CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Due to the enhancement of Philippine education and implementation of K

to 12 the researchers came up with an idea of systemizing the traditional

modules of computer hardware that deals primarily with the development of a

Computer Aided Instruction (CAI) which is in the circulation of the educational

system today, our society and as well as the world of academics was rapidly

changed by technology through the use of computers. Other schools use

computer interactive games, modules, and as well as computer aided instruction

to train students in order for them to achieved higher standard of education and

for the betterment of the academe. Students and teachers are more likely

interested in the continuous improvement of technology and it is one of the

factors that should be considered in developing a computer aided instruction for it

is a tool for improving the traditional approaches.

Technology is permeating every single thing we do and to the extent that

we can better expose our young people to all the different ways that technology

can be used, not just for video games or toys, we're planning for the future. (Marc

Morial, 2014) Computer Aided Instruction is more often utilized to individual

students, and the assigned work is between the students and the teacher.

Reports and records of the students' performance are provided by the software

package, with the key being individualization of the activity.

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CAI is a great alternative for technical subjects that can be used as a

strategy in teaching computer hardware for Rizal Technological University

Laboratory High School Students. This Computer Aided Instruction helps to

create more well-rounded learning experiences in learning styles and modalities.

Considering the students capability and capacity of learning, the researchers

equipped CAI a monitoring feature that measures different kind of assessment.

CAI has been shown to be equally effective when compared with individual

tutoring, language laboratory, and media such as programmed instruction,

filmstrips etc. Several studies have shown that even though CAI does not always

result in greater achievement, the time it takes students to learn is reduced

(Martha Weiss & Ralph Dusseldorp).

There is always a point in learning process where activities need to repeat

over and over in a variety of different ways. Such intellectual activity is needed to

move ideas and skills from short term memory to long term memory as well as to

enable increasingly complex skills to be rehearsed in a place of less risk and a

place of constant feedback and advice. Developing software with the right

balance between learning and entertainment goals is a critical factor in its

selection. CAI is defined as the use of the computer for direct instruction of

students. This includes four modes (drill-and-practice, problem solving,

 3

simulation and tutorial) but does not include computer managed instruction or the

teaching of computer science. Only studies are included in which effectiveness

was measured by student achievement as a result of CAI as compared with

achievement resulting from other methods of instruction. (Judith Edwards

&Shirley Norton).

This Computer Aided Instruction may help the students in understanding

basic concepts of Computer Hardware operations, assembling techniques,

upgrading procedures, and Computer and Hardware maintenance. The

proponents focused on the grade 10 students of Rizal Technological University

Laboratory High School Students for them to make necessary diagnosis to

distinguish and assess common problems in computer hardware, as a conclusion

in determining the effects of this development it will be considered based on the

result of statistical treatment, survey, and prototype.

Through this study, students may gain more enjoyable experiences in

assembling various components of computer hardware that could help them

improved their performance and prepare them to future certification like Technical

Education and Skills Development Authority (TESDA). The CAI will be featuring

distinctive activities and games with a systemized instructional material where

the teacher used a program to present in teaching the subject that can possibly

help students in doing their practical activities and to understand some

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complicated aspects of the subject. The CAI simulates reliable information and

also develops with a user friendly interface to help students in increasing their

interest in learning. Learning is fun! This is an expression of the students if they

find a certain subject attractive and interesting educators constantly aim to make

classroom learning meaningful. With CAI the graduates of Rizal Technological

University Laboratory High School Students will be more skillful and wiser in

addressing common hardware problems.

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Conceptual Framework

This study aims to determine the positive and effective strategies that will

ensure the reliability and validity of the systemize instructional material being

develop; the goal of CAI is to make an impact for grade 10 students of Rizal

Technological University Laboratory High School Students through complete

understanding that will help them to internalize the subject of computer hardware,

make a progress and a good output. The purpose of this is to educate students

with the aid of computers because computers can be used to make the learning

process more creative, interesting and independent. By using the Grade 10

syllabus as a basis of developing the Computer Aided Instruction it will be applied

based on the method that will be used.

The ADDIE model is the generic process traditionally used by instructional

designers and training developers. The five phases Analysis, Design,

Development, Implementation, and Evaluation represent a dynamic, flexible

guideline for building effective training and performance support tools. While

perhaps the most common design model, there are a number of weaknesses to

the ADDIE model which have led to a number of spin-offs or variation

The output is to create a program that will systemize the module of

computer hardware and make it as interactive as possible when used by

students.
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Research Paradigm

The research paradigm covers the conceptual framework. It is the

representation of process that is undertaken in this study. It gives the perspective

view of the realization on how this study will be effective.

Figure 1

INPUTS PROCESS OUTPUT

Programming Software SYSTEM DEVELOPMENT DEVELOPED COMPUTER

CYCLE AIDED INSTRUCTION IN
(Visual Basic 6.0)
(ADDIE MODEL)
COMPUTER HARDWARE
Knowledge Requirements FOR GRADE 10 LHS
Analysis Phase STUDENTS.
Grade 10 Computer Hardware
Module Design Phase

Grade 10 Development Phase

RTU-LHS students
Implementation Phase
Hardware Requirements
System Unit with: Evaluation Phase
4GB Ram
Dual Core CPU 2.86GHZ

Software Requirements
Photoshop CS6 32bit
Microsoft Office 2010
-Related Programs
Sony Vegas Pro

Figure1: Relationship of the variables for the development of CAI

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The paradigm describes the development of Computer Aided Instruction

entitled Computer Hardware made easy and it demonstrate on how it is going to

be developed by the use of agile method where it represents the process of the

CAI being deployed.

Statement of the Problem

This study focuses in the development of Computer Aided Instruction

(CAI) as a substitute for students learning experience in Computer Hardware

subjects and also to evaluate the developed CAI. It will help teachers to improve

traditional approaches. The following problems are to be addressed by Computer

Aided Instruction.

1. What are the factors that hinder students to be knowledgeable in terms of

Computer Hardware?
2. How often does the teacher in Computer Hardware subject use the

following teaching materials?

2.1 Books ;
2.2 Videotapes ;
2.3 LCD projector ;
2.4 Computer/Laptop ;
2.5 Manila paper/Cartolina
3. How do the student respondents assess the Computer Aided Instruction in

terms of:
3.1 User-friendliness ;
3.2 Organization ;
3.3 Content ;
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4. What is the students score in the developed Computer Aided Instruction?

5. Is there a significant difference in students score when group by section?

Hypothesis
There is no significant difference in students score when grouped by

section.

Significance of the Study

This study is conducted which the proponents think to be very beneficial to

the following people:

Students: The Computer Aided Instruction can possibly bridge the

knowledge in computer hardware harmoniously with the students. To

identify teaching strategies that will be considered best and effective so

that it will serve as a tool in improving the students academic performance

and understanding about the subject. The study will be a significant

endeavor in promoting better and conducive environment for students in

 9

learning computer hardware. There is no problem in applying the

traditional approach of teaching but with our generation today, the

educational system must consider the efficiency of the teachers. We need

to make sure that the students will still learn and get every information and

knowledge with the topic being discussed. The CAI will help the student to

acquire satisfactory information and skills as they keep on using develop

program (systemize instructional material).

Teachers: The findings of this study will serve as references in

improving the use of instructional materials and the CAI that will be

develop can be used by teachers in demonstrating the subject related to

computer hardware. This can be a basis for necessary reforms on the

current practices of these teachers in the delivery of CAI based lessons.

The teacher will now become a facilitator and a guide rather than to have

a spoon feeding discussion.

Researchers: This study will serve as a foundation and the CAI

that will be developed will be use dependently on the lesson. It will

motivate students and make the learning more versatile and flexible

enough to capture the interest of the students.

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Schools: The end product of this research will assist the school to

offer refine and enrich implementation of the subject, facilities, teaching

technique and instructional materials needed for the better quality

education to be offered in Grade 10 Rizal Technological University

Laboratory High School Students in their Computer Hardware subject.

Scope and Delimitation of the Study

The study will be conducted to further explain the extent and limits of the

proposed system, to completely understand the range and boundaries of CAI

based approach. The study aims to improve the instructional materials used in

teaching computer hardware with the help of Computer Aided Instruction that will

help not only the teacher but also the students.

