COMPUTER AIDED INSTRUCTION FOR FRESHMEN COLLEGE

STUDENTS: TOWARDS ENHANCEMENT OF

THEIR PERFORMANCE

A Thesis
Proposal Presented
to the Faculty of Metro
Manila College

In Partial
Fulfillment of the
Requirements for the
Masters Degree Program

Submitted by:

Professor
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

Computer Literacy is considered to be a very important skill we

must possess. With computers touching nearly every facet of peoples

lives, the issue of computer literacy becomes very important. This is the

reason why school offers computer subjects to the students for them to

spend time and energy studying books like this one, and becoming

literate.

Employers want their workers to have basic computer skills

because their company becomes ever more dependent on computers.

Many companies try to use computers to help run their company faster

and cheaper.

Computers are just as common as pen and paper for writing,

especially among youth. For many applications – especially

communicating – computer are preferred over pen, paper, and typewriters

because of their ability to duplicate and retain information and ease of

editing.

In this modern world of technological advancement, the teaching

methodology needs to be relevant to the problems of educative process to

corresponds to the learning environment. Learner should be given a

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chance to explore their interest, enhance their abilities and horn their

skills. In doing so, there must be a tool equip them with the necessary

information and make them get acquainted with the advancement of

technology to cope with it gradually.

Teachers often find problems in using traditional methodology due

to lack of interest of students and inadequate motivation.

The answer to this predicament is the inclusion of technologies in

the classroom, and one of these technologies is so-called Computer-Aided

Instruction (CAI). Computer-Aided Instruction is a tool in teaching that

makes use of several formats such as texts, graphics, sounds, video

images, and animation that are digitally controlled and coordinated so that

users themselves interact with them not only through passive observation

but also through active participation in searching, reconstructing and

expressing the information. Computer-Aided Instruction plays an

increasingly large role in today’s teaching methodology in some areas and

thus resulted in improved performance among students.

Background of the Study

Computer Literacy is the knowledge and ability to use computers

and technology efficiently. Computer Literacy can also refer to the comfort

level someone has with using computer programs and other applications
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that are associated with computers. Another valuable components of

computer literacy is knowing how computers work and operate.

The method of instruction and the instructional tools employed are

things to reckon with to facilitate student performance. Today, learning is

best practiced by accessing information through a computer. This

information is coupled with audio, video, and graphics programmed in

storage medium in such a way that it captivates user’s attention to

explore more information that it contains. This is the so called Computer-

Aided Instruction (CAI).

Computer-Aided Instruction (CAI) refers to instruction or

remediation presented on a computer. Many educational computer

programs are available online and from computer stores and textbook

companies. They enhance teacher instruction in several ways.

CAI increases learner knowledge when it involves the synergy of

multiple senses. Learners were found to retain new knowledge better

when the curriculum was presented with a combination of format of text,

sound, graphics, and video.

CAI improves instructions for students because students receive

immediate feedback and do not continue to practice the wrong skills.

Many computers programs can move through instruction at the student’s

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pace and keep track of the student’s errors and progress. Computers

capture the student’s attention because the programs are interactive.

Statement of the Problem

This study aimed to determine the effectiveness of Computer-Aided

Instructions for Freshmen College Students: Towards Enhancement of

Their Performance.

Specifically, this study sought to answer the following questions:

1. How may the following be described

1.1. Students:

1.1.1. age,

1.1.2. gender,

1.1.3. general point average,

1.1.4. training/seminar,

1.2. Teacher Respondents

1.2.1. age,

1.2.2. gender ,

1.2.3. highest educational attainment,

1.2.4. training in Computer, and

1.2.5. years of teaching experience related to computer teaching

2. How may the existing CAI program be described as to:

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2.1. objectives,

2.2. content,

2.3. strategies and

2.4. evaluation?

3. To what extent are the aforementioned variables attained &

implemented?

4. What problems are encountered by the respondents related to CAI and

how are these addressed?

5. How may the findings be utilized in crafting a guide to enhance

students performance?

Assumptions

The following are the researcher’s assumptions with the study:

1. The information and data obtained are valid and reliable.

2. The existing CAI program is described as to objective, content,

strategies and evaluation.

3. The variables are attained and implemented to a moderate extent.

4. There are problems encountered in the existing CAI and these are

addressed.

5. The findings of the study were utilized for the enhancement of the

CAI program for Freshmen College Students.

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Conceptual Framework

This chapter presents the discussion of the concepts, the research

paradigm which graphically presents the relationship of the variables to be

investigated.

The concept of computer literacy is the ability to make decisions

about computer, possession of basic literacy skills required to use the

computer; the ability to apply knowledge, tools and skills for the benefits of

society, and the ability to describe different technology system of society.

The development in the methodology of teaching-learning must be

enhanced. Teachers as educators should inspire and expect their students

to cope up with new technology. One example is making students

exposed to computers. To this purpose, the teachers must have the

knowledge on computer.

The use of CAI in instruction becomes fascinating adventures for

teachers to discover positive effect of the use of such technology in the

performance of students.

