RSU 24
Cardiff Metropolitan University
Cardiff School of Management
MBA
[Impact of digital technology on education in Sri Lanka- Colombo]
Submitted in October
2023
By
[Nawalage Chamara Cooray]
(Student ID - [ST20246623] – [CL/CARDIFFMB/24/185])
This dissertation is submitted in
partial fulfillment of the requirements
for the degree of
Master of Business Administration (MBA)
1
Primary Source – Submitted to university Wales Institute, Cardiff , Indicates my own work
which is submitted as project proposal.
Declaration
Acknowledgement
First and foremost, I would like to take this opportunity to thank my project supervisor Mr.
Sanjeewa Jayaweera for the continuous encouragement and guidance offered throughout this
research module. Secondly, I extend my gratitude to all the lecturers for sharing their
knowledge and guidance throughout my MBA program which helped immensely to
successfully conduct this research. My sincere gratefulness also extends to ICBT staff for their
assistance and support at any time regarding any module related matters.
Additionally, I am also thankful to all my friends in the MBA program for the continuous
support provided through sharing knowledge without any hesitation. Finally my sincere
gratefulness extends to my beloved parents, brothers and relatives for the continuous support
provided by all means to encourage me to complete this project successfully.
Abstract
This study investigates the Impact of digital technology on education in Sri Lanka- Colombo.
This determine whether there is a strong connection between Sri Lankan education and
digital technologies.
With the aid of Literature review, it was identified that Digital Technology, Virtuality, Explicit
Knowledge, Low Cost are the main factors for Education in Sri Lanka. These factors were
considered as the Independent Variables were verified by a through a series of surveys among
80 responses living in Colombo Area.
The data acquired through surveys served as a
framework for the development of the research process, allowing the researcher to explore
further into the subject matter. The findings of this study will serve as guidance for the different
stakeholders to get an idea where we need to develop to provide digital education in a better
way.
Moreover, it was identified through the aid of SPSS software that there is a positive correlation
between the independent variables of Digital Technology, Virtuality, Explicit Knowledge and
Low Cost. Hence all alternate hypothesis created by the author was accepted while the null
hypothesis was rejected.
Table of Contents
LIST OF TABLES ..................................................................................................................... 9
LIST OF FIGURES ................................................................................................................... 9
CHAPTER ONE – INTRODUCTION .................................................................................... 10
1.1 — Background of the Study .......................................................................................... 10
1.2 — Research Problem Identification ............................................................................... 12
1.2.1 Symptoms of the Problem ....................................................................................... 12
1.2.2 Justification of the problem .................................................................................... 14
1.2.3 Defining Research Problem .................................................................................... 15
1.3 — Research Question .................................................................................................... 16
1.4 — Objectives of the Study ............................................................................................. 16
1.5 — Significance of the Study .......................................................................................... 17
1.6 — Limitations of the study ............................................................................................ 18
1.7 — Chapter Outline ......................................................................................................... 19
CHAPTER TWO - CRITICAL REVIEW OF LITERATURE ............................................... 20
2.0 Literature Review........................................................................................................... 20
2.1 Theoretical framework ................................................................................................... 20
2.3 Models/Theories ............................................................................................................ 21
2.4 Digital technology in education in Sri Lanka ................................................................ 22
2.4.1 Education ................................................................................................................ 22
2.4.2 Digital Technology ................................................................................................. 23
2.4.3 Virtuality ................................................................................................................. 24
2.4.4 Explicit knowledge ................................................................................................. 25
2.4.5 Low cost .................................................................................................................. 26
CHAPTER THREE — RESEARCH METHODOLOGY ...................................................... 27
3.1 — Conceptual Framework of the research .................................................................... 27
3.2 — Development of Hypotheses (Optional) ................................................................... 28
3.3 — Operationalization ..................................................................................................... 28
3.4 — Research Design........................................................................................................ 30
CHAPTER FOUR — DATA PRESENTATION AND ANALYSIS ..................................... 35
4.1 Data Presentation and Analysis ......................................................................................... 35
4.2 Sample Profile Analysis ..................................................................................................... 35
CHAPTER FIVE - CONCLUSIONS AND RECOMMENDATION ..................................... 45
5.1 - Summary of the Study ................................................................................................. 45
5.2 — Conclusion of the Study ............................................................................................ 46
5.3 – Recommendations ....................................................................................................... 48
5.4 — Suggestion for Further Research ............................................................................... 49
LIST OF REFERENCES ......................................................................................................... 50
APPENDIX 1 — Questionnaire (Blank) Interview Guidelines .............................................. 54
LIST OF TABLES
Table 1 - Operationalisation table ............................................................................................ 28
Table 2 - Gender of respondents .................................... Ошибка! Закладка не определена.
Table 3 - Number of Respondents to Education ............ Ошибка! Закладка не определена.
Table 4 - Hypotheses tested ........................................... Ошибка! Закладка не определена.
LIST OF FIGURES
Figure 1 - Sri Lanka digital literacy ......................................................................................... 12
Figure 2 - Digital skills in teacher education ........................................................................... 13
Figure 3 - Technology Acceptance Model............................................................................... 21
Figure 4 - Conceptual framework ............................................................................................ 27
Figure 5 - Research onion model ............................................................................................. 30
Figure 6 - Number of respondents of Gender ................ Ошибка! Закладка не определена.
Figure 7 - Number of respondents with Education ........ Ошибка! Закладка не определена.
CHAPTER ONE – INTRODUCTION
1.1 — Background of the Study
The state-funded education system in Sri Lanka provides free education at all levels. At the
university level, you will find: Only 6% of pupils sit for the final school level exam for
university entrance. Children of all ages should be required to attend school. Sri Lanka now
has 10,390 public schools for children aged 6 to 13. (The Educational System of Sri Lanka,
2021).
According to Sri Lanka's Ministry of Education, the current major obstacle in digitizing school
education involves engagement, content and capabilities gap issues. The current Education
Minister of Sri Lanka said that another reason is education. The computers are necessary, but
the system hasn't been upgraded in decades. Sri Lanka incorporated linguistic proficiency,
information technology, and technology; nonetheless, the curriculum has not gotten enough
attention in a while. (Ministry of Education,2021).
The modern world and most people's everyday lives are heavily reliant on technology. In fact,
the corona virus pandemic's growth has brought attention to how important it is to rely on
technology, since tasks that were formerly completed manually through human connection are
now digitized and mechanized by machinery. People were forced to work from home during
the pandemic lockdown, while kids had to finish their education through online courses.
Nonetheless, working from home persists with increasingly sophisticated methods due to the
ease of use, affordability, and simplicity of company organization.