The CAI can possibly provide reliable information about computer

hardware for Rizal Technological University (Laboratory High School) Grade 10

students It can generate visual interface that is conducive for learning, it can

produce results according to the students performance, skill assessment and

skills improvement and It has also a database ready for grading, evaluating, and

monitoring purposes of the students. The CAI will be updated due to yearly

advancement of technology, specifically in computer hardware components. The

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topic must base in the k to 12 syllabus intended for grade 10 student in Rizal

Technological University Laboratory High School Students.

The researchers selected the Rizal Technological University (Laboratory

High School) students to be their respondents. Furthermore, this study made use

of Grade 10 students during the SY. 2015 2016 because they are currently

taking the subject related to computer hardware lessons.

Definition of Terms

This section presents the definition of terms used in the project

documentation and in the Computer Aided Instruction itself.

Computer Hardware refers to the components of a computer (Merriam

Webster Dictionary) it is the parts that composes a System Unit such as

Motherboard, CPU, RAM, Power Supply, Hard drive, etc.

Software is the program or application that is used in the computer. It is the

bridge between the Hardware and the user.

Integration is the combination of an approach as a whole.

Computer Literacy it refers to the attitude about computers and the actual

ability to do some task on the computer. It is use to define some kind of basic

understanding of computer concepts and terminology. The level of expertise and

 12

familiarity someone has with computers. The ability confidently and competently

to make good or optimum use of the facilities that computers provide.

Syllabus it is the outline of the subjects in a course of study or teaching. It is a

systemized instruction based on the curriculum of the subject matter.

Module is a set of standardized parts or independent units of a specific subject

that can be used to construct a more complex structure.

CAI (Computer Aided Instruction) - The use of computers for education and

training.

Visual Aid - any of various materials depending on the sense of sight, as films,

slides, photographs, used as aids in teaching. (Merriam Webster)

Assessment - is to estimate or judge the value, of the evaluation.

Teaching Approach - it comprises the principles and methods used for

instruction to be implemented by teachers to achieve the desired learning in

students.

Usability it is a measure of how a product and systems can be used easily,

and matching them more closely to user needs and requirements.

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CHAPTER II

REVIEW OF RELATED LITERATURE

INTRODUCTION TO CAI

Instructional Technology is the use of technology (computer, compact disc,

interactive media, modern satellite etc.) to support learning. Some believe that

the use of interactive, computer-based technology is the key to improve learning

in classroom. Advanced technologies will fundamentally change the process and

structure of learning. Others believe that technology is no more than a tool and

has a minimal impact in the quality of learning.

Educators at Stanford University in California and International Business

Machines Corporation (IBM) introduced CAI into select elementary schools.

Initially, CAI programs were a linear presentation of information with drill and

practice sessions. These early CAI systems were limited by the expense and the

difficulty of obtaining, maintaining, and using the computers that were available at

that time. Programmed Logic for Automatic Teaching Operations (PLATO)

system, another early CAI system initiated at the University of Illinois in the early

1960s and developed by Control Data Corporation, was used for higher learning.

It consisted of a mainframe computer that supported up to 1000 terminals for use

 14

by individual students. Over 100 PLATO systems were operating in the United

States.

Users logged 40 million hours on PLATO systems. PLATO also introduced

a communication system between students that was a forerunner of modern

electronic mail (messages electronically passed from computer to computer).

The Time-shared Interactive Computer-Controlled Information Television

(TICCIT) system was a CAI project developed by Mitre Corporation and Brigham

Young University in Utah. Based on personal computer and television technology,

TICCIT was used to teach freshman-level mathematics and English courses.

With the advent of cheaper and more powerful personal computers in the 1980s,

use of CAI increased dramatically. Only 5 percent of elementary schools and 20

percent of secondary schools in the United States had computers for assisting

instruction. Three years later, both numbers had roughly quadrupled, and by the

end of the decade nearly all schools in the United States, and in most

industrialized countries, were equipped with teaching computers. A recent

development with far ranging implications for CAI is the vast expansion of the

Internet, a consortium of interlinked computers. By connecting millions of

computers worldwide, these networks enable students to access huge stores of

information, which greatly enhances their research capabilities.

 15

Arnold, D. (2000) Computer-Aided Instruction, retrieve from http://www.

umn.edu/~arnold/papers/cai.pdf

CAI AS AN EFFECTIVE TOOL

According to Kulik (2002), one factor that increases maximum

effectiveness of technology use is good teacher preparation and skills. To be

effective when using technology, teachers need to be highly involved by

interacting and providing feedback to students. Researchers indicate that

appropriate technology can be very beneficial to increase educational

productivity. Suppers, Jerman and Brian have this view of information technology

that the deep and complicated problems begin only when it is recognized that the

technology is ready for application and that we understand how it should be

used. They emphasized that the existence of technology and the recognition of

its possibilities are not in themselves sufficient to guarantee that it will be used

widely or that it will be used with anything with maximum efficiency.

A key question is why CAI may be more effective than traditional

classroom teaching, on average. Some classroom research suggests computers

can offer highly individualized instruction and allow students to learn at their own

pace (e.g. Heath and Ravits 2001). While we do not have a direct test, we

hypothesize that if CAI allows for more individualized instruction, then it may be

more beneficial for struggling students who cannot keep up with the pace of the
 16

lectures in traditional classrooms or for more advanced students who could

progress faster at their own pace. Further, we might expect CAI to be more

effective for students with poorer rates of attendance. In a traditional classroom,

students missing class will miss all of the material covered that day. In contrast,

the computer always picks up where the student left off the last time she was in

class. Additionally, in classes where many students have poor attendance

records or in classes with more variation in student ability, we might expect a

bigger effect of CAI as teachers may struggle to find the appropriate level at

which to pitch lectures. Finally, one might think that the individualized instruction

provided by CAI avoids some of the disruption effects of having peers with poor

attendance rates or being in larger classes as modeled by (Lazear, 2001)

Barrow L., Markman L., & Rouse C.E, (2008). Technology's Edge: The

Educational Benefits of Computer-Aided Instruction.

Retrieved from http:// www.nber.org/papers/w14240.pdf

INSTRUCTIONAL MATERIALS

Textbook is a teaching tool which presents the subject matter defined by the

curriculum. A university textbook is required to contain the complete overview of

the subject including the theories, as well as to be of a more permanent character.

One of the most useful tools an instructor possesses is the textbook. While this

chapter focuses on handbooks, the source of tools at an instructors disposal

 17

handbooks, focused texts and readers can augment the classroom experience for

both students and instructors. Consequently, one aspect that all handbooks must

address is the need for revision. The scope of this study included current texts

associated with the major publishers who often frequent local conferences and

professional development activities. Although these texts represent the majority of

relevant offerings on this topic by these publishers, by next year these will be

supplemented, replaced, revised or eliminated by others, so that this output

becomes reduced to a snapshot capturing a moment-in-time view of college

handbooks.

Textbooks are detailed sequence of teaching procedures that tell you what to

do and when to do it. There are no surprises everything is carefully spelled out. It

provides administrators and teachers with a complete program. The series is

typically based on the latest research and teaching strategies. It serves as

excellent teaching aids. They are source for both teachers and students. It

provides information also help students in noting and highlighting the key points.

They can also add guides for easy understanding of sentences. If they note the

key words, it makes it easier to remember even during examinations. Textbooks

are also used for future reference. Students will always forget what they have

been taught by the teacher. They therefore need such books to keep referring to,

in order to refresh their memory. Textbooks are also a reliable source of

information because they may contain term papers and thesis. They may come
 18

with instruction and guide the student on the kind of question that they are likely to

encounter during examinations. It enables instructors and teachers to get more

organized in their class lessons. Since these books are divided in chapters,

teachers find them reliable by following them as they are in teaching. This will help

when there is need to give tests to students. The teacher will also know on the

topics that students find difficulty in understanding and the ones they have already

understood. It enables students to point out to topics that they need more

elaboration on. Referring will also mean that students who have failed exams can

use them to find correct answers to questions because the teacher cannot repeat

classes for a number of students.