To give a clear perspective of this study, the following variables

involved are presented in the research paradigm.

The INPUT of the study which contained the variables that included

the profile of the Student Respondents (age, gender, general point

average, training/seminars) and Teachers Respondents (age, gender,

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highest educational attainment, training and seminars in computer, years

of experience related to computer teaching), the need for CAI in teaching,

effectiveness of CAI to be used as teaching methodology, and the

problems encountered by teachers in using CAI.

Teachers should develop positive attitude towards the handling of

computers. They must be aware also of the latest computer development.

The PROCESS or the Methodology was undertaken to arrive as an

outcome. The researcher believed that somehow the implementation of

CAI in the teaching methodology plays a big role in the students’

performance.

Computer teachers’ empowerment should be given more emphasis.

Teachers should attend seminars and knowledge about information

technology particularly computers and its positive impact on education.

Teachers should develop confidence and competence in teaching about

computers, how to use them, plan, design, maintain and manage

computer laboratories.

The OUTPUT of the input and the process is carried out, if teachers

would know the proper utilization of modern technologies and be able to

apply it in teaching, the learning environment of the students will be

enhanced which will mold them into a more productive and competitive
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individuals. Curriculum will also be directed to what is in demand in the

labor market.

Through the process a student develops an innovative, high tech

and computer oriented individual. In this study, globally competitive

students are produced.

Profile of the Respondents

Description of the CAI as
INPUT to Objectives, Context,
Strategies & Evaluation
Problems encountered in
using CAI how these are
addressed

PROCESS
Gathering of data through
Questionnaire Observation

Crafted a guide to enhance

Students’ performance

OUTPUT
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Significance of the Study

This research is regarded to be beneficial or significant to the

following:

Institutional Providers for it will provide their students with high

quality education with the use and implementation of advance

methodologies. It will also help to promote their institution and be

recognized as one that uses modern technologies.

Trainees so that they may be motivated to concentrate and be

attentive to the topics presented, and aim for further study. It could also

develop good study habits that could make them more competitive.

Trainors for them to be motivated to use CAI in their instruction and for

them to be highly competitive.

Curriculum Planner for them to include the use of IT in the

instructional material for quality instruction.

Future researchers to make use of their study as reference for their

present study.

Scope and Delimitation of the Study

This study is focused on the effectiveness of Computer-Aided

Instruction, for Freshmen College Students during the academic year

22009 - 2010
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It emphasized the over-all responses used for the system analysis

and designs the perception of the respondents towards the effectiveness

of instructional materials.
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Definition of Terms

To understand better the purpose of this study, the following are

defined operationally:

Computer-Aided Instruction (CAI) is a method of teaching which

incorporates interactions on computers in the form of texts or multimedia

formats which include photograph, videos, animations, speech and music.

Computer it refers to an electronic device that manipulates and store

data.

Traditional Instructional Materials are materials that are being used in

traditional lecture method. The Teacher explains or discussed the lesson

with visual aids and other materials while the students listen.

Performance is the accomplishment of work assignments or

responsibilities and contributions to the organizational goals, including

behavior and professional demeanor as demonstrated by the employee’s

approach to completing work assignments.

Enhancement means to improve the quality of a program that may enrich

the know how of the teachers handling CAI

Computer Competency. It refers to the ability to use the computer as a

toll for particular purposes

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Effectiveness refers to the significant difference between the traditional

based and CAI

Instructional Materials are various materials that are developed for the

enhancement and assistance of the method of instruction.

Teaching Strategies refer to the techniques used by the teacher to

strengthen weak areas of a student’s learning abilities

Traditional Method refers to a method of teaching/learning which is

commonly known as lecture method where the teacher is the dominant

figure in the delivery of instruction

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter deals with the synthesis or related literature and

studies, both local and foreign which the researcher had read to

strengthen the conceptual framework of the Study. All these reviewed

materials bear significance to the present investigation.

Literature

This section presents a review of related local and foreign literature

relevant to study.

School administrators are using computers in the classroom to

improve the quality of education. The use of computers frees teachers

with some routines and gives them more time and more individual

attention to students requiring it. It allows students to learn and study at

their own pace and to discover their own weaknesses and strength

Computer Aided Instruction (CAI) as type of an educational program

designed as to teaching tool, would enable students to work at their own

pace and make the teaching skills more effective. Using CAI, learners can

absorb more information and take less time in doing so. CAI, in the field of

learning, demonstrates increase in motivation to children and adults alike.

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According to Roseberg, today’s computer aided instruction models

benefit greatly from the multimedia capabilities of personal computer.

Instructional technology refers to the utilization of various methods of

communication both verbal and non verbal getting students attention with

sight and sound to address multiple learning styles with the intent of

ensuring delivering and retention of instruction.

However, Bitter and Hartfield emphasized in their journal of

Computer in Science and Mathematics that teachers must be aware of the

quality of available software and supplemental materials in order to fully

utilized CAI.