Recognizing the need to develop regional leadership, several policy-level decisions were taken
in the Sri Lankan context (Ministry of Education, Sri Lanka, 2011). Although Sri Lanka has
launched various e-learning initiatives recently, internal digital and social divides must be
bridged (Mozelius, Hewagamage & Hanson, 2011). Furthermore, to reduce the complexity of
e-learning as perceived by actual and potential users, promote e-learning in Sri Lanka and
develop more user-friendly technology, e-learning requires an environment where the potential
benefits are visible (Yatigammana, Johar & Gunawardena, 2013).Hoping to expand
educational opportunities nationwide, take advantage of the proliferation of e-learning, online
course delivery and innovative educational technologies in higher education institutions in Sri
Lanka (Dona & Warusavithana, 2014).
Many initiatives have been launched to expand the facilities needed to enhance digital learning
within the Sri Lankan school system. So many schools have computer Labs, Internet and WiFi facilities, software packages and e-learning resources. School introduces information
technology to improve students’ digital literacy (Ministry of Education, Sri Lanka, 2011). In
addition, the importance and necessity of teacher training in digital learning (Ministry of
Education, Sri Lanka, 2012).
For decades, the study of digital transformation has grown in significance, popularity, and
revolutionary significance. Digital tools and technology that are updated often and
continuously have a big influence. The fascinating and ever-changing phenomena of digital
transformation draws attention to the significance of other ideas associated with it, such
possibilities and difficulties. However, in contrast to other sectors, the digital transformation
of education and industry requires a significant amount of labour, particularly in poor nations.
What this means: corporate digitization is more popular than ever as the COVID-19 pandemic
spreads over the world. Many businesses and institutions, including numerous educational
institutions globally, are forced to adopt digitalization.
This essay aims to comprehend the difficulties encountered by a reasonably placed school in
Sri Lanka as it implemented digitalization of in-class instruction in light of the COVID-19
issue, which caused the school to temporarily close for the first time on March 13, 2020, until
August 17, 2020. Carefully chosen respondents will be used to acquire quantitative data in
order to address the research issues of this project. This case presents obstacles and examines
their effects on user self-efficacy education in Sri Lanka, which may confront difficulties as a
result of growing digitalization, when case studies based on empirical data are analysed. It is
interesting to note how the COVID-19 pandemic acts as an influential external variable
affecting the traditional structure of the Technical Acceptance Model (TAM) and its
components, leading to perceived usefulness serving only as a significant factor in driving
technology users to adopt the technology in an academic setting, when results are analysed in
line with the TAM.
The question of whether this will still be required in the future while dealing with the most
important challenge—"resistance"—is raised by research findings. The report also addresses
how the COVID-19 pandemic has impacted the rate of the worldwide digital revolution, citing
Sri Lanka's and other developing nations' shown success in advancing the digitalization of
education.
This research intends to highlight the issues faced in Sri Lanka and bring about change by
discussing the impact of digital technology on education in a specific educational institution in
Sri Lanka. The case study's goals expand on the data before analysing and debating conformity
with pertinent Information Systems Theory and the TAM (Technical Acceptance Model), an
explanatory model that is frequently used to identify and characterize people who adopt new
technologies. This research will provide recommendations for a more thorough examination of
the little-known history of digitization, emphasizing the value of aid to poor nations and a wider
range of case studies. Additionally, the article suggests that the appropriate Sri Lankan
authorities take into account the study's findings in order to modify the country's educational
system, enhance teaching strategies, and raise educational standards in support of the country's
growth.
1.2 — Research Problem Identification
1.2.1 Symptoms of the Problem
Figure 1 - Sri Lanka digital literacy
Source: (ICTA, 2020)
Figure 2 - Digital skills in teacher education
Source: 21st Century Children Policy Questionnaire
Technology is advancing, and this has made education more and more powerful. The classroom
has changed over the last several decades, and blended learning is now the standard method
used at all universities. Students may now continue their education no matter how far they are
from the school and at any time thanks to the revolution in blended learning.
A day trip that allows for experience without the need to adhere to a rigid timetable is
commonly utilized in online learning environments. The term "online education" refers to
synchronized, internet-based learning and teaching methods that take place in an asynchronous
environment while employing digital devices like laptops, desktop computers, mobile phones,
and other essential equipment. (Singh & Thurman, 2019).
Everyday duties are completed online as the COVID-19 pandemic spreads and people from all
walks of life are urged to carry on. Similarly, all academic institutions prefer online learning to
conventional methods of instruction in order to abide by government-imposed limitations and
prevent the transmission of viruses. As to the UNESCO (2020) data, this pandemic trend is
affecting over 1 billion and 575 million pupils across 188 nations globally. The only thing that
has changed is that both professors and students, regardless of their background in blended
learning, must now enrol in online courses.
Sri Lanka has also made some significant initiatives in response to this new global trend change
in the traditional education system (Hayashi et al.,2020).
1.2.2 Justification of the problem
Influence school closures are one of the most important concerns pertaining to education during
the pandemic since they not only have an impact on children but also instructors, families, and
people in communities at large in terms of social and economic consequences (Lucas, 2020).
Lucas (2021). The following issues are causing problems for remote learning: rising dropout
rates, learning disruption, malnutrition, teacher confusion and stress, parents unprepared for
home and distance learning, measurement issues that validate understanding, and increased
pressure on remaining schools and school systems. In undeveloped nations like Sri Lanka,
implementing digitization in education is still difficult because of student shortages and other
issues. Entering the digital world, inadequate technology, use issues, teacher preparation and
technology, absence of useful online platforms, and inefficient school policy on the use of
digital devices. Dr. Yatigammana, digital education is the answer for Sri Lanka's educational
system, according to scholars from Sri Lanka who study online education. One of the best
methods to address the situation in epidemic-prone areas is through teacher shortages, which
enable pupils to attend courses and receive instruction from the top educators in the nation. But
the problem lies in pricing and accessibility. (Karunanayaka and Weerakoon, 2020).
As mentioned above, the recent COVID-19 outbreak is bringing changes to all walks of life,
people's daily lives, working lives, and, of course, the education system. However, this has
become the new normal, and people still need clarification and questions regarding matching
jobs and processes with technology. Above all, education plays a vital role as the backbone of
future generations' future. Therefore, allowing children to be exposed to technology full-time
while receiving education is a significant concern for every parent. When kids learn through
digital devices and spend a lot of time using them, they could not acquire the abilities and traits
that other kids their age need. They automatically utilize other gadgets for amusement, video
games, online chat, social networking, etc. when introduced to digital educational equipment.
However, in Sri Lanka's educational system, digitization is still a relatively new idea. Sri
Lanka's educational institutions are temporarily forced to close because to the COVID-19
outbreak; this unanticipated and abrupt circumstance makes acceptance necessary. Their lives
now revolve on digitalization in one way or another.