Video provides a means of interactive instruction and is a very flexible

medium. Having the ability to stop, start and rewind is absolutely invaluable. It

provides the option to stop each video and challenge students to predict the

outcome of a demonstration, and elaborate on, or debate a point of historical

reference. You also have the option to rewind a section of the video to review a

segment to ensure that children understand a key concept. You can ensure to add

further interactivity by copying activities, conducting discussions or repeating

demonstrations and experiments in the classroom. Research has demonstrated

that the most effective way to use video is as an enhancement to a lesson, or unit

of study. Video should be used as a facet of instruction along with other resource

material available to you for teaching a particular topic. Teachers should prepare
 19

for the use of a video in the classroom in the same way they do with other teaching

aids or resources. Specific learning objectives should be determined in advanced,

instructional sequences should be developed and reinforcement activities planned.

Teachers, who use instructional video report that their students retain more

information, understand concepts more rapidly and are more enthusiastic about

what they are learning. With video as one component in a thoughtful lesson plan,

students often make new connections between curriculum topics, and discover

links between these topics and the world outside the classroom. It gives students

clear concept clarity, as everything can be visualized and explained in detail. It

acts as a flexible teaching medium. The more interested and engaged students

are and the more interactive each learning session is, the more students will enjoy

learning and retain information from the lesson. Videos provide the option to stop

each video and challenge students to predict the outcome of a demonstration, and

elaborate on, or debate a point. You also have the option to rewind a section of

the video to review a segment to ensure that children understand key concepts.

You can ensure to add further interactivity by copying activities, conducting

discussions or repeating demonstrations and experiments in your classroom.It

gives instance notes, whenever required can visualize the video and topic will be

revised and can also make notes. The benefits of using video in education

includes providing a sensory experience that allows concepts and ideas to

actually become an experience and come to life as students are guided through
 20

each adventure. Video provides a means of interactive instruction and is a very

flexible medium. Having the ability to stop, start and rewind is absolutely

invaluable. Using the right online educational video service should help teachers

or parents to minimize lesson preparation time by enabling them to easily identify

and select the right video for the lesson, and draw upon the other resources

provided by that service to enhance the learning outcomes, and the quality and

benefits of each lesson.

An LCD projector is a type of video projector for displaying video, images or

computer data on a screen or other flat surface. It is a modern equivalent of the

slide projector or overhead projector. The combination of open and closed pixels

can produce a wide range of colors and shades in the projected image. It creates

an image by shining a light through a small transparent lens, but some newer

types of projectors can project the image directly, by using lasers.

Projectors enable teachers to create bulleted PowerPoint presentations or

other highly organized notes for the class. With the use of projectors in the

classroom, students can take better notes with the ability to discern what

information the teacher displays is most useful to them. Additionally, students can

ask the teacher to repeat a slide if they missed information, or even ask that the

teacher to email the presentation for further review. Prior to the use of projectors

in the classroom, teachers had to spend time writing notes on the board, as well

as erasing information as the board filled up. Projectors require a simple click of
 21

a button or mouse, thus, freeing valuable class time. By using projectors,

teachers can more easily prepare all notes prior to class for easy presentation.

Teachers may also find that they spend less time repeating or rewriting

information that is now accessible with a simple click. Projector helps us to give

better teaching to the students. In order for a large classroom to see items

clearly, the overhead projector needs to be at the perfect distance and angle.

Panoramic views are very difficult to achieve and the inability to read slides can

be distracting to observers. For this reason, using projector would provide better

learning for the students. Using LCD projectors provides educators to reach

students with multiple approaches. Students enjoy seeing, hearing and

interacting with technology rather than simply reading a textbook or listening to a

lecture. Students can participate in real-time, interactive activities. Problem-

solving activities promote the development of critical thinking skills.

ADVANTAGES AND DISADVANTAGES OF COMPUTER-AIDED

INSTRUCTION

According to Celestino (2007), when the computer is used as learning tool

in teaching session, it motivates and captures the pupilsinterests which

culminate in a vivid and interesting lesson for pupils. Thus, the teaching learning

process becomes effective and acquires comprehension with the lesson being

taught by the teacher. Information must be timely. A major advantage of internet-

based information is that it is current.

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Advanced technologies have the potential for significantly expanding the

scope and depth of curriculum. Students will have to access to information far

beyond the scope of traditional textbook. Learning and curriculum can be

individualized and adopted to learning styles. Instructional technology will

facilitate constructing knowledge rather than mastering content. It may

significantly affect the role of teachers and the structure of school and

classrooms. The use of instructional technology changes the role of the teacher

from the expert to facilitator. Instruction can no longer limit to school building or

classroom. Students may participate in distance learning or take courses from a

global satellite field. Students can be in their home at workplace where, which

has a television, phone or computer.

A recent development with far ranging implications for CAI is the vast

expansion of the Internet, a consortium of interlinked computers. By connecting

millions of computers worldwide, these networks enable students to access huge

stores of information, which greatly enhances their research capabilities.

CAI can dramatically increase a students access to information. The program

can adapt to the abilities and preferences of the individual student and increase

the amount of personalized instruction a student receives. Many students benefit

from the immediate responsiveness of computer interactions and appreciate the

self-paced and private learning environment. Moreover, computer-learning

 23

experiences often engage the interest of students, motivating them to learn and

increasing independence and personal responsibility for education. Although it is

difficult to assess the effectiveness of any educational system, numerous studies

have reported that CAI is successful in raising examination scores, improving

student attitudes, and lowering the amount of time required to master certain

material. While study results vary greatly, there is substantial evidence that CAI

can enhance learning at all educational levels. In some applications, especially

those involving abstract reasoning and problem-solving processes, CAI has not

been very effective. Critics claim that poorly designed CAI systems can

dehumanize or regiment the educational experience and thereby diminish

student interest and motivation. Other disadvantages of CAI stem from the

difficulty and expense of implementing and maintaining the necessary computer

systems. Some student failures can be traced to inadequate teacher training in

CAI systems. Student training in the computer technology may be required as

well, and this process can distract from the core educational process. Although

much effort has been directed at developing CAI systems that are easy to use

and incorporate expert knowledge of teaching and learning, such systems are

still far from achieving their full potential.

Computer Aided Instruction is a great motivator, self-directed which students

can decide when, where and what to learn. It also Helps teacher can devote

more time to individual students. Students have the freedom to experiment things
 24

with different options. Privacy helps the shy and slow learner to learn and they

learn more and more rapidly. On the other hand, Computer-Aided Instruction may

also be negative. Students May feel overwhelmed by the information and

resources available, Learning becomes too mechanical, Lack of infrastructure

and time consuming to find for a software that will fit the need of students.

Oppenhmer (2003) in his book entitled The Flickered Mind: the Fake promise of

technology in the classroom concluded that placing computers in the classroom

has been almost entirely wasteful.

DISCOVERING CAI

Alcalde et.al (2000) found out that the computer assisted learning can be

an efficient procedure. Although there is an extensive educational software

tradition for this approach, few have better performance than standard drill and

practice methods. In this work, the specific software Lets play with was

designed to teach concepts of colors, shapes and body position to children with

intellectual disabilities. The software structures follow the Gagne instructional

design and applied behavior analysis. The program was carried out with 39 boys

and 21 girls who were special education students in the Cadiz school district. The

studies presented above shows how Computer Aided Instructions are used in

conducting researches. The said studies found out the effectiveness of using

CAI. Even the autistic children or mentally handicapped children were able to
 25

learn basic concepts and behavior. They showed the relation with the present

study as they explained the effectiveness using CAI.

Florenzo Z. Matteo and Mariechel J. Navarro (2000) Computer-Aided

Instruction of the school of future program : Central Luzon State University

(CLSU) experience accelerate the use of computers and other information

technology solution in the classroom equipping elementary and high school

students with technology skills that will enhance their learning and local

competitiveness.

TESTING COMPUTER-AIDED INSTRUCTION

In 2001 Chua studyJGene Tech: A Computer-Aided Instruction on nucleic

acids and proteins and an application of DNA sequencing by hybridization were

able to develop a Computer Aided Instruction based on the inputs done that will

help students identify various viral infections.

From a study conducted by Michael Thomas and David Tall, in their

investigation on the benefits of using a computer in algebra teaching, they

indicated that computer experiences encourage a more versatile form of thinking

(Thomas& Tall).

The experiments provide evidence of a more versatile form of thinking

related to the computer experiences. Further this improved understanding of

 26

concepts usually considered to be of a higher level and difficult to attain by

traditional methods, was shown to of a long-term nature. There is also support for

the hypothesis that the computer can be used in the enhanced Socratic mode to

provide experiences to encourage versatile learning through cognitive

integration.

