The basic hypothesis to be inquired is the first hypothesis posed by Agarwal and Day in their research. That is, the use of computers and the internet in the teaching of economic modules does not affect student learning and retention. Their other two hypotheses will not be inquired.
The research restrictions were that research was carried out at Institutes for Professional Training (IEK) at the Organization for Professional Education and Training (OEEK) during the 2007-2008 spring semester. 72 students took part in the research in total. These students came from three classes within the field of specialization in “Business Executive in Administration and Finance” of the 3rd semester and were being taught “Money – Banks – Elements of Banking Techniques”. The lessons for two of these classes were carried out in a lab while the other one was taught in a classroom. As regards the module taught at the computer lab, there were 25 computers for the 50 students who participated in the computer-based lesson therefore each one worked individually. The remaining 22 students were taught in a lecture hall and there was no use of technology involved.
Before the start of the lessons students took a test comprised of five true-false questions and five multiple-choice questions based on part of the course entitled “Money”.
During the final lesson students took a test on part of the taught material of the course entitled “Money – Banks”. Moreover, after the completion of the lessons students filled in a questionnaire and expressed their views on computers and the teaching that took place both at the computer lab and the lecture hall.
During the winter semester of 2007-2008, the same students were all taught “Transactions’ Technique” in the lecture hall. Research compared the knowledge on “Money – Banks – Elements of Banking Techniques” acquired with the use of computer and without using one and also the knowledge acquired when they were taught “Transactions’ Technique”.
The results showed that students who attended the “Transactions’ Technique” course at first and then the “Money – Banks – Elements of Banking Techniques” one, performed better and aquired greater knowledge than students who attended the courses the other way round.
Students prefer computer-based lessons over traditional lessons to a very high percentage. The conclusions from this research are related to the conclusions of researches carried out at foreign University Institutions, that point out that “the use of computers and the internet in the teaching of economic modules does not affect student learning and retention”.

References:
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