1.2.3 Defining Research Problem
Digital transformation is an ongoing phenomenon that no organization has experienced but is
still wholly achievable (Schwertner, 2017). It is growing, changing, emerging different aspects,
and most importantly, getting more excited daily. Digital transformation education, initially a
slow process, suddenly became a significant focus in March 2020 due to the COVID-19
pandemic (Bogdandy, Tamas and Toth, 2020). Many studies related to sudden digital
transformation education during the pandemic have been done. However, many education
organizations worldwide still need to start the digitization process for the following reasons:
Since education is one of the most crucial institutions in any nation, it is a topic that requires a
lot of attention.
The use of digital technology in the classroom is a serious and pressing issue, particularly in
many developing nations. (Azubuike, Adeboye et al. Quadri, 2021) looks at the difficulties of
requiring epidemic impacts digitalization in underdeveloped nations. One of the developing
nations where schools must be temporarily closed to avoid such issues is Sri Lanka. COVID19 outbreak To provide continuous education, island and local curfew requirements must be
met via digital communication and education. (Lucas, 2020).
In certain Sri Lankan schools, digital learning is still implemented. Children's development has
been badly harmed by the introduction of digital technology in school, according to parents,
health professionals, and educators. However, there are substantial benefits to adopting digital
technology in education that exceed any minor drawbacks. The truth is that adopting digital
technology in education may greatly save expenses, which is advantageous for both the
government and parents given Sri Lanka's soaring prices for both necessary and non-essential
goods. Furthermore, students may apply for admission to esteemed colleges without having to
leave the nation thanks to digital technologies. This is a great chance to lower brain activity
and the number of students who pursue further education overseas.
Alternative methods exist between digital technology education and conventional schooling. It
might be difficult for both instructors and students to spend two years in Sri Lanka. Therefore,
it is anticipated that this study project will demonstrate how digital technologies have benefited
Sri Lanka, resulting in real, enduring change.
1.3 — Research Question
1.) What are the dimensions of digital technology in education?
2.) What are the advantages and new opportunities inaugurated by digital technology in
education?
3.) What are the difficulties, challenges and disadvantages teachers and students face in virtual
classrooms?
4.) What are the recommendations to reduce the users' challenges and difficulties, and what
ways and means can be taken to enhance the online education standard in Sri Lanka?
1.4 — Objectives of the Study
1.) To determine whether there is a strong connection between Sri Lankan education and digital
technologies.
2.) To determine whether there is a strong connection between virtuality and education in Sri
Lanka.
3.) To determine whether there is a strong connection between explicit knowledge and
education in Sri Lanka.
4.) To determine whether there is a strong connection between the low cost and the education
in Sri Lanka.
1.5 — Significance of the Study
Academic significance
As a result, (Dhawan, 2020) highlights how digital natives value and require the use of
technology for learning, as well as how they employ internet-based resources in their courses
and teaching strategies. Blattner and Lomicka (2012) contend that in order to hold students'
attention, educators must come up with fresh ideas and materials. One such tactic is to use the
internet to encourage students' social and cognitive behaviours. As a result, Sri Lankan
educational institutions ought to implement suggestions that are based on study findings. As a
novel approach to enhancing students' learning capacity, innovative and creative learning
methodology encourages instructors and students. Learning technology is also gaining traction
in all schools and institutions throughout the globe. There are occasions when student opinions
and recommendations about university education diverge from the conclusions drawn from this
research.
Practical significance
In order to create engaging learning environments that drive pupils to study, digital
technologies are employed in education. They have been heralded as a revolution in education
for a long time. Digital technology, student motivation, engagement, and good learning
outcomes have all been linked in a number of research (Fokides & Kefallinou, 2020; Heindl &
Nader, 2018; Kotsari & Smyrnaiou, 2017; Moyer et al., 2018). To encourage diversity and
flexibility in the dissemination of knowledge, this involves expanding linked learning and
inquiry outside of the limits of the classroom in schools. Inclusion, equity, and social
responsibility may all be enhanced by technology by creating a learning environment that
inspires and equips students to use technology to focus on society. The empirical studies that
are presented provide a wide overview of the benefits of digital technology by presenting the
opinions and experiences of educators who use them. The variety of digital tools examined and
the environment in which the study was carried out offer valuable insights into how technology
is used into courses to achieve various goals.
Research mainly focuses on technologies in small and medium-sized research. They can be
directed to more advanced students' learning outcomes, but system-level impacts are difficult
to infer or judge.
1.6 — Limitations of the study
This study tackles this problem as the survey's objective is to methodically increase awareness
in accordance with the research plan's suggestions. The use of the aforesaid approach is not
without limits. The sampling constraint is the most important one. Owing to scheduling
restrictions and the survey's geographic methodology, preset samples were not used in the
analysis. Instead, it made use of internet questionnaires. This stops those who aren't online from
gathering views. The authentication mechanism is one more restriction.
Consequently, the authors devised an alternative procedure for requesting feedback over the
phone, and their colleagues from Sri Lanka meticulously documented their answers to queries.
Participants' dedication to and familiarity with the survey issue is another relevant constraint.
Online polls, on the other hand, call for knowledge, communication abilities, and information
access. As a result, the results might be impacted by state visits and changes to information
technology education.
Although this study is a fundamental analysis, it is limited to the Colombo district.
Communication barriers: The authors believe communication barriers are necessary to
establish the correct relationship between variables.
Time: In this case, the researcher only gave the participants 30 minutes to prepare the answers
and data collection questions.
Source limitations: To support the data, the writers require other sources. In order to locate
authors in publications and journals, more proof must be provided. Similarly, because of
algorithmic constraints, data from other social networking sites could be used in subsequent
research.
1.7 — Chapter Outline
Chapter 1 Introduction: This chapter introduces this study's purpose, scope and significance.
They teach the rest of the chapters.
Chapter 2 Literature Review: Previous studies and articles include information-related research
and theories.
Chapter 3 Research Design: This chapter introduces the survey design. This includes research
rationale, hypotheses, sample selection, research design, analytical data collection principles,
data presentation methods, reliability testing and validity of empirical research.
Chapter 4 Data Analysis: This chapter introduces new data processing methods and explains
data analysis. Appropriate analytical methods should be used to examine the demographic
characteristics of the sample of respondents.
Chapter 5 Conclusion and Suggestions: The last chapter is the leading research results of the
students.
CHAPTER TWO - CRITICAL REVIEW OF LITERATURE
2.0 Literature Review
This chapter, in this objective project literature review, discusses and examines the theoretical
aspects, perspectives and findings of past studies in the framework of independent and
dependent variables. Sri Lanka uses digital technology as the independent variable and
education as the dependent variable. Furthermore, under the independent variable digital
technology, three sub-independent variables are assessed, which are the primary beneficiaries
of digital technology – while these three education-related variables are also discussed to fill
the research gap.