One of the criticisms of CAI in general is that it sometimes tends to focus

on what is technologically possible, without taking into consideration pedagogical

issues. This section briefly reviews the topic of Educational Psychology, learning

style and learning strategies.

Kemeny& Kurtz (2003). CAI Programs were Rudimentary by Todays

Standards.

Retrieved from http://www.computing.dcu.ie/~mward/mthesis/chapter2.pdf

Computer-assisted instruction (CAI) continue to play a critical role in the

teaching and learning concepts (Brown &Boshamer 2000; Chang 2002) and the

results of study that do exist have confounding research findings (Chang 2000). A

meta-analysis intervention for children with special needs identifies 12 CAI

studies (Kroesbergen& Van Luit, 2003). The findings of the meta-analysis were

that studies using CAI showed lower effect sizes than studies in which the

teacher instructed the students. Thus results showed that human intervention

and not computers are more effective for students with special needs. Yet, these
 27

results do not explain the question of using CAI as a supplement to teacher

instruction.

Acquantas study is related to the present study for it deals with computer

aided model lessons in classroom discussion in understanding fully the concepts

and objectives of the lessons. He also used a quasi-experimental research to

conduct his study. There is a similarity between the present study and the study

conducted because it dealt with the relationship between the computer

programming and mathematics subject. The present study made use of

Computer aided method in teaching math subject.

IMPLEMENTATION OF CAI IN THE PHILIPPINES

In the Philippines, schools have been adapting the same practice of using

computers as early as preschool. This follows that the computer is an effective

means of enhancing language and social/cooperative experience among

children. And it promises to become only more so. But while it has the power to

make our lives easier, many parents are justly concerned about protecting their

children from the computer especially the Internet's darker fringes. For parents of

a toddler or a preschooler, the true challenge is not protecting him from

inappropriate usage or websites, its finding and guiding him to what's good and

beneficial in the use of computers. And that means that parents have to be
 28

actively involved in the process. Parents have to make sure they're giving their

children a positive experience that's also appropriate for their age.

According to Linda Henrys writing for your Baby Today, software

manufacturers already tapped the market that involved infants from six months to

two years of age. The company, Knowledge Adventure created Jump Start Baby

and calls it as lapware, since it is designed for babies who are sitting on their

parents lap at the computer. This means that babies are already reared to

become computer whiz kids as early as infancy.

The experiments provide evidence of a more versatile form of thinking

related to the computer experiences. Further this improved understanding of

concepts usually considered to be of a higher level and difficult to attain by

traditional methods, was shown to of a long-term nature. There is also support for

the hypothesis that the computer can be used in the enhanced Socratic mode to

provide experiences to encourage versatile learning through cognitive

integration.

Profeta (2004) cited that computer is bringing about changes in the way

people learn, widening educational opportunities for many. Many people believe

that new technology may help the educators to make significant changes to the

learners.

Brown and Boshamer (2000) conducted a study of more than 100,000

elementary and middle school students in North Carolina. A pretest posttest

 29

designed was used to determine the effect of using CAI as supplement to regular

classroom instruction.

Several institutions, particularly in higher education, have already

designed effective instruction using electronic media to orient students to library

facilities and the use of resources. Cherry compared a control group receiving

traditional lecture instruction in the OPAC with a treatment group receiving

Computer Aided Instruction and found that CAI is as effective as the traditional

lecture method. Turner find CAI particularly useful where instructional needs are

large scale or ongoing and especially in teaching computer related skills. A

well=designed, although not formally evaluated, on-line tutorial is the Texas

Information Literacy (TILT) published by the University of Texas. TILT is divided

into three interactive modules, each consisting of an introduction, a list of key

concepts and skills one will learn while working through the module, the text of

the lesson, and a quiz. On-line tutorials have also been created for teacher in

service in the K-12 setting. Bellingham Public School System created a tutorial

divided into 16 modules on topics ranging from defining information literacy to the

ways we gather information to connecting globally using telecommunications and

mail. Although there is no evaluative data documenting effectiveness, the site is

well-designed, user-friendly, and methodically covers all areas of information

literacy skills.
 30

Cotton (2001), the study of statistics can be tedious especially because of

a lot of formulas to work with and computations that are long and difficult to use.

Computer-assisted instruction (CAI) could be of great help because of the drill-

and-practice, tutorial, or simulation activities offered either by themselves or as

supplements to traditional teacher directed instruction. Cotton found in her study

that computer software provides many instructional benefits and CAI can have a

much greater impact on student learning. In a classroom utilizing CAI, students

often work independently or in pairs at computers around the room. Software

effectively guides students through a series of interrelated activities and

instruction, addressing a variety of learning styles.

Working in pairs could also facilitate learning. Davidson and Kroll found in their

study that students in cooperative environments developed more positive

attitudes towards mathematics than students in traditional environments.

The use of a CD-ROM tutorial is ideal to support traditional classrooms.

The pedagogy of a teachers text extends into a highly visual, hands-on learning

environment that is available any time. CD-ROM methods for teaching oral

medication administration, Jeffries (2001) generates higher satisfaction and

greater cognitive gains for the multimedia group.

In a study by Christopher L.Aberson et al. (2002) of Humboldt State

University, he found out that students (n = 84) enrolled in introductory and

intermediate statistics courses overwhelmingly rated the tutorial as clear, useful,

 31

and easy to use. Students who used the tutorial outperformed those who did not

on a final examination.

In August 2000, Calvert M. Moore of the Department of Psychology,

Georgetown University Washington, DC 29957, USA, examined the impact of

computers on the vocabulary acquisition of young children with autism.

Michael Szabos (2001) study showed that much research has been

focused on the effectiveness of CAI, which is demonstrated through improved

test scores. Effectiveness has also been measured through "heightened affective

responses, or better attitudes, reduced learning time, higher course completion

rates, an increased retention duration, and finally cost" (Williams & Brown).

Generally the effectiveness of CAI has been determined by comparing CAI with

traditional classroom instruction (Clark,).

Yangco (2002) found out that the Rizal Technological University faculty

level of awareness in using modern instructional technologies has made teaching

more effective. The key to internet success is to browser. Since it is widely used

in the working world, it should be utilized for the educational purposes so that

students are familiar with it .Traditionally we have used quiz to test the basic level

of knowledge. The internet enable us to put this quiz on-line such that can be

viewed remotely.

Anderson-Cook, C.M. and Dorai-Raj, Sundar (2003) found in their study

on the use of applets in statistics courses that students in introductory statistics

 32

classes react very positively to the applets, both in terms of enjoying being able

to experiment with them as well as being better able to discuss the concepts

relating to statistical power. Researchers have also found that CAI enhances

learning rate i.e., students learned the same amount of material in less time than

the traditionally instructed students or learned more material given the same

amount of time. (Cotton,2001). Moreover, students receiving CAI also retain their

learning better (Cotton, 2001). Most researchers concluded that the use of CAI

leads to more positive student attitudes than the use of conventional instruction.

This general finding has emerged from studies of the effects of CAI on student

attitudes as cited by Cotton (2001).

Programmed instruction takes many forms, but all of them are

characterically the same. Lardizabal (cited by Amaro et.al, 2000) said that it is a

method of presenting materials to be learned step by step. Each step is

repeated, practiced so that the learner understands it thoroughly before goes to

technology may help educators make significant changes to the learning.

Computer-aided instruction, more often referred to as computer-assisted

instruction or CAI, often means different things to different people. An active CAI

developer will design a project based on a preferred method or guideline. The

guideline can usually be associated with a particular definition of multimedia

learning. All but one guideline relies for support on impact studies alone, testing

users immediately after the treatment. Alternatively, the SSF model is based on
 33

studies conducted on intentional memory in adults and children measuring their

performance over several weeks. Eight conclusions can be drawn from this

discussion, one for each design guideline.

https://www.researchgate.net/publication/228176284_Computer-

Aided_Instruction February 2009 Bruce mann Memorial University of

Newfoundland

Ragasa, R.Y (2008). Journal of Statistics Education Volume 16, Number 1.