According to Heinjie,

“CAI is an approach to learning which designed to

individualize the education process so that specific needs of

the students can be met. Tutorial instruction makes of the

students to be responsible for the instruction of the system.

It leads toward individualize instruction. Computer corrects

the students after correct responses, and is capable of

branching out when help is necessary.”

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Revolutionize education is an approach by the us of computers in

learning. Thus a new tool in education is born. The Computer Aided

Instruction (CAI) refers to the use of computer in teaching. It does not

involve teaching computer but rather, using computer as an aid in he

classroom instruction of a particular subject matter.

According to Spencer,

“ CAI is designed to be more effective method for

teaching and learning than the traditional approach.”

Bitter and Hartfield (1993) in their article said that one approach

which promises to revolutionized education is the use of computer in

learning. Thus a new tool in education is born the CAI (Computer Aided

Instruction). This refers to the use of computers in teaching. It does not

involve teaching about computers and instruction of particular subject

matter. CAI is designed to be more effective method for teaching and

learning than the traditional approach. However, Bitter and Hartfield

emphasized that teachers must be aware of the quality of available

software and supplemental materials in order to fully utilized CAI.

Unfortunately, most teachers lack the time to adequately evaluate and

 17

develop methods of incorporating CAI in the classroom. Estravo asserted

that;

“Computers are necessary tools in helping teaching

to do their jobs with convenience and applications, just a

away to further achieve there several objectives of

effectively delivering information to students.”

In schools, teachers are using different techniques in getting the

attention of the students specially those who are in preparatory level;

Pineda (2004) stated;

“COMPUTER – AIDED INSTRUCTION (CAI) is an

incredibly valuable tool and the single most effective way to

help student’s master cognitive skills. It is not, however a

panacea, it cannot replace a skilled educator in ensuring

that the students master all the necessary intellectual and

motor skills, and come away from the learning experience

with a constructive set of attitudes and beliefs.”

According to Heinjie (1995), computer – assisted instruction is an

open approach to learning which is designed to individualize the

educational process so that specific needs can be met.

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Stolurow (1986) described that the usefulness of Computer Aided

Instruction depends on the ability of computer to provide two significant

capabilities, namely, memory and logic. One of the system mode is

problem solving where each student must know a language that permits

him to enter into the system, both the data for this problems and steps

which the computers must take to work out the solution. Secondly, there is

a drill and practice. Here, the system is programmed to handle drill and

practice materials, selected or developed by the teachers. The materials

area designed to build skills and give the students practice they need to

meet the minimal objective of their course. Inquiry is the third mode, the

computers respond to the student inquiry with answers. It has stored in its

files to the extent that the algorithms it contains provide access to that

information. Stimulation and gaming, another mode of CAI, involves the

formulation of a model some real or idealized complex situation by the

instructional staff. The teachers define the model some real or idealized

complex situations by the instructional staff. The output is then determined

by what the students do and by the mode itself.

Mills (2001), said the learning effectiveness and computer – aided

instruction from classroom lecture shows the knowledge was enhanced

with CAI curriculum, due to the quick feedback offered to the learner and

by active participation required in navigating the curriculum. Learners, who

 19

could manipulate, formulate variables and models independently using

CAI based tool gained a better working. Knowledge of these concepts

compared to learner’s listening to the same concepts presented by lecture

learners found to retain new knowledge better when the curriculum was

presented with combination of formats of text, sound and graphics.

Fajardo, Reyes and Ver (1999) stated that using CAI would be an

attribute to learning experienced because it is a curriculum based

instruction. It is individualized since the computer serves as tutor. It is

interactive by involving two way communications between a student and

computer.

“ Computer Aided Instruction in Mathematics for St.

Louis Elem. School” by Sia (2005), stated that CAI is defined

as the use of the computers and other associated

technology with the intention of improving academic

performance of the students. The advantage of CAI over the

traditional method of instruction differs accordingly to the

institution. But one of the obvious advantages is the way it

helps in encouraging a student to explore and experiment on

a subject matter without the assistance of a teacher,

because anybody can be a teacher by using this CAI for

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study, which is created by human wits together with

computer resources.”

According to Mallari, (2003), Computer Aided Instruction as a type

of an educational program designed as a teaching tool, would enable

students to work at their own pace and make the teaching skills more

effective. Using CAI in the field of learning demonstrates increase in

motivation to children and adults alike.

Lopez (2000), said that CAI should be made familiar and accessible

to the student in order for the teacher or the instructor to individualize

instruction thus ensuring success in working with individual differences.

Solano (2003), pointed out that the existence of computers in the

economy puts increasing pressure on school to produce graduates who

use their own ability.

Flexibility in learning CAI according to Orbesa (2004), would start to

afford the student for more acquisition of knowledge. It will present the

student a different methodology and open opportunity for them to not only

simply search for an answer to the problem but to learn to find and

develop skills that would make them globally competitive.

Villapando (2005), also stated that competency based instructional

material support excellence in learning by communicating expectations

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regarding outcomes. The identification of competencies is an integral part

of educational process.