2.1 Theoretical framework
Today’s children are “digital age learners” (Collier, Burkholder & Branum, 2013) and are
easily engaged. Use a variety of cutting-edge digital gadgets quickly. They gain more expertise
and proficiency in their use.
Digital technology must be actively employed for educational goals, which calls for
modifications to conventional educational theory and practice. As "change agents" in this
situation, instructors may help students become more digitally literate by using digital
technologies in the classroom effectively (Srivastava & Dey, 2018).
Utilizing digital technology to enhance procedures and outputs is known as "digitalization of
education"; this process is contingent upon organizational support, technological infrastructure,
and other factors (Bates, 2015; Selwyn, 2016). Various frameworks and paradigms for
leadership and e-learning are put forth. Some helpful insights are offered by e-learning,
educational technology, and digital education. The P3 model (Khan, 2015) highlights that
individuals in e-learning are responsible for producing materials or products and distributing
them to a specific audience. Jameson (2013) focused on the emergence of e-leadership in higher
education and examined the role that individuals, structural, and social systems play."Bennett
(2014) presents the "Digital Practitioner Framework." Leadership abilities in education may be
digitized via practices, practices, talents, and qualities.
2.3 Models/Theories
Technology Acceptance Model (TAM)
TAM is the theory used in analyzing the results of this study.
Various theoretical models have been proposed to explore and explain the factors responsible
for this phenomenon: user acceptance, rejection and continued use of technology. Introduced
in 1986, TAM is one of the most widely studied, influential, and widely used models. The
technology acceptance model of information systems shows how users embrace technology.
Figure 3 - Technology Acceptance Model
Source: Davis et al. (1989)
TAM demonstrates how perceived utility and simplicity of use are the two key determinants
of an individual's desire to embrace a practice technology. There is always conflict in education
because it serves two purposes: it maintains continuity and fosters change and innovation.
Among these options, amazing advancements in digital technology have given educational
institutions new difficulties. (Scherer, Siddiq and Tondeur, 2019).
Using technology contributes to the generation, collection, storage, use and dissemination of
knowledge and information in the field of education. However, problems arise in determining
the extent to which technology should play a role. There has been digital evolution in recent
years, and the application of educational technology in education has continued to emerge.
Still, acceptance and use of technology remain issues for educational institutions.
The extent to which teachers use technology in teaching practice has long been a research
hotspot and provides a TAM model for understanding what factors predict user acceptance and
adoption. However, the role of some key constructs and the importance of extraneous variables
are some (Scherer, Siddiq and Tondeur, 2019).
2.4 Digital technology in education in Sri Lanka
2.4.1 Education
In the digital age, with globalization, change and transformation are happening rapidly, with
almost every field being structured using digital technology; it's possible education should
remain the same and not be sensitive to these developments and changes. Taskıran (2017)
addresses digital transformation in education due to usage of routine activities. One way to
define digitalization educational change refers to various technological improvements that
integrate practices, education and training technology to enhance teacher and student learning
and improve technical literacy (Arık, Arslan, Çakır & Kavak, 2016).
Many multimedia and interactive educational goods are thoughtfully built within today's
educational framework because of the ongoing growth and influence of digital technology
(Mhouti, Erradi, and Nasseh, 2021). According to Sonia (2012), digital technology is
progressing to enhance the caliber of instruction, learning, and school administration, as well
as education standards. Previously, educational technologies were divided into categories such
as books, writing, phones, television, photography, databases, games, etc. Though classroom
practices and assessment models are what are driving these digital changes, Sonia (2012) also
emphasized the structural, strategic, and cultural changes that must be integrated into
educational infrastructure, teacher preparation, course structure, and materials. These changes
present opportunities as well as challenges for schools and other educational institutions.
2.4.2 Digital Technology
Kotsari and Smyrnaiou (2017) pointed out that digital technology has profoundly impacted all
aspects of human life. The rapid development of technological reasoning has given
contemporary people a more fascinating era. Fokides and Kefallinou (2020) also state that there
is no choice but to recognize that new information and computing technologies underlie the
social and educational environment in which now live.
Digital technology may be found in a wide range of devices, including video games, digital
toys, computers, cell phones, TVs, and more. Youngsters and adults utilize digital devices on
a regular basis for various purposes such as social media, employment, education, online
browsing, messaging, interactive gaming, and more. According to the study conducted by
Harris et al. (2016), technology is a relatively new marvel that is just now starting to become
widely used in our daily lives. People use technology to do a wide range of difficult jobs with
ease and efficiency; as a result, technology is also utilized in education to promote knowledge
and enable quicker, more efficient communication. (Costley, 2014).
According to Chien (2017), modern educators must possess not just subject-specific knowledge
and successful teaching strategies, but also the capacity to assist students in meeting the
demands of an information-based society that is rapidly developing. As a result, educators must
to be knowledgeable about emerging technologies and capable of utilizing them to raise student
achievement.
According to Lipson and Kurman (2013), presentation graphics application software is often
used to create presentations in the form of slides, which can be used to make transparencies or
printed brochures or books, as well as to present information in electronic form. Such software
applications are essential for educators because electronic presentations can be integrated into
units or courses.
The Internet provides research, techniques, lesson plans, discussion opportunities, and data;
teachers can find unlimited ideas and programs online (Balyer and Öz, 2018).
2.4.3 Virtuality
The use of virtual was studied by Fransson et al. (2020) for notification organizational,
contextual, and practical challenges and opportunities for schools. They see the benefits of
adding value to make teaching more enjoyable, emotional, engaging and fun because it is
varied and based on experience. Sometimes, students may be more focused on the virtual
reality experience than learning the subject matter. Still, this challenge is also seen as the
teacher's responsibility. Developing professional knowledge to guide student learning. The
impact of virtual reality on the classroom: the teachers who participated in this study perceived
management and organization as challenging. No teacher believes virtual can be used to teach
whole classes.
Virtuality is one of the main features of digital technology. This is also one of the essential
elements that makes it possible to carry out the most challenging tasks in both business and
education. Although digital devices are physically present, they link with each other through
technology, allowing individuals who are not in the same physical location at the same time to
interact and study together from anywhere in the world at any time. In his paper on the "Impact
of Digital Technology on Education," (Wikramanayake, 2010) discusses virtual meetings and
how they allow individuals to communicate with one another even when they are in different
places. They may conduct meetings and share information as if they were all in the same room.
Additionally, he mentions that a large number of students from the Galle, Kandy, Kegalle,
Kurunegala, and Ratnapura districts, as well as personnel from public agencies, including
education, go everyday to Colombo for educational purposes. These individuals may avoid the
time and trouble of going to Colombo if planned and coordinated virtual meetings were held.