Retrieved from www.amstat.org/publications/jse/v16n1/ragasa.html

A familiar subject area many students find difficulty in is mathematics. It

can be noted that mathematics builds upon previous knowledge and skills

acquired by students, the most basic of which is numeracy. Thus, numeracy is

one of the fundamental human skills each individual should develop (National

Council of Teachers of Mathematics, 2008). It is considered one of the skills

needed in order to be called literate writing and reading being the other two. Its

applications, not only in education, are evident and eminent. It is therefore of

utmost importance that this skill is taught in the best possible manner. Numeracy

instruction is affected by a lot of factors, including the kind of instructional

instrument used (NCTM, 2008). The instrument engages the student, and to

some extent, influences whether or not a love for numbers is developed. These
 34

instruments are mostly dependent on the existing and available technology.

Therefore, rapid changes in technology demand needed changes in the practices

of educational institutions including their preparation of instructional materials.

And at the present, the technological trend is the use of computers. Computers,

for their much greater speed, accuracy and efficiency are becoming more and

more integrated into the curriculum (Cotton). Administrators, parents, teachers

and students themselves recognize the benefits brought about by the use of

computers. From simply replacing the basic chalk and board technology, the

overhead projectors and other print materials, computers are now replacing even

the instructors and themselves becoming the source of the knowledge. When

designed and implemented appropriately, instruction becomes more fast-paced,

interesting and appealing. This in turn results to an increase in subject contents

retention and therefore in classroom achievement (Miller, 2002). One field of

education that shows great potentiality in adapting the use of computers in

instruction is special education (Hitchcock & Noonan, 2000). With the premise

that regular students benefit from computers, one may ask how much more

would special children? For a child who has special needs, computer does even

more (Lerner, 2000). In particular, the in-attentive behaviors demonstrated by

students with Attention-Deficit Hyperactivity Disorder (ADHD) prove to be

consistent with the benefits of Computer Assisted Instruction (CAI). Although a lot

of CAIs have been made, most of these are intended for the use of regular
 35

students and focused on other subject areas. Only few have been designed to

address the specific learning needs of special individuals, especially preschool

children with ADHD in relation to their acquisition and development of numeracy

skills. This strongly implies that new ways of teaching special children should

also be designed in consideration of their right to quality education and full

access to educational opportunities.

THE CURRENT STANDING OF CAI IN THE PHILIPPINE EDUCATIONAL

SYSTEM

In the 21st century, the world is becoming more and more technologically

oriented. Thus, the Industrial Age gave way to the Information Age, an info-tech

era which is as vital as the air we breathe because this has brought changes to

society, business, education, and our lives. Indeed, the education sector is no

exemption in the participation of an information-rich computerized society. To

keep abreast with the emerging technological changes in the global, national and

regional environment, our present educational system is continuously upgrading

the resources through the modernization of the various elements of the system.

Modernization can be pursued through the introduction of modern instructional

aids and materials such as multimedia gadgets like computers. VHS, CD-ROM,

TV, internet and the like. Hence, the Department of Science and Technology

(DOST), the Department of Education, the Commission on Higher Education

 36

(CHED), and the Technical Education and Skills Development Authority (TESDA)

unanimously endorsed a new proposal on the use of more technologically

oriented instruction in the government schools. This is contained in a document

entitled, Education Technology Master Plan. Past Secretary Ricardo T. Gloria

conceived the Schools of the Future to meet the needs of the modern times for

the purpose of improving the quality of education particularly Science and

Technology so as to produce graduates who are proficient in basic literacy,

numeracy and critical thinking skills. This is to enable them to compete in the

domestic and international labor market. The schools of tomorrow shall be

equipped with facilities, equipment, materials as well as new learning or delivery

system like science laboratories, language laboratories and computer

laboratories. It also aims to improve the quality of education to produce globally

competitive graduates through its major features: the use of more instructional

interventions using multi-media technology, redefinition of the role of the teacher

from provider of knowledge to facilitator of learning and greater opportunities for

individualized learning.

During the administration of former President Joseph Estrada, the then

Department of Education, Culture and Sports launched a comprehensive

education program that helped spread IT in public education. Dubbed as ERAP,

this ambitious DECS project stands for Educational Resources Assistance

 37

Program. It seeks to provide learners from public and poor private schools more

equitable access to effective educational technologies to improve the teaching

and learning process. Its national mission is to make the Filipino students from

second to bottom among the 42 countries included in the Third International

Mathematics and Science Survey. Hence, the urge to improve science education

has stepped up the production of computer-related materials like Computer-

Aided Instruction (CAI) which gears towards the modernization of education.

Computer-Aided Instruction is one of the new approaches of instruction,

computer-based instruction, computer-assisted learning and other combinations

of these words. This study involves not only computer hardware but also

softwares such as operating systems, programmed wares and other new ways

of teaching, learning and organizational classroom experience. It does not only

concern the state of the art instructional materials but it is also concerned in

making the teachers modern in their outlook, thinking and behavior.

Therefore, a modern teacher in science is the challenge of the 21st

century, one who can integrate technology and information into teaching and

learning, and one who can adapt modern ways and employ invigorating teaching

and learning approaches that facilitate efficient science education, a teacher who

can capture students desire to acquire and use targeted skills making them more

pleasant and scientific in their attitudes. Science and Technology teachers then
 38

must make science interesting and challenging by introducing computer-aided

instruction in the teaching and learning process. This challenge to reengineer

and reinvent our educational system aims to improve the academic performance

of students.

According to Caday S.P. (2004), the use of the computer as an

instructional aid offers hope to students who could grasp science concepts

through the traditional methods. Hence, its growing applications at Sarrat

National High School motivated the researcher to determine its effectiveness in

teaching physics concepts, science processes and scientific attitudes.

 39

Synthesis

There are many advantages to using computers in educational instruction.

They provide one-to-one interaction with a student, as well as an instantaneous

response to the answers elicited, and allow students to proceed at their own

pace. Computers are particularly useful in subjects that require drill, freeing

teacher time from some classroom tasks so that a teacher can devote more time

to individual students. A computer program can be used diagnostically, and, once

a students problem has been identified, it can then focus on the problem area.

Finally, because of the privacy and individual attention afforded by a computer,

some students are relieved of the embarrassment of giving an incorrect answer

publicly or of going more slowly through lessons than other classmates. There

are drawbacks to the implementation of computers in instruction, however. They

are generally costly systems to purchase, maintain, and update. There are also

fears, whether justified or not, that the use of computers in education decreases

the amount of human interaction. One of the more difficult aspects of instructional

computers is the availability and development of software, or computer

programs. Courseware can be bought as a fully developed package from a

software company, but the program provided this way may not suit the particular

needs of the individual class or curriculum, with the individual particulars to be

inserted by the individual school system or teacher. The disadvantage to this

system is that instruction tends to be boring and repetitive, with tests and
 40

questions following the same pattern for every course. Software can be

developed in-house, that is, a school, course, or teacher could provide the

courseware exactly tailored to its own needs, but this is expensive, time-

consuming, and may require more programming expertise than is available.

There is no doubt that technology has become incorporated into our

school systems. Computers are used not only as a means of helping schools

analyze data, computers have become a pervasive tool toward optimizing

student learning. For example, students are regularly using the Internet to gather

and assimilate information for use in research assignments. They are preparing

"electronic" presentations using computer presentation programs and LCD

projectors. They are using word processing programs to create various other

reports. Students are even using spreadsheets to increase their experiences with

mathematical concepts. In addition, many schools have incorporated interactive

computer-assisted-instruction into their program to provide students opportunities

to master specific educational objectives or standards. Computer is the most

important invention by man which is used in banks, industry, medicine, defense,

sports and games, education and so on. Ignorance about computers makes

people functionally illiterate. Computer-Assisted Instruction (CAI) is concerned

with the use of computers to mediate the flow of information in the learning

process. The new information revolution in the classroom is now in a unique

situation where it can permanently alter the method of instruction. The objective
 41

of this study is to find out the relationship between the attitude of grade 10 RTU-

LHS students towards CAI and their study practices. It is necessary for teachers

and parents to develop appropriate study habits among the students by providing

them with conducive environment at school and home by motivating them to

involve in studies and making learning interesting with a variety of instructional

materials and techniques.

 42

CHAPTER III

RESEARCH METHODOLOGY

Research Method Used

This study will be made use of the descriptive research using a

researcher-made questionnaire. This method is appropriate for the research

problem because it evaluates the extent of the performance of the grade 10

students of Rizal Technological University-Laboratory High School with the

intervention of Computer Aided Instruction (CAI).

The methods of collecting data for descriptive research can be employed

single or in various combinations, depending on the research questions at hand.