Yambot (1989), in her study, compared the effects of

microcomputers in teaching selected topics in physics on two groups of

students. The result showed that students exposed to microcomputers

scored high in the posttest than those students in the control group. It is

also revealed that the students with favorable attitude towards the use of

computer as a tool in physics achieved better compared to students with

less favorable attitude.

Interactive learning tools in teaching plays a significant role in

Filipino students in boosting the skills and abilities of students through an

interactive mode of learning. Tabuso (2005), stated in his studies says that

with the advent of computers and their evident significance in various

aspects of life, the Filipino educators realized the increasing need to

familiarize students with computer. Thus, it is now every educators

concern to review, update and search for better computer programs or

innovations which help best students. Using computers, as an additional

tool in teaching can be used in culturing knowledge and skills of the

students. According to Gamboa (2006), on their studies entitled “Modular

Computer Aided Instruction for basic Information and Communication

Technology”, the computer can be used as an interactive source of

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information and can change students realization and make them retentive

of the subject.

Computer – Based Instruction. One of the major goals of education

is to provide students with necessary skills to enable them to reach their

potential. By exploring the value and effectiveness of the computers as an

educational tool, this goal can be met. Microcomputers and their

accessibility to students in their homes and in schools are likely to lead a

major educational change (Villarin, 1989). Findings from researches that

computer – based instruction compared to non – computer – based

instruction has big differences. Considering the varied features of

computers, their utility and effectiveness for instructional purposes, it was

found out that skills are higher; promote effective learning and beneficial to

both teacher and students. (Becker, 1990 Bracey, 1987 Mokros, 1987 and

Okey, 1885)

Learning with visualization using computer with animations and real

pictures using multimedia features will make studies more interesting. It

will capture the attention of the students and will provide an easy way to

understand the subject better. According to Sanders (2000), educators

agreed that the computer can be a powerful motivating tool for children

and adult because of its powerful and fast innovations in technology in

presentation purposes.
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The development of computer as intended to be an additional tool

for learning processes made a great contribution to the educational

system where technology is used to engage students in learning.

Teachers are no longer the information givers but also facilitators, guides

and co-learners. As what Ray (2000), says that the microcomputer can be

the most dynamic advance in education since the advent of the textbook,

the micro is the powerful tool which educators can no longer view as just

another piece of technology to be used to enhance the teaching of the

subject.

According to Mandac (2002), he stated that the computers can now

be regarded as an important facility to man. It is used primarily in various

applications not only in communication, health, business, leisure,

entertainment but also in education. Computers play an important role in

our society today because it provides easier access to information and

knowledge.

New times demand new ways of learning (NCREL, 2003). Today’s

workplaces and communities and tomorrow’s have tougher requirements

than ever before. They need citizens who can think critically and

strategically to solve problems. These individuals must learn rapidly

changing environment and build knowledge taken from numerous sources

and different perspectives. They must understand systems in diverse

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contexts, and collaborate locally and around the globe. Researchers are

positioning new ways of looking at learning that promote:

“Engaged, meaningful learning and collaboration

involving challenging and real-life tasks; and Technology as

a tool for learning, communication and collaboration ”

According to North Central Regional Education Laboratory NCREL,

there is strong consensus in the research community that technology and

technology-enhanced programs can promote engaged learning.

Researchers have identified criteria for measuring effective, high

technology performance as follows: 1) access, 2) operability of the

technology, 3) organization of the technology in terms of its location and

distribution, 4) “engage ability” (the technology’s capacity to engage

students in challenging learning), 5) ease of use, and 6) functionality (the

technology’s capacity to prepare students to use a variety of technological

tools).

The President’s Committee of Advisors on Science and Technology

(1997) are also optimistic about the potential of technology to improve

schooling. They assert that the use of computers and information in

schools can greatly facilitate desirable practices such as a) greater

attention is given to the acquisition of higher-order thinking and problem-

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solving skills, with less emphasis on the assimilation of a large body of

isolated facts; b) basic skills are learned not in isolation, but in the course

of undertaking (often on a collaborative basis) higher – level “real world”

tasks whose executives require the integration of a number of such skills;

c) information resources are available to the student to be accessed at

that point in time when they actually become useful in executing a

particular task at hand; d) fewer topics may be covered than in the case

with the typical traditional curriculum, but these topics are often explored

in greater depth; and lastly, e) the student assumes a central role as the

active architect of his knowledge and skills, rather than passively

absorbing information preferred by the teacher.

Using computer and multimedia could help in catching the attention

of the student and it will test the ability of the student, different studies

revealed that using computer are also have great impact in their attitudes,

it give them a chance to develop higher self-esteem. Gregorie, Bracewell,

Laferriere, (1996) discussed these in their article;

“New technologies manage to develop students’

interest in learning activities, at least for the time being, and

to lead them to devote more time and attention to theses

activities than in regular classes. Moreover, it is not

surprising that they also increase their confidence in their

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abilities. In turn, this confidence of the students in

themselves undoubtedly explains, in part, their

spontaneously receptive attitude that a large number of

them adopt toward an activity in which technology plays a

role and the perseverance that they show in accomplishing

this activity . Of course a high level of motivation generally

facilitates learning: but it is especially important in situations

like the new technologically based learning environments

where students are more active in directing their own

learning.”