(2011, Wikramanayake). The application of digital technology in education through e-learning
components made possible by the virtual impacts of digital technology was covered in the study
(Goyal, 2012).Furthermore, Madanipour and Cohrssen (2020) investigated the methods and
results of virtual preschool instruction. It has been shown that virtuality fosters children's
creativity, perseverance, involvement, and attention. Furthermore, they discovered that
virtuality can boost social interaction involvement as well as motivation, enthusiasm, and
pleasure. Using virtuality allows children to explore objects from different angles to assist in
concept acquisition and development.
The actual presence of the teacher in the classroom, who may immediately respond to students'
questions, is one benefit of ILT over e-learning (Goyal, 2012). When theyhave the opportunity
to learn online through E-learning, they are able to do so without experiencing any stress,
however in ILT, students are compelled and under pressure to complete their studies within a
set time frame without any personal space. Moreover, in E-learning the classroom is virtual so
that the students have the chance of learning what is important skipping the unnecessary
information but when it comes physical classroom students are taught all the information
though unnecessary and the teaching part is also done in ILT at same level where some students
are left behind. However, as (Goyal, 2012) explains when it comes to virtual classroom with
the concern of students are not available in a physical classroom to pay attention of to follow
them each, even the tutors are also pay extra attention to make sure that all the students are able
pick up the lessons thoroughly and along with the concern of limited timeframe given for the
teacher or the tutors avoid unnecessary information and indeed students are asked to do their
own researches on the subject matters which would be an improving factor for the students.
(Goyal, 2012) also mentions that thanks to this virtual access give to the students, they allowed
to take part in different courses from eth institutes that they prefer to study at without any
geographical boundaries.
2.4.4 Explicit knowledge
According to (Wikramanayake, 2010), asynchronous and less efficient means of
communication such as paper mail, fax, and landline phone calls have been replaced by digital
devices made with modern technology so that communication between people is real without
any geographical boundaries. The Internet has become the absolute centre of knowledge
worldwide – people can learn or know a lot about a subject at the touch of a finger. (Raja &
Nagasubramani, 2018) Stated that the latest insights in digital technology have opened doors
for people, indeed students, to enjoy a wealth of information and facts to enhance their
knowledge without any geographical limitations. Willing to learn from highly senior experts
or any reputed institution.
Balyer and Oz (2018) noted that globalization has led to impressive levels of knowledge
production. Knowledge acquisition is a relevant issue and necessary to impact the digital
technology of education. Also, Balyer and Oz (2018) show that digital technology should take
place in the context of education management, and top management must have a vision for
digital transformation.
2.4.5 Low cost
With the price of everything rising in Sri Lanka, parents need help purchasing materials and
books for their students and paying for their students' clothing and transportation. In this
context, (Goyal, 2012) stated in his study that a lot of costs can be cut by using digital
technologies. Because the course material is easily adaptable and may be utilized for future
instruction and training, e-learning is less expensive. Even so, the price is higher due to a
number of related expenses, including those for creating the course, hiring qualified instructors,
printing, paper, infrastructure, electricity, training materials, fixed costs, travel, food, lodging,
parking, and a host of other expenses. (Yatigammana, Johar &Gunawardena, 2013).
Furthermore, the digital technologies used in e-learning do not involve any material costs. Once
the course content is prepared, it can be modified as needed for teaching, training and even
learning modifications in the form of soft copies rather than printing repeatedly (Dona &
Warusavithana, 2014).Participation in income-generating activities, overcrowded classrooms
beyond material and teacher affordability, extremely low wages in rural areas leading to a
shortage of teachers, and unsatisfactory teaching methods leading to high dropout rates.
CHAPTER THREE — RESEARCH METHODOLOGY
According to Igwenagu (2016), research methodology is the systematic and theoretical method
used in research. Saunders et al. (2016) chapter refers to the "onion model". The study includes
structure, hypothesis evaluation, research process, methods, principles, schedule, strategies,
options, models, data collection and analysis techniques.
3.1 — Conceptual Framework of the research
Digital technology tools are a widely discussed topic today. Therefore, researchers can utilize
existing information and replicate similar data to create a suitable basis for conducting research.
This study is based on the latest literature investigating the factors affecting digital technology
in education. The researcher proposes the following conceptual framework.
Independent
Variable
Dependent Variable
Digital
Technology
Virtuality
Explicit
Knowledge
Low Cost
Figure 4 - Conceptual framework
Education in
Sri LankaColombo
Source: Developed by author
3.2 — Development of Hypotheses (Optional)
According to Kabir (2016), researchers define hypotheses about relationships between two or
more variables and unspecified expressions. It includes elements such as variables, populations
and relationships between variables. The null hypothesis of the standard hypothesis is "H0",
which indicates that there is no such relationship, and the alternative hypothesis is "H1".
H1 – There is an impact of digital technology – on education in Sri Lanka.
H0 - There is no impact of digital technology – on education in Sri Lanka.
H2 – There is an impact of virtuality on education in Sri Lanka.
H0 - There is no impact of virtuality on education in Sri Lanka.
H3 – There is an impact of explicit knowledge– on education in Sri Lanka.
H0 - There is no impact of explicit knowledge - on education in Sri Lanka.
H4 – There is an impact of low cost - on education in Sri Lanka.
H0 - There is no impact of low cost - on education in Sri Lanka.
3.3 — Operationalization
Table 1 - Operationalization table
Variables
Indicator of the key factor
Source
Measurement
criteria
Digital technology
-
Number of presentations used in
Kotsari and
lectures
Smyrnaiou
Number of children attending
(2017)
presentations, lectures
Fokides and
Kefallinou
(2020)
Lickert scale
Virtuality
-
Number of planned online
Madanipour
meetings
and Cohrssen
Number of e-learning classrooms
(2020)
Lickert scale
Fransson et al.
(2020)
Explicit knowledge
-
-
Number of students using e-
(Raja &
learning
Nagasubraman
Number of technological errors
Lickert scale
i, 2018)
Balyer and Oz
(2018)
Low cost
-
Price of material costs
(Yatigammana
-
Efficiency of student performance
, Johar
Lickert scale
&Gunawarden
a, 2013
(Dona &
Warusavithana
, 2014)
Education
-
Number of notes used
(Arık, Arslan,
when teaching
Çakır &
-
Kavak, 2016)
Number of online
classrooms
(Mhouti,
Erradi and
Nasseh, 2021)
Source: Developed by author
Lickert scale
3.4 — Research Design
According to Lewis (2015), survey methods show users the skills and strategies needed to
achieve research goals. Researchers Saunders et al. (2016) adopted the onion research method.
A significant goal of modeling is data collection. The researchers found that the model
estimates the number of specific cases that should be representative of the broader population.
Therefore, an essential factor for these estimates' reliability is the model's representation.