When performing an experiment, a researcher is attempting to demonstrate that

variable A influences or causes variable B to do something. They want to

demonstrate cause and effect. Random assignment helps ensure that there is no

pre-existing condition that will influence the variables and mess up the results.

Some of the common data collection methods applied to questions within

the realm of descriptive research includes surveys, interviews, observations, and

portfolios. Descriptive research can be explained as a statement of affairs as

they are present with the researcher having no control over variable. Moreover,

Ethridge (2004) cited that descriptive research may be characterized as simply

the attempt to determine, describe, or identify what is.

 43

Population Frame and Sampling Scheme

The researchers used purposive sampling. This sampling method included

respondents that fall under the purpose of the study which is the grade 10

students of Rizal Technological University - Laboratory High School with

population of 120. It starts with a purpose in mind and the sample is thus

selected to include people of interest and exclude those who do not suit the

purpose.

Description of Respondents

The respondents of the study were limited only to the students of Rizal

Technological University Laboratory High School. Specifically, respondents

were grade 10 students taking the subject of Computer Hardware. The student

respondents were described according to sex and age.

 44

Table 1
Description of Respondents by Sex

SEX FREQUENCY PERCENTAGE

Female 71 60%
Male 47 40%
Total 118 100%

Table 1 shows the sex of the respondents. Out of 120 respondents

surveyed, 60% are female and 40% are male which means that the majority of

the total respondents are female.

Table 2
Description of respondents by Age

AGE GROUP FREQUENCY PERCENTAGE

15 years old 64 55%
16 years old 31 26%
17 years old - older 23 19%
TOTAL 118 100

Table 2 shows the sex of the respondents. Out of 118 respondents

surveyed, 55% are 15 years old, 26% are 16 years old and 19% are 17 years old

and older which means that the majority of the total respondents are 15 years

old.

Instrument Used

The researchers will use the Researchers-Made Questionnaire for this

study; the Questionnaires will be distributed to all grade 10 Rizal Technological

 45

University - Laboratory High School students and some data especially the

finished product of Computer Aided Instruction system entitled Computer

Hardware Made EZ which will be presented to the teachers in Rizal

Technological University Laboratory High School.

The questionnaire is consists of the following:

Part I Students evaluation on the Computer Aided Instruction to difficulty of

exercises, user-friendliness, security and validity.

Part II Students evaluation on traditional materials in computer hardware

Validation Procedures

The questionnaire was supported and verified through the assistance of

the professors in the computer education who provided additional inputs/products

included in the study. For Validation purposes, the researchers will consult five

(5) experts; the Department head of Computer Education Rizal Technological

University Laboratory High School, the Statistician, the English teacher and the

two (2) Professors in Computer Engineering. After getting an approval for the

conduct of the research, a survey questionnaire will be prepared and shown to

the thesis adviser for comments and suggestions. After several revisions of the

questionnaire the thesis adviser was pre-administered to those students who

 46

were not included as sample respondents, to eliminate or change questions on

the further improvement of the questionnaire.

Data Gathering Procedure

The preliminary gathering of the data will be executed by the researchers

by conducting a survey. After retrieval, tabulation and analysis of the data were

gathered. Aside from the questionnaire, the researchers also had consultation

with the computer hardware teachers. All the selected topics used in the

proposed CAI are found in the syllabus used by the teacher who teaches

computer hardware.

Statistical Treatment of Data

For the purpose of analysis and the interpretation, the responses to the

terms on the questionnaires were tallied and recorded accordingly and the

following assessment tools will be used:

Frequency. It is the tabulation or grouping of data into their appropriate

categories or characteristics showing the number of observations in each

category. This will be used in solving the second Statement of the Problem and

used to group the respondents based on the problems encountered.

Percentage. It is a descriptive statistical term to denote the relationship between

two attitudes and the relationship of a part of the whole. This also expresses the
 47

portion of the population responding to particular items. It was used to evaluate

whether the response is the majority choices of the respondents. (Robertson,

1987)

Weighted mean. It is the mean of weighted value when it is multiplied by some

weight.

Formula:

x= f 1 x 1

f1
Where:

x = Weighted mean

= Summation

fi = Frequencies

xi = Items given

Analysis of variance (ANOVA) - is a collection of statistical models used to

analyze the differences among group means and their associated procedures

(such as "variation" among and between groups), developed

by statistician and evolutionary biologist Ronald Fisher. In the ANOVA setting, the

observed variance in a particular variable is partitioned into components

attributable to different sources of variation. In its simplest form, ANOVA provides

a statistical test of whether or not the means of several groups are equal, and

therefore generalizes the t-test to more than two groups. ANOVAs are useful for
 48

comparing (testing) three or more means (groups or variables) for statistical

significance. It is conceptually similar to multiple two-sample t-tests, but is more

conservative (results in less type I error) and is therefore suited to a wide range

of practical problems.

One way Analysis of Variance (Anova) was used to establish the difference

between the students performance in using CAI through Post-test.

Formulas:

Between group variation

Within Group Variations

F Test Statistics

For the corresponding verbal interpretation of each weighted mean, the following

subjective range was used:

 49

Rating Range Verbal Interpretation

4 3.50 4.00 Strongly Agree
3 2.50 3.49 Agree
2 1.50 2.49 Disagree
1 1.00 1.49 Strongly Disagree

Rating Range Verbal Interpretation

4 3.50 4.00 Always
3 2.50 3.49 Frequent
2 1.50 2.49 Sometimes
1 1.00 1.49 Never

CHAPTER IV

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

 50

Problem no.1: What are the factors that hinder students to be

knowledgeable in terms of Computer Hardware?

Table 3
Problems encountered by students in using Computer Aided Instruction
(CAI)

Problems Frequenc Percentag Rank

y e
Power / system failure 54 15.79% 1
Unavailability of computers 52 15.20% 2
Limited choice of software available 38 11.11% 3
Heavy reliance on reading and visual skills 32 9.36% 4
Disorderliness of the class 31 9.06% 5
Limited knowledge in using computer 30 8.77% 6
Too much content 28 8.19% 8
Incompatibility of software and hardware 28 8.19% 8
Lack of interest 28 8.19% 8
Instructions are hard to follow 21 6.14% 10
Total 314 100%

As shown in Table 3 are The Problems encountered by students in using

Computer Aided Instruction (CAI).It can be gleaned from Table 3 that there are

54 or 15.79% agreed in the Power/System failure. The Unavailability of

Computers got the second highest percentage which is 15.20 and has a

frequency of 52. The Third problem Limited Choice of software available has a

frequency of 38 or 11.11%. The remaining problems which are the Heavy

reliance on reading and visual skills with a frequency of 32 and the percentage of

9.36%; the Disorderliness of the class with a frequency of 31 and the percentage
 51

of 9.06%; The Limited knowledge in using computer with a frequency of 30 and

the percentage of 8.77%; The Incompatibility of software and hardware with a

frequency of 28 and the percentage of 8.19%; Too much content with a

frequency of 28 and the percentage of 8.19%; Lack of interest with a frequency

of 28 and the percentage of 8.19%; and lastly, Instructions are hard to follow a

frequency of 21 and the percentage of 6.14%.

Critics claim that poorly designed CAI systems can dehumanize or

regiment the educational experience and thereby diminish student interest and

motivation. Other disadvantages of CAI stem from the difficulty and expense of

implementing and maintaining the necessary computer systems. Some student

failures can be traced to inadequate teacher training in CAI systems. Student

training in the computer technology may be required as well, and this process

can distract from the core educational process. Although much effort has been

directed at developing CAI systems that are easy to use and incorporate expert

knowledge of teaching and learning, such systems are still far from achieving

their full potential.

According to the Website

http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid, In the selection of

software it is critical to first determine whether the learning is teacher entered or

student centered. Software can be used in a variety of instructional formats: a

supplement to direct instruction, a component of a hybrid course that combines

 52

teacher centered and student centered instruction, independent learning in an

open computer lab with tutors available, computer mediated learning that is

student centered and meets in a classroom with the same students and same

instructor, and distance learning with no face to face contact between student

and instructor.

Students may feel overwhelmed by the information and resources

available, Learning becomes too mechanical, Lack of infrastructure and time

consuming to find for a software that will fit the need of students.

Problem no.2: How often does the teacher in computer hardware subject

use the following teaching methods or materials?