Ubando (1989), stated that the typical use of computers in the

educational system in the country could be generally categorized into two:

1. Computer assisted instruction (CAI) and

2. Computer managed instruction (CMI)

The former is user oriented, where the learning of the teaching process

takes place, and the latter is material oriented where retrieval processing

and reproduction of materials take place.

An expert in computer based training (CBT) Gery (1990),

emphasized that a clear goal in the design in CAI is critical to involvement

in the kind of work curiosity of the user must be stimulated and satisfied.
 27

Providing optimal level of information complexity in relationship to the

learners existing knowledge and skills and an environment that is novel

and compressible evokes this curiosity.

Bergin, Ford, and Hess, (1993) journal of Educational Psychology

(p.30) state that:

“Computers are invariability said to be highly

motivating to students. But those who make this assertion

rarely specific evidence in their claim. They rarely attempt to

qualify the presumed increases in motivation.”

De Castro (1984) on his study revealed that the modular instruction

is more effective than the traditional lecture-discussion, since the

performance of the students using the module is better than the

performance of the students taught using traditional method.

Multimedia helps learning more fun and entertaining for the

students and at the same time informative. According to Meria, proponents

of “Word Gallery for Kids” of AMA Computer College, Quezon City cited:

“Some are also designed for educational purposes; it

guides or prepares the students in their studies. The process

of learning is made easier and fun at the same time.”

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Pantig and Sy, (1999) proponents of “Computer Aided Instruction for Paint

Mixing” also cited that:

“The technological advancement of computer system

had improve rapidly even for education, computers are

useful because of different software that may relate to it.”

Lagaman and Presto, proponents of “Drawing Tutorial” (1999) cited that:

“Computerization has become a prevailing patter in

all man’s endeavor of study. Since almost all firms nowadays

need a state of the art technology. Computer is the best

solution on its need.”

Catral, proponent of “A Multimedia Guide on Tourists Spots” (1999) cited

that:

“Multimedia is a computer technology that combines

text, audio, video, animated graphic and provides easy

access to large quantities of information, such as industrial

training manual, dictionaries and encyclopedia.”

In the advent of technological innovation, Aquino (2001) stated that

computer is in great need to improve the student’s knowledge and skills.

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Computer Based Instruction is an instrument to provide tutorial to the user

and this will become more helpful in some aspects of modernization.

With the aid of interactive tools in teaching, students can now

visualize pictures using different animation that is relevant to their studies

which can lead them to a better way of understanding the subject matter.

Visualizing information will lead to a better way of improving learning and

providing information according to Jones (2005).

Improvement in the style of education must give focus of schools

and teachers. The curriculum must not concentrate only on a content

based curriculum, but a competency based learning. Teachers must have

a role on how education must be useful.

The situation of the Philippines in 29 th century with regards to its

economic condition is getting worse as with the quality of education. That’s

why the government continuously plan a program to inline the level of

education in our country.

Arroyo (2006), urged that every step would be taken to harness the

force of ICT to lift the quality of Philippine education and build a brighter

future for the Filipinos. Let us make our Philippine education fit for the

knowledge century of the new millennium.

Lucido and Borado pointed in their book that;

 30

“Computer can now be programmed to be interactive.

Learners can proceed at own pace, skip ahead or review.

For the uneducated, non traditional and reentry students,

computer allows individual learning in an environment where

they can avoid embarrassment, trade their own progress

and engage in drill land practice until they are competent.”

The role an impact of modern technology have been gaining

importance not only in the field of social modern society but also

considered as necessity tool in the field of education making. This will

make the students independent and competitive as Reiland (2000)

believes. He also considered that future computerization will provide the

society a future better learning not only to the school teachers, but most

especially to children. This is invented by people to aid learning and

creation.

According to Bork (2000), Computer provides instant feedback,

response for the student on their work and there activities tend to learn

more rapidly and because of the interactive basis such as animation and

graphics, student retain information longer.

Multimedia are a computer based method of presenting information

by implying more than one medium of communication and emphasizing

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interactivity. Multimedia is a breakthrough in unifying traditional media in a

revolutionary new way. It combines audiovisual power of television with

the interactive power of computer to create a new dynamic vehicle of

communication with the course refers to the computers ability to

incorporate text, graphics, sound and music into a single sound cast

presentation.

According to Perry and Hettihewa (2001), author of the book “Teach

Yourself” Visual Basic 6.0 stated that:

“Today you need a graphical development tool can

work inside the Windows system and create application that

take advantage of all the graphical, multimedia, online and

processed activities that Windows offer. Visual Basic is such

a tool. More than language, Visual Basic lets you generate

applications that interact of every aspect of today’s Windows

Operating System.”

