possible for students to gain access to learning resources anywhere at any time (Maginnis, White & Mckenna 2000).
Mobile eLearning (MeL) from portable devices such as PDAs, smart phones & wireless laptop computers is the fastest-moving trend in higher education (Ubell 2000). This transitional move from traditional learning environment empowers students with the ability to perform training and assessment tasks using any device connected to any network (Bowles 2004). According to Ngee Ann Polytechnic (2008), MeL provides students with the convenience of working on assignments, netsurfing for information, accessing to subject websites, online discussion participations, and communication with tutors and classmates through email.
From one of the sources researched, 99.6% of tertiary students in Singapore access lecture notes and tutorial material via MeL, making it the most common reason for use. Subsequently, students turn to MeL for learning support materials and assessment, and project completion with the respective allocation of 57.1% and 70.9%. It was observed that there was a low level of usage for interaction...