Table 4
Weighted Mean on Teaching Materials in Computer Hardware

Teaching Materials Weighted Mean Verbal Interpretation

Overhead/LCD projector 3.81 Always
Computer/Laptop 3.73 Always
Books 3.18 Frequently
Manila paper/Cartolina 2.55 Frequently
Videotapes 2.18 Sometimes
Over all mean 3.09 Frequent

Table 4 revealed that as teaching method, Overhead/LCD projector got

the highest weighted mean of 3.81 with the verbal interpretation of Always,

followed by Computer/Laptop with the weighed mean of 3.73; then Books with
 53

the weighted mean of 3.18 and verbal interpretation of Frequently, followed by

Manila paper/Cartolina with the weighted mean of 3.18; then Videotapes with the

weighted mean of 2.55 and verbal interpretation of Sometimes. And with the

overall mean of 3.09 with the verbal interpretation of Frequent.

The table confirmed that the teacher uses modern way in teaching

Computer Hardware because of her materials using which is the

Computer/Laptop and Overhead projector/LCD. Computer assisted instruction is

an alternative to traditional instruction used both for on campus and distance

learning courses, providing individualized, self-paced instruction. Computer

assisted instruction, according to some researchers, has great potential for

developmental education because it allows a student to work at his or her own

pace, provides immediate feedback, guided practice problems, and 24-hour

access (Kinney, 2001; MacDonald et al., 2002; Merisotis and Phipps, 2000; Miles

2000). According to Roueche and Kirk, Individualized instruction is critical to the

effectiveness of developmental programs (p.88). They did not advocate any

particular methodology but asserted that lectures are not appropriate for remedial

students. Teachers should not stand in front of the class and talk at the students.

Developmental students typically do not have the reading and listening skills to

succeed in traditional instruction. They learn best by being active learners, by

seeing and doing instead of listening. Computer assisted instruction requires

seeing and doing as students use the interactive tutorials and other multimedia.
 54

A meta-analysis by Kulik et al. also supports the effectiveness of CAI on

motivation and attitude, finding that computer assisted instruction in 22 studies

improved attitude toward instruction scores. Several studies indicate that student

learning rate is faster with CAI than with traditional instruction. Not only is it

indicated that students learn faster, but it is also suggested that they retain the

information longer.

Classrooms have changed dramatically over the last decade with the

advent of new technologies and equipment developed to make teaching and

learning more diversified and interactive. Today, more teachers than ever are

using multimedia projectors in the classroom so that students no longer have to

crowd around a computer monitor to view presentations.

Problem no.3: How do you assess the computer aided instruction in terms

of:

3.1 User-friendliness

Table 5 shows that the Computer Aided Instruction (CAI) is user-friendly

to the students with the mean score of 3.50 with verbal interpretation of Strongly

Agree.

Table 5
Assessment of Computer Aided Instruction (CAI)
According to its User-friendliness
 55

Statement Weighted Verbal

Mean Interpretation
Greater motivation in studying 3.58 Strongly Agree
Stimulates better learning 3.57 Strongly Agree
Catches the attention or interest of the 3.50 Strongly Agree
students
Gives self-fulfillment for a work done 3.47 Agree
Increases curiosity of the students 3.38 Agree
General Weighted Mean 3.50 Strongly Agree

Table 5 presents the Assessment of Computer Aided Instruction (CAI)

according to its User-friendliness. It could be gleaned from the table that Greater

motivation in studying got the highest weighted mean of 3.58 with the verbal

interpretation of Strongly Agree followed by Stimulates better learning with the

weighted mean of 3.57 and Catches the attention or interest of the students with

the weighted mean of 3.50; Increases curiosity of the students with the weighted

mean of 3.38 with the verbal interpretation of Agree followed by Gives self-

fulfillment for a work done with the weighted mean of 3.47. The overall mean for

User-friendliness is 3.50 and with a verbal interpretation of Strongly Agree.

Greater motivation in studying got the highest weighted mean which can

be connected in a study by Christopher L. Aberson et al. (2002) of Humboldt

State University, he found out that students (n = 84) enrolled in introductory and

intermediate statistics courses overwhelmingly rated the tutorial as clear, useful,

 56

and easy to use. Students who used the tutorial outperformed those who did not

on a final examination.

3.2 Organization; and

Table 6 show that the students agreed that the CAI is organized having

the mean score of 3.41 and interpreted as Agree.

Table 6
Assessment of Computer Aided Instruction (CAI)
According to its Organization

Statement Weighted Verbal

Mean Interpretation
The entire module is easy to operate 3.48 Agree
Lessons are clearly discussed and 3.47 Agree
presented
Instructions are clear and easy to 3.46 Agree
understand
Animation catches the attention of 3.36 Agree
the students
Texts are readable 3.30 Agree
General Weighted Mean 3.41 Agree
Table 6 analyzes the assessment of Computer Aided Instruction (CAI)

according to its Organization. It could be seen from the table that The entire

module is easy to operate got the highest weighted mean of 3.48 with the verbal

interpretation of Agree; second is Lessons are clearly discussed and presented

with the weighted mean of 3.47 with the verbal interpretation of Agree; third is

Instructions are clear and easy to understand with the weighted mean of 3.46

with the verbal interpretation of Agree; fourth is Animation catches the attention
 57

of the students with the weighted mean of 3.36 with the verbal interpretation of

Agree; and lastly is Texts are readable with the weighted mean of 3.30 with the

verbal interpretation of Agree.

Although the students did not strongly agree on the user-friendliness of

the Computer Aided Instruction in Computer Hardware, abovementioned method

is still acceptable for reasons that the students are not yet fully exposed to it.

Based on Canham and Dickie Collis, Obserg, and Sherra, et.,al, While study

results vary greatly, there is substantial evidence that CAI can enhance learning

at all educational levels.

3.3 Content

Table 7 shows the students agree that the CAI is knowledgeable with its

content with the mean score of 3.38and with a verbal interpretation of Agree.

Table 7
Assessment of Computer Aided Instruction (CAI)
According to its Content

Statement Weighted Verbal

Mean Interpretation
The program can be used as a reviewer 3.60 Strongly Agree
The program helps the students to be more 3.46 Agree
idealistic
The texts, characters, objects, and symbols 3.40 Agree
are coherent
The program imparts knowledge to the 3.43 Agree
students
The program covers all the topics and 3.37 Agree
lessons
 58

The program highlights the important 3.36 Agree

information in each lesson
General Weighted Mean 3.38 Agree

Table 7 analyzes the assessment of Computer Aided Instruction (CAI)

according to its content. It shows that The program can be used as a reviewer

got the highest weighted mean of 3.60 with the verbal interpretation of Strongly

Agree; second is The program helps the students to be more idealistic with the

weighted mean of 4.46 with the verbal interpretation of Agree; third, The program

imparts knowledge to the students with the weighted mean of 3.43 with the

verbal interpretation of Agree; fourth, The program imparts knowledge to the

students with the weighted mean of 3.43 with the verbal interpretation of Agree;

fifth, The texts, characters, objects, and symbols are coherent with the weighted

mean of 3.40 with the verbal interpretation of Agree; sixth, The texts, characters,

objects, and symbols are coherent with the weighted mean of 3.40 with verbal

interpretation of Agree.

Today there are few schools in the United States that do not have

computers available for student use, and dont use some form of CAI on those

computers. While educational effectiveness and implementation issues have

been common, CAI has remained popular among educators who maintain a

belief that it is a useful supplement to classroom activities. A number of studies

have reported that it can be successful in raising exam scores, improving student
 59

attitudes, and reducing the time needed to master course materials (Canham and

Dickie Collis, Obserg, and Sherra Nipp and Straub).

Problem no. 4: What is the students score in the Developed Computer-

Aided Instruction?

Table 8
Summary of Students score in Pre-test in using Computer Aided
Instruction

Group Sum Average Variance

Polaris 1214 36.78 14.35
Sirius 1544 37.65 10.93
Centaurus 1959 48.97 99.71

Table 8 shows that Centaurus hit the highest weighted mean which is

36.78 followed by Sirius having 37.65 weighted mean. Lastly, Polaris got the

lowest weighted mean of 36.78.