Multimedia impact on education is nothing of phenomenon from pre

school to graduate studies all being influenced by this new media

approach to teaching. Education really becomes fun with multimedia.

Moreover according to Holey,

 32

“Entertainment appeal of multimedia is especially

important for children. We need to engage and involve in

learning process giggling and enjoying them.”

According to Kimolver (2005), focus competency based learning is

another benchmark of a quality school. Students are only asked to do

useful learning. Student develop a real job of learning when what they are

learning is useful meaning and has a real life application to things of

interest to them.

Mayer (2001) demonstrated in his research the use of the computer

to provide multimedia instructional presentation has also been shown to

be effective student learning. Computer based multimedia interaction can

have a positive impact to both student retention and transfer performance.

Warschauer (1996) identifies the following rationales behind

computer programs which he considers to have value: 1) IT can provide a

safe and non-threatening environment for learning; 2) IT has the flexibility

to meet the individual needs and abilities of each student; 3) Students who

have not enjoyed learning can be encouraged by the use of IT; 4)

Computers give students the chance to achieve where they previously

failed; 5) IT can present information in new ways which help students to

understand, assimilate and use it more readily; 6) IT removes the chore of

 33

processing data manually and frees students to concentrate on its

interpretation and use; 7) Difficult ideas are made more understandable

when information technology makes them visible; 8) Interactive

technology motivates and stimulates learning; 9) IT gives students the

power to try out different ideas and to take risks; 10) Using IT makes

teachers take a fresh look at how they teach and the ways in which

students learn; 11) Computers help students to learn when used in well-

designed, meaningful tasks and activities; 12) Students make more

effective use of computers if teachers know how and when to intervene;

13) IT offers potential for effective group working; 14) Giving teachers

easy access to computers encourages and improves the use of IT in the

curriculum.

With the use of computer in education, it is expected that creative

way of learning will be achieved. Teachers and the students will have the

opportunity to gain access to a lot of information.

Quirambao states in her article “Computer in Education”:

“A growing numbers of schools from elementary

through college level use computers as teaching aid. This

method is called Computer Aided Instruction or CAI. This aid

is to reduce learning time and improve the performance of

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many students. CAI system can teach biology, history,

foreign languages, mathematics and other numerous

subjects. The computer takes the students through the

lesson step by step until the subject matter has been

mastered. In doing so the computer can drill, tutor, carry on

a dialog with the student. Then the computer judges the

student’s performance according to pre-determined

standard”.

In the book Computers and You, it points out how technology is

currently being used and its educational implications.

“Certain uses of technology can be quite expensive.

On the part of the teachers, there is a need to learn and

acquire knowledge as well as skills to use different

technologies, especially computers. Setting up or joining

groups of other teachers would be helpful in providing

technical and moral support.”

Probably it would be best to provide students with variety of

different learning activities and media including “lower” and “higher”

technological methods of instructions.

 35

Chen stated in the book of “Comparison of Personal and Computer-

Assisted Instruction for children with Autism”

“The potential of computer-assisted instruction in

working with individuals who have autism has been a

controversial topic for both teachers and parents since its

introduction 2 decades ago. In the present study computer-

assisted instruction was compared with personal instruction.

Four children with autism participated. Although 3 of them

showed better motivation and fewer behavior problems in

computer-assisted instruction compared to personal

instruction, this did not their learning-rate. Future directions

of computer-assisted instruction research for individuals with

autism were discussed”.

Fadul, of Micro-computing Group, UP-ISMED-STTC, suggested an ideal

features of a computer education curriculum. He cited that “Computer

Education should begin at the kindergarten level, based on the principle

that better learning takes place when subject matter is given in small

does longer periods of time”.

In addition, all children should be given the opportunity to handle

and manipulate toy computers to reinforce concept and principles taught

 36

through concrete experiences through hands-on laboratory work carefully

planned activities result in more in-depth understanding and far grater

retention. Moreover, as students mature, they are able to generalize from

concrete, direct experiences to form abstraction and theories.

As Behforooz and Sharma stated in their book entitled “An

Introduction to Computer Science”:

“Computer has revolutionized our society by making

possible and unprecedented amount of research and

advancement in almost all fields of human activity”.

Technology can never be so dynamic, as new inventions and

gadgetry are born each day. Innovation uses computers to invent better

computers. It is the modern evolution that is taking place. Computers

which started as bulky, text based display have turned into compact yet

feature-rich package with all the awesome graphics and multimedia

accessories.

According to www.wikipedia.com

“College freshman are generally, although not always,

starting a new journey into adulthood and transitioning away

from home for the first time. There are many changes taking
 37

place in their lives. For college freshman the most important

of these endeavors should be the pursuit of knowledge and

success in their academic goals. To make the most of their

college experience and to be a successful student, certain

types of training will be very helpful.”

AI Magazines stated that “Many of the intelligent tutoring systems

that have been developed during the last 20 years have proven to be

quite successful, particularly in the domains of science and technology.