Figure 5 - Research onion model
Source: Saunders et al, (2016)
Research Philosophy
Success metrics form the basis of research conclusions. This study adheres to a positivist
philosophical framework based on subject knowledge and comprehension, according to
Mackey & Gass (2015). Additionally, another justification for using this strategy is the study's
quantitative design. This information belongs to a broader set. Throughout this investigation,
it is essential to keep an optimistic outlook. Based on the information gathered, researchers
formulate theories and test notions.
Research Approach
According to O'Leary (2013), the relationship between research philosophy and research
methods is important in this movement. The outcome is a reasonable strategy for encouraging
positive attitudes that is based on statistical analyses of approved theories and anticipated
outcomes. In order to adopt a continuous and deductive method, this researcher performed
study with an emphasis on theoretical underpinnings. The researchers used data and literature
from a variety of sources to build insightful ideas.
Methodological choice
The type of survey was decided based on the data collected and assessed. Research options for
onion research show a mono method. Gather information about quantitative research methods
(Saunders et al., 2016). Researchers use "mono methods" because they use only certain types
of information. The researcher used a quantitative approach to determine the relationships
between the variables described in this study.
Research strategy
Survey methods are commonly used in quantitative research projects involving a proportion of
a representative population sample. The researchers chose a 'survey strategy' considering the
physical characteristics of the primary data collection model. The next step in studying a topic,
the research strategy, has several implications for the deductive approach (Saunders et al.,
2016).
The case study technique allows one to understand an area of interest to one or more people.
Therefore, I recommend using this technique.
Time Horizon
Researchers needed to use cross-sectional time to collect and analyze data and conduct and
complete studies quickly. The data collection method is already defined as a "cross-sectional"
period. This study is divided into two categories of onion research: longitudinal and crosssectional. This method is used to study certain phenomena at certain times. This is called time
span, collecting data over a long period and reconstructing it as key factors change.
-Sampling Design
The subject of the inquiry is the basic principles of the inquiry unit, facts or information
relevant to the investigation (Majid, 2018). The two main population models are the target
population and the general population; the total population present in this study is called the
target population. For a study to succeed, researchers need to identify people who can access
the survey. The target community is the group of people that the researcher can reach.
Population
This study's Selected target population consists of parents who live in the Colombo district.
Out of the 164 who live in the Colombo district, 80 are selected as the sample population
(Morgan’s table of sample size is used to determine the sample population).
-Sample Selection Procedure
The focus is on population (Flick, 2015). According to Saunders et al (2016), there are two
main types of real-world models: non-random sampling models and random sampling models.
Quantitative data applications to create probabilistic models. In this series of experiments, the
researchers used a "random sampling method" for probabilistic modeling. Probability sampling
methods ensure that the selected sample is representative of the population. Probability
sampling methods provide that the model chosen is representative of the people.
-Sample Size
The selected population was 164, and the confidence level was 95%. Consequently, a sample
size of 80 people is required to achieve the pre-determined confidence level.
-Data Collection Methods and Techniques Used for Research Analysis
The aim is to address the research topic and accomplish certain research goals. principal
techniques for gathering data. There were brief Likert-scale questions in the survey, with
responses ranging from unsatisfied to satisfied. The capacity of this data gathering technique
to gather data from primary sources and filter data from sizable databases led to its selection.
Data Collection Tool and Justification
Using a self-created survey, the study gathered primary data and disseminated it to the intended
audience. In addition, statistical analysis techniques can be used to examine the data that the
investigators extracted for the participants' convenience.
Data collection instruments
The 5-point researcher decided to reject the proposal because the majority of respondents gave
it high ratings. In order to ensure that the dimensions are accurate, something has to be supplied.
A questionnaire was employed as the study's tool. It is applicable to variables. The influence
of digital technology can be inferred from the way these factors affect model profiles. As a
result, the remaining scores for the sensitivity analysis were determined using the same 5-point
criterion. This idea was tested via a questionnaire. For this study, it was made. A review of
pertinent literature served as the basis for developing the survey questions.
Data Analysis
To assess the data gathered for this investigation, the researcher employed quantitative
techniques. Achieving a satisfactory conclusion in research requires careful analysis and
appropriate use of the data. To disseminate questionnaires for quantitative analysis, the
researcher used a website that was suggested for online data gathering. To test the research
hypothesis, the researcher uses the data that have been gathered. SPSS software was used to
validate the equipment that was utilized to gather and retrieve test data. In order to evaluate the
strength and association between the two variables, the researchers used regression and
correlation studies.
Validity Measurement of the Variables
According to Hadi et al. (2016), validity may be further broken down into internal validity,
external validity or system validity, content validity, interface validity, similarity validity, and
predictive validity. The connection between a construct and a measure is validity. This implies
that a device's size affects dependability. It is the extent to which random mistakes may be
eliminated from a systematic measuring method. For analytical methods, findings with KMO
values greater than 0.50 are often regarded as sufficiently accurate. The Kaiser-Meier-Olkin
(KMO) test was employed in this study to determine the relevance of various factors. This limit
is frequently used to describe dependability. The outcome of the first sample indicates that
there are several variables that were utilized for analysis and inference, with significant values
less than 0.01 in the original data. The null hypothesis, according to which the same model is
the source of the correlation matrix, is likewise assessed by this experiment.
CHAPTER FOUR — DATA PRESENTATION AND ANALYSIS
4.1 Data Presentation and Analysis
This chapter will focus on the information gathered from the questionnaire. This chapter will
go into greater detail regarding the data analysis interpretation that has been generated in
accordance with the research questions specified in the questionnaire and will be used in the
presentation of results using graphs and statistics. Based on the findings and analysis of data
collected from 85 participants consultants out of the 80-population size from Colombo, this
analysis will consist of accepting or rejecting each hypothesis via SPSS software.
4.2 Sample Profile Analysis
Demographic Data Distribution
Demographic data includes the characteristics of the sample population such as Gender, Age,
District, Level of Education.
According to the preceding figures, the majority of survey questionnaire respondents are males.
The age distribution of survey participants is shown in the above. According to the data, 52%
of survey participants are above 40 years.
Since this research based on Colombo I extracted data from responses from Colombo.
According to the preceding figures, the majority of survey questionnaire respondents’
education level with master’s degree.
Validating Hypothesis
Hypothesis 1
H1 – There is an impact of digital technology – on education in Sri Lanka.
H0 - There is no impact of digital technology – on education in Sri Lanka.
This hypothesis is validated at the significance of 0.05.
The R2 coefficient value of 0.352 between the two variables shows that digital technology has
a 35% influence on Education in Sri Lanka. Digital technology and Education in Sri Lanka
indicates a positive strong relationship upon obtaining a Pearson correlation of 0.593 and a P
value of 0.000. Accordingly, the alternate hypothesis (H1) is accepted while the null hypothesis
(H0) is rejected.