Table 9
Summary Of Students Score In Post-Test In Using Computer
Aided Instruction

Group Sum Average Variance

Polaris 1344 40.72 87.89
Sirius 1436 35.02 71.32
Centaurus 1551 39.76 130.12
Table 9 reveals that Centaurus got the highest weighted mean which is

130.12 followed by Polaris having 87.89 weighted mean. Lastly, Sirius got the

lowest having 71.32.

 60

Problem no. 5: Is there a significant difference in Students score

when grouped by section?

Table 10
Difference in Students Score in Pre test using
Computer-Aided Instruction
Source Of Ss df Ms F p-value f- Interpretation
Variation crit
Between 3571.07 2 1785.53 41.41 3.66317E- 3.07
groups 14
Within 4785.71 111 43.11
groups Rejected
Total 8356.78 113

Legends:
Between = variation between groups Within = variation within groups
Total = sum of all variations Df = degrees of freedom
F = f-statistics Ms = mean squares
Ss - sum of squares f-crit = f-critical valu

Table 10 shows that F (statistics) has 41.41 value and the F-crit got a

value of 3.07. Since the f is greater than the f-crit therefore reject the null

hypothesis and accept alternative hypothesis.

A key question is why CAI may be more effective than traditional

classroom teaching, on average. Some classroom research suggests computers

can offer highly individualized instruction and allow students to learn at their own

pace (e.g. Lepper and Gurtner 2001). While we do not have a direct test, we

hypothesize that if CAI allows for more individualized instruction, then it may be
 61

more beneficial for struggling students who cannot keep up with the pace of the

lectures in traditional classrooms or for more advanced students who could

progress faster at their own pace.

Table 11
Difference in Students Score in Post-test using
Computer-Aided Instruction

Source Ss df Ms F p-value f- Interpretatio

Of crit n
Variation
Between
groups 718.44 2 359.22 3.72 0.027 3.07
Within
groups 10610.44 110 96.45 Rejected

Total 11328.88 112

Legends:
Between = variation between groups Within = variation within groups
Total = sum of all variations Df = degrees of freedom
F = f-statistics Ms = mean squares
Ss = sum of squares f-crit = f-critical valu
 Table 11 shows that f (statistics) has 3.72 value and the F-crit got the

value of 3.07. Since the f is greater than the f-crit therefore reject the null

hypothesis and accept alternative hypothesis.

According to Celestino (2007), when the computer is used as learning tool

in teaching session, it motivates and captures the pupilsinterests which

culminate in a vivid and interesting lesson for pupils. Thus, the teaching learning

process becomes effective and acquires comprehension with the lesson being

taught by the teacher. Information must be timely. A major advantage of internet-

based information is that it is current.

Advanced technologies have the potential for significantly expanding the

scope and depth of curriculum. Students will have to access to information far

beyond the scope of traditional textbook. Learning and curriculum can be

individualized and adopted to learning styles. Instructional technology will

facilitate constructing knowledge rather than mastering content. It may

significantly affect the role of teachers and the structure of school and

classrooms. The use of instructional technology changes the role of the teacher

from the expert to facilitator. Instruction can no longer limit to school building or

classroom. Students may participate in distance learning or take courses from a

global satellite field.

 CHAPTER V
SUMMARY

This study was conducted to find out the Development of Computer Aided

Instruction for Computer Hardware of Grade 10 Rizal Technological University

Laboratory High School Students (COMPUTER HARDWARE MADE EASY) and

its assessment in terms of effectiveness, user- friendliness and content.

This study was delimited to the high school students of Rizal

Technological University Laboratory High School, specifically to the Grade 10

students during the school year of 2016-2017.

The method of research used in the study is the descriptive method of

research that made use of a questionnaire as an instrument in gathering the data

needed in the study.

Findings

The salient findings of the study were:

1. Factor that hinder the students to be knowledgeable in using CAI

Power/system failure got the highest weighted mean with a

frequency of 54 and the percentage of 15.79%; Instructions are hard to

follow got the lowest weighted mean with a frequency of 21 and with the

percentage of 6.14%.

2. Frequency of use of the following teaching materials used in the

Computer Hardware subject

Computer assisted instruction has great potential for

developmental education because it allows a student to work at his or her

own pace, provides immediate feedback, guided practice problems, and

24-hour access.
2.1 Books
 The teacher in Computer Hardware used Books as a teaching

material in teaching Computer Hardware subject with a weighted mean of

3.18 and with the verbal interpretation of Frequently.

2.2 Videotapes
The teacher in Computer Hardware used Videotapes with the

weighted mean of 2.55 and verbal interpretation of Sometimes.

2.3 LCD projector
The teacher in Computer Hardware used LCD projector as a

teaching material in teaching Computer Hardware subject with a weighted

mean of 3.81 and with the verbal interpretation of Always.

2.4 Computer/Laptop
The teacher in Computer Hardware used Computer/Laptop as a

teaching material in teaching Computer Hardware subject with a weighted

mean of 3.73 and with the verbal interpretation of Always.

2.5 Manila paper/Cartolina
The teacher in Computer Hardware used Manila paper/cartolina

with the weighted mean of 3.18and with the verbal interpretation of

Frequently.

3. Grade 10 Students assessment of CAI according to the following:

3.1 User-friendliness;

Greater motivation in studying got the highest weighted mean of

3.58, Increases curiosity of the students got the lowest weighted mean of

3.38 with the verbal interpretation of Agree.As to User-friendliness, the

overall mean was registered at 3.50 with a verbal interpretation of

Strongly Agree.

3.2 Organization;
 The respondents assess that the entire module is easy to operate

with a weighted mean of 3.48 with the verbal interpretation of Agree and

Texts are readable got the lowest weighted mean of 3.30 with the verbal

interpretation of Agree. The overall mean for User-friendliness is 3.41 and

interpreted as Agree.

3.4 Content;
The program can be used as a reviewer hit the highest weighted

mean scoring 3.60 and interpreted as Strongly Agree. The program

highlights the important information in each lesson got the lowest

weighted mean with 3.38 and is interpreted as Agree.

4. Students score in the Developed Computer Aided Instruction

4.1 Among the three sections, Centaurus has the highest weighted mean

which is 36.78; and then followed by Sirius having 37.65 weighted mean;

and Lastly, Polaris with the lowest weighted mean of 36.78.

4.2 Centaurus got the highest weighted mean which is 130.12 followed

by Polaris having 87.89 weighted mean. Lastly, Sirius got the lowest

having 71.32.

Based on the computations, Centaurus got the highest score in

Post-test and Pre-test using the Developed Computer-Aided Instruction.

 5. Difference between the students performances in using Computer-

Aided Instruction when grouped by section

The F (statistics) has 41.41 value and the F-crit got a value of 3.07. Since

the f is greater than the f-crit therefore reject the null hypothesis and accept

alternative hypothesis.

Conclusions

With the help of the above findings, the researchers came up with the

following conclusions:

1. Power/system failure got the highest weighted mean in Problems

encountered by the students in using CAI with a frequency of 54 and the

percentage of 15.79%; and Instructions are hard to follow got the lowest

weighted mean in Problems encountered by the students in using CAI a

frequency of 21 and the percentage of 6.14%.

2. The teacher in Computer Hardware always used the computer/laptop and

overhead/LCD projector in their class and frequently used books, manila

paper/cartolina and videotapes.

3. The respondents agreed that CAI can be implemented according to its

User-friendliness, Organization and Content.

4. Centaurus got the highest score in Post-test and Pre-test using the

Developed Computer-Aided Instruction.

5. There is a significant difference in students score when grouped by

section.
Recommendations

In light of the study conducted regarding the computer aided instruction in

Computer Hardware for Rizal Technological University Laboratory High School

students are the following recommendations were forwarded:

1. The teacher should be able to identify and troubleshoot common

system failure and must be knowledgeable when it comes to basic

programming language.
2. The teacher in Computer Hardware should innovate using

computer/laptop and LCD projector as teaching materials in

teaching the subject Computer Hardware.

3. The positive responses of the students verified that CAI must be

implemented and used by the Grade 10 students of Rizal

Technological University Laboratory High school.

4. The teacher should make a different variety of teaching strategies to

support computer aided learning environment in order for the

students to increase computer in scores and academic

performances.
5. Future Reasearchers/Developers should have an enhancement in

selected characteristics/security likewise improve the CAI and give

attention to other features such as security.

6. The future Researchers/Developers should add instrument to further

the content and assessment.

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