They produce significant learning gains beyond classroom environments.

They are capable of engaging most students’ attention and interest for

hours. The tutoring systems present challenging problems and questions

to the learner, the learner types, and there is a lengthy multi-turn dialogue

as complete solutions or answers evolve. Instead of being mere

information-delivery systems, tutoring systems help students actively

construct knowledge through conversations.”

The related foreign literature above clearly evaluates the type of

effective instruction and advocates that fact-based learning is a clear

candidate for CAI. She believes that a comfortable area free of

distractions and significant access to the topics in a convenient way will

maximize learner’s satisfaction. CAI is not an automatic replacement for a

 38

classroom instruction, but if developed and implemented thoughtfully, it

can yield successful result.

Link and Marz stated that:

“Many students would benefit from a basic introduction to

computers and to the relevant computer-based resources of

the School. Given to the wide range of computer skills

among students, a single computer course for all students

would not be useful nor would it be accepted. Special

measures should be taken to prevent students who lack

computer skills from being disadvantaged or from

developing computer-hostile attitudes.”

Gates stated that:

“The Information Revolution is leading to the rise of two

distinct and opposing classes of people: those who

understand computers and those who do not. The computer

is the primary tool of the Information Age, yet far too many

people do not understand computers and are unable use

them effectively, even though this is not a difficult thing to do.

 39

There are several reasons why this is so and why it

continues to be a problem.”

Naumann stated that:

“Where computer are widespread, they are also part of education.

Computers are used in schools for many applications such as writing

papers or searching the Internet for information. Computer skills are also

a subject being specifically taught in many schools, especially from

adolescence onward – when the ability to make abstraction forms.”

Schwatz pointed out that instructional materials should be

reasonably up-to-date. He added that there is, of course, no such things

as “old” or “new” theory of physics. It is either valid or invalid in the light of

our present knowledge, however, more students want to know what

physics is doing in the environment now and what it can do in the future,

rather that what it did half a century age”.

Computer can enhance the academic learning time in two ways,

first, by permitting learners acquire specific information and practice

specific skills, and second, by helping students develop basic tools of

learning that they can apply in a wide variety of settings

By eliminating some of the trivial and boring aspects of the

traditional classroom the computer can enrich the curriculum help put the
 40

fun back into learning. The invention of the computer will probably be as

significant as the invention of the printing press in its effects on the lives of

students.

Confidence and competence in using books in an acknowledge

necessity for the present century. But we are now preparing children for

life in the next century.- a life in which everyone will come into contact not

only with books but also with the information technology in different forms.

The success of computer education in the country will

greatly depend on how our teachers will welcome and embrace the

technology. Teachers should start using computers to update themselves

with the latest information in their fields. They too must start using the

computers as a teaching aid and a classroom management to compute

grades, prepare lesson plans and examinations, to start with. If they are

convinced, surely, they can device ways of convincing students the value

of being computer competent.

Local Studies

In the study entitled: “ Vocabulary acquisition for acquisition for

children with autism: Teacher or Computer Instruction”

 41

“This study examined the impact of computers on the

vocabulary acquisition of young children with autism.

Children’s attention. Motivation, and learning of words was

compared in a behavioral program and an educational

software program. The educational software program was

designed to parallel the behavioral program, but it added

perceptually salient qualities such as interesting sounds and

object movement. Children with autism were more attentive,

more motivated, and learned more vocabulary in the

computer than in the behavioral program. Implications are

considered for the development of computer software to

teach vocabulary to children who have autism”.

In the study entitled “Effectiveness of Computer-Aided and

Traditional Instructional Materials in Teaching Physics in the Selected

Public High School in Caloocan City: A Comparative Study”, on the profile

of the respondents, she found out that students who are exposed to

computer-aided instruction and those exposed to traditional instruction fall

under the age of 16, which is the adolescence stage. Those female

students in both computer-aided and traditional instructions overrule the

male. Moreover, majority or 92% of the students who are exposed to

 42

traditional instructions are not all exposed to the use of high tech

instructional materials while 47% or 78% of those who use computer

instruction have much exposure or hands-on to the units.

On the performance of the students using computer-aided

instruction, students’ performance in recalling and reviewing previously

presented lessons is very satisfactory. They obtain accurate answer on the

given problem easily. And they have better concentration on the lesson.

On the performance of the students using traditional instructional,

she found out that students could respond or express ideas openly, and

could be able to develop more skills in an ordinary classroom situation and

participate in class discussion.

On the problem encountered by the students using CAI, the first

and foremost is that teachers do not have enough knowledge in software

and hardware management. Secondly, there is insufficient computer

laboratory to be used by so many students. Third, lack of quality

instructional materials in the laboratory.

Paculanan (2003), in his research entitled “College Students”

Preferences on Television Programs: Implications to Academic

Performance, concluded that student’s profile, when improved, their

evaluation on TV programs result on a wise and analytical design. Also TV

programs preferences may affect positively or adversely student’s

 43

behavior and academic performance. These may either promote or freeze

learning because of individual differences and varying appraisal of

students on the viewed TV program.