Hypothesis 2
H2 – There is an impact of virtuality on education in Sri Lanka.
H0 - There is no impact of virtuality on education in Sri Lanka.
This hypothesis is validated at the significance of 0.05.
The R2 coefficient value of 0.356 between the two variables shows that virtuality has a 35%
influence on Education in Sri Lanka. Virtuality and Education in Sri Lanka indicates a positive
strong relationship upon obtaining a Pearson correlation of 0.597 and a P value of 0.000.
Accordingly, the alternate hypothesis (H2) is accepted while the null hypothesis (H0) is rejected.
Hypothesis 3
H3 – There is an impact of explicit knowledge– on education in Sri Lanka.
H0 - There is no impact of explicit knowledge - on education in Sri Lanka.
This hypothesis is validated at the significance of 0.05.
The R2 coefficient value of 0.452 between the two variables shows that explicit knowledge has
a 20% influence on Education in Sri Lanka. Explicit Knowledge and Education in Sri Lanka
indicates a positive moderate weak relationship upon obtaining a Pearson correlation of 0.452
and a P value of 0.000. Accordingly, the alternate hypothesis (H3) is accepted while the null
hypothesis (H0) is rejected.
Hypothesis 4
H4 – There is an impact of low cost - on education in Sri Lanka.
H0 - There is no impact of low cost - on education in Sri Lanka.
This hypothesis is validated at the significance of 0.05.
The R2 coefficient value of 0.32 between the two variables shows that low has a 32% influence
on Education in Sri Lanka. Low cost and Education in Sri Lanka indicates a positive strong
relationship upon obtaining a Pearson correlation of 0.566 and a P value of 0.000. Accordingly,
the alternate hypothesis (H3) is accepted while the null hypothesis (H0) is rejected.
Multiple Regression
The R value is 0.682, indicating a Positive Strong relationship between all independent
variables and Education in Sri Lanka.
However, the R2 value is 0.456, indicating that all independent variables have a 46%
influence on the dependent variable.
The significant value, or P value, is 0.000, which is less than 0.05, implying that the
independent factors of this study positively influence the dependent variable, Education in Sri
Lanka.
CHAPTER FIVE - CONCLUSIONS AND RECOMMENDATION
5.1 - Summary of the Study
Even though they are used by a large number of students, computers have been around for the
last five years and are now found at many educational institutions. specific improvements can
be implemented by informing educators about the technology that is available and about
specific initiatives to use it. Respect Sri Lanka's technological demands in light of global trends.
Some people will efficiently use the abundance of knowledge that is available. They will be
the ones with the most skill development, who can identify the amount of information pertinent
to the issue, analyze it, and use it to solve it.
The study recommends a broader investigation of unheard digital stories and emphasizes
providing more diverse case studies for developing countries' literature. The paper also
suggests that Sri Lankan authorities are considering designing a national digitization roadmap;
the findings of this study's reformation of the educational system are presented, with the goal
of raising educational standards and promoting national growth.
The purpose of this thesis is to comprehend how digital technology affects Sri Lankan
education. Through carefully chosen respondents, quantitative data was gathered to address the
research topics of this study. According to the data gathered, infrastructure, internet access and
other relevant services, digital literacy, traditional educational institutions, and economic
concerns are the primary hurdles that schools face while implementing digital education.
Examines case studies based on empirical data and explores how the problems found impact
users' self-efficacy and how to overcome them to enhance Sri Lanka's educational
digitalization. It is intriguing to see how a potent external variable in the conventional
framework of the Technical Acceptance Model (TAM) and its components generates a
palpable benefit when the findings are compared to the TAM. The results also raise questions
about whether this is still required to address the "resistance" problem, which is one of the
biggest upcoming issues related to digital transformation. The report also covers how digitizing
education in Sri Lanka and other developing nations has been made easier by the rapid
advancement of digital technology worldwide.
5.2 — Conclusion of the Study
H1: There is a significant relationship between digital technology and education in Sri
Lanka.
Analyzing this study's results, most users were impressed to prepare to embrace digital
technology. Everyone from teachers to students to parents’ digitization of education is thought
to be the “only way” to help education continue without interruption. For teachers who have
been in the industry for decades but never have, it's great to practice and learn something new
using computer or smartphone technologies related to the digitization of education (Kopp et
al., 2019). Although parents were struggling financially, questions about the importance of
engaging their children in digital education serve as the future. Looking at previous ambiguous
research and literature on resistance to change in digitization and a strong emphasis on
discovering solutions to the problem, the question is whether "resistance to change" is
confirmed, which requires considerable attention and research effort to solve. If it is an
elementary school, Sri Lanka has many challenges and almost no facilities level of digital
literacy and readiness to embrace digitization. Despite these challenges, it is doubtful whether
"resistance to change" can still be accepted as a valid challenge to digitization (Adedoyin &
Soykan, 2023).
H2: There is a significant relationship between virtuality and education in Sri Lanka.
According to the quantitative results, Researchers found that all selected factors have a
significant correlation between them. Significant correlation analysis proves each has a positive
and direct impact. The independent variable has a positive effect on education-dependent
variable performance. This study outputs essential evidence that virtuality is superior to
suitable modern technology and can be effective in teaching simultaneously with traditional
education in Sri Lanka training. Virtual-based experiences, compared to conventional learning,
affect the human brain. According to the survey, understanding the results of virtuality-based
implementations creates an environment suitable for college students to get a quality education,
rich experience and enthusiasm to improve team capabilities. The industry needs leadership
and soft skills, and the performance that needs to be achieved is very demanding on the high
student performance. Compared with traditional classroom learning projects, students can
participate in interactively real-time scenarios in virtual learning environments to build and
improve their performance rather than an unrealistic conventional environment.
H3: There is a significant relationship between explicit knowledge and education in Sri
Lanka.
The results suggest that schoolteachers' favourite sources of information are viral counterparts.
Professional books rated highly on personal knowledge, experience, and practice (Scully et al.,
2021). When the findings were analyzed, it became clear that students believe that digital
technology can positively impact teaching and learning. This Sri Lankan study provides insight
into Sri school teachers' use of digital technology when investigating it. The survey method
was adapted to study questions and primary data processing (Kummitha et al., 2021).
A colleague's results revealed that the preferred source of information was recent newcomer
knowledge or experience, ranked second and professional books ranked third. Regarding the
trust status of digital technology, the results did not show that teacher responses utilize the
highest skill or fundamentals for implementation taking possession. Categories are confirmed
positive relationships between the use of explicit knowledge in school teaching and teaching
methods in terms of operational facilities, even in most schools' digital technology (Santos &
Patton, 2018).
H4: There is a significant relationship between the low cost and the education of Sri
Lanka.
Traditional education is expensive and time-consuming. The cost of conventional education is
much higher than digital learning. It involves a lot of physical labour and the additional costs
of hiring teachers, purchasing school supplies, and purchasing books. Digital technology
education has many benefits over traditional education. It allows students to study at their own
pace without worrying about missing classes or assignments.
Additionally, it allows them to work when they are most productive and focus on the essential
things in life, such as career goals or family responsibilities. This can alleviate the stress of
attending school full-time or taking classes in high school or college while taking on other
duties outside the course, such as work, family, and friends.
Students living in remote areas may need help to travel far for classes or labs. Online courses
allow students to study from home without travelling to the city every day. This saves money
on gas and wear and tear on the car, but it can be difficult for some students to get to school or
labs without reliable transportation options.
The most crucial benefit of digital technology in education is that it allows students to study at
their own pace without worrying about falling behind other students who cannot attend classes
regularly due to other commitments such as work or family responsibilities. Using this method
also eliminates the cost of books and necessary equipment.
5.3 – Recommendations
Because of its technological character and the chosen geographic location, this study topic is
both exciting and important. In today's environment, digitization has become an indispensable
occurrence among humans. All of a sudden, people are persuaded to accept it as normal.
Research opportunities are so wide and require ongoing updating and investigation.
The amount of research on digitization that is based on rich nations and the gaps in digitizationrelated research activities—particularly in poor countries during the COVID-19 crisis—excited
and intrigued me while I was writing this paper. There are a lot of fascinating questions about
digitalization. Perform research in emerging nations focusing on various sectors, industries,
and geographic areas. A lack of concentration provides entirely distinct and quite useful
statistics and information about countries for examination.
Given the dynamic nature of digital transformation within the COVID-19 pandemic, it is
probable that the current obstacles associated with it may undergo modifications. Two major
obstacles that were previously thought to be essential are the possibility of future problems and
ignorance about current obstacles. This essay solely examines one Sri Lankan educational
institution as a case study. Interesting anecdotes of digitalization, particularly after the
epidemic, can be found at many academic and other institutions throughout the world.
Therefore, there are more situations where conducting research on different topics will be
valuable for information systems research in the future.
5.4 — Suggestion for Further Research
This study contains several restrictions. The primary guideline is that the study's findings could
have been somewhat impacted by the small sample size of the 89 respondents. The influence
of COVID-19 on digitization is a surprising new phenomenon that calls for further
investigation and mistrust, even if digital transformation, the difficulties associated, and many
sectors of digital transformation organizations/industries have long been key study issues. As
a result, the findings, implications, and validity of this study are restricted to the time frame
given in the study issue.
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APPENDIX 1 — Questionnaire (Blank) Interview Guidelines
The Analysis Of The Digital Technology On Education In Sri Lanka.
This questionnaire aims to study the relationship between digital technology and education in
Sri Lanka. Please provide valid and accurate information, as it may affect the successful
completion of this research. Information provided will be kept confidential and not used for
any other purpose. This survey should only take 4-5 minutes to complete. I assure you that your
responses will be anonymous, and all answers you provide will be kept with the highest
confidentiality.
PART A
This part consists of questions regarding demographic variables. Put a (√) mark in the relevant
statement.
1. Gender
(a)
Male
(b) Female
2. District
(a)
Colombo
Kaluthara
3. Level of education achieved.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
PART B
Ordinary Level
Advanced Level
Diploma
Professional Qualification
Bachelor's Degree
Master's Degree
Doctorate
(b) Gampaha
(C)
This part consists of questions regarding independent variables and dependent
variables. Put a (√) mark on the relevant statement.
Digital technology
Strongly Agree Neutral Disagree Strongly
Agree
Disagree
4
3
2
5
1
4.) Students found the digital
presentation lecture engaging.
5.) Confident with using technology
for personal matters.
6.) I will recommend to my children to
attend digital presentation lectures.
7. My children are comfortable using
digital technology for educational
purpose
8. Digital technology has positively
influenced
Childrens’
learning
experience
9. The use of digital technology has
improved the quality of education in
Sri Lanka
10. I have concerns about privacy and
security on data when using digital
technology for education
11. Education using digital technology
has made it easier for Children to learn
Virtuality
Strongly Agree Neutral Disagree
Agree
4
3
2
5
12. Planned, organized virtual
meetings save people’s time and
effort.
13.The virtual effect of digital
technologies enables E-learning.
14. The E-learning classroom is
virtual so students can learn what
is essential, skipping the
unnecessary information.
Strongly
Disagree
1
15. Virtual education is a suitable
replacement for traditional in person education
16. Virtual education can help
bridge educational disparities in
Sri Lanka
17. I believe more investment
and improvements should be
made in virtual education
18. Virtual education will
continue to play a significant role
in the future of education in Sri
Lanka
Explicit knowledge
Strongly Agree Neutral Disagree
Agree
4
3
2
5
19. Digital presentations are an
excellent way to assess student's
understanding of a topic.
20. Students are confident with
using technology for learning.
21.
Students
have
good
technology
knowledge
for
learning.
22.Access to digital technology
enhances the delivery of explicit
knowledge
in
educational
settings
23. Digital technology helps in
making explicit knowledge more
accessible to students
24.The quality of explicit
knowledge available through
digital resources is a concern
Strongly
Disagree
1
Low cost
Strongly
Agree
5
25. E-learning is less
expensive because course
content can be easily
modified in the future.
26. Can reduce material
costs by using E-learning.
27. Computer-based
instruction could serve as an
excellent catalyst to boost
performance.
28. Low cost digital
technology has reduced the
financial burden on students
and parents for education
29. The availability of low
cost or free education apps
and online courses has
benefited students in Sri
Lanka
30. The use of digital
technology has made
education more accessible
and affordable in Sri Lanka
31. Despite low cost options,
there are still financial
barriers to access digital
education
32. Low cost digital
education can help reduce
educational disparities and
ensure access for all
Agree
Neutral
Disagree
4
3
2
Strongly
Disagree
1
Education of Sri Lanka
Strongly Agree Neutral Disagree Strongly
Agree
Disagree
4
3
2
5
1
33. Teachers followed a textbook /
prepared notes using books and their
experiences when delivering the
formal education.
34. Universities have adjusted to the
online classroom.
35. Sri Lanka is gaining experience
using digital technology for education.
36. There are challenges in providing
quality education that effectively
utilizes digital technology in Sri Lanka
37. The curriculum and teaching
methods in Sri Lanka need to be
updated to better align with digital
technology
38. Adequate investment in education
in necessary to leverage the benefit of
digital technology in learning
39. Quality education is a fundamental
right and should be accessible to all
APPENDIX 2 — Minutes of the Mandatory Supervisor’s Meeting
APPENDIX 3 - Ethics Application Form