Sevilla (2002), in his study relates that students and teachers

generally have favorable attitude towards movies. Movies are beneficial as

a tool for education and entertainment. Movies are important part of

human life and education, a key to human progress and prosperity, not to

be eliminated from a man’s experience but to be improved so as to afford

more benefits to human kind. He further recommended that movies

provide rich information for the public to be effective instruments or aid in

instruction by way of depicting through stories beautifully good moral

lessons, develop national consciousness and unity as well as promoting

desirable cultural, moral and spiritual values.

The local study above advocated that different media provide

information and entertainment and at the same time possess persuasive

powers which had proved capable of effective radical changes in the

community and the school students. Of course different medium had

different languages and motives. Each medium has its own language,

audience, methods of production, economics and distribution. Each must

be judged within these limits.

 44

With the study done by Intel Technology Information Company, it

shows that with a population of about 80 million scattered across the

7,100 islands in the Philippines archipelago, literacy and in particular,

computer literacy can be woefully lacking. While people in the major cities

like Manila and Cebu are computer literate, the rural area are lacking key

IT skills. These regions have been classified as ‘digitally-excluded’,

meaning they are part of the country where access to technology is limited

or nonexistent. The rural location of towns and villages, make it difficult to

develop and adequate IT infrastructure. Left alone, Filipinos in these

remote areas would face a growing “digital divide” where they would lag

behind their city counterparts in accessing the global knowledge economy.

The Philippines government recognized the challenge in bringing

technology to the people and increasing IT literacy.

The lack of technology in the rural areas has been a limiting factor

for people in a number of areas. One example of this is the ability to take

advantage of employment opportunities. While applying for a job can be

as fast and easy as click of a button, Filipinos from the rural areas without

access to the Internet need to take time and money to get to the cities just

to be able to submit their applications and credentials. As the Philippines’

economy becomes more knowledge-based, it was becoming clear to the

 45

government that their people also needed the skills to participate in that

economy.

As de Rivera, the commissioner and director general of the

National Computer Center (NCC) says, “Every Filipino citizen, regardless

of their economic level, should have access to technology and the

benefits it brings to them.”

Yet, for a long time, the Philippines did not have a single authority

on information technology and communications. Up until 2004, the

Information Technology and Electronic Commerce Council (ITECC) along

with the Department for Trade & Industry (DTI), had responsibility only for

the country’s e-commerce. They soon realized the power of technology as

a tool in bringing information to the ‘last mile’. The ITECC was then

formally transformed into the Commission on Information and

Communication Technology (CICT) to drive the Philippines’ digital

expansion. “Being literate won’t do anymore in our globalized worlds –

being PC literate is the next step,” explains Dennis Villorente, director of

the Department of Science and Technology of the country’s Advanced

Science and Technology Institute (ASTI). The CICT envisions the

emergence of a ‘Digital Philippines’ empowered by an electronically

enabled society. The citizens of ePhilippines thrive in an environment that

encourages and promotes access to technologies, provides quality

 46

education, efficient government service, greater sources of livelihood, and

better living standards. These, in turn, drive the country’s economic

growth.

Ramos (2002), pointed out in his study the importance of

integrating computer literacy program in the social dimensions of life. The

young and dynamic persons equipped with high educational attainment

with sufficient trainings and experience to handle up-dated machineries

presently used in an actual work station have better opportunity to

participate in the production of wealth.

Foreign Study

Berghel (1986) found that the large class environment, common in

computer competency courses, did not seem to affect student

performance.

Desmond (1995) found high correlation between computer misuses

and people with negative attitudes toward information technology.

Instructional materials to be developed must be appropriate,

simple, effective, comprehensive and practical.

In the study entitled: “A Comparison Study of the Learning

Effectiveness of Computer Aided Instruction vs. Classroom Lecture”

 47

“Computer Aided Instruction (CAI) has existed for

over four decades, but it was not widely used until the

advent of the personal computer. CAI started making

inroads in the workplace when networked personal

computers started becoming widespread in the late 1980’s.

CAI as an alternative to the traditional classroom training

has been implemented by large business with robust

training budgets, yet it remains a need for small to medium

size employers to find an efficient method for delivering

effective, reasonably priced training to their employees. CAI

may be able to fill this need. CAI could benefit the workers

by opening up a greater number of training topics required

for job advancement and provide new skills in using

technology in the learning process”.

Espiritu (1999) conducted a study on the “Development and

Validation of Computer-Aided Instruction Modules in College Algebra for

Freshman Student” aimed; to investigate the need for CAI modules and to

develop and validate the said modules. The study was piloted using two

groups of freshman college student. The control group used the printed

exercises and workbooks while the experimental group used the CAI
 48

modules in the course of learning process. Findings of the study revealed

that using CAI modules in the learning process was more effective in

improving the computational skills of the students as evidenced by the T-

Test value of 2.7 at .05 levels of pre-test achievements of the two groups.

Similarly, data showed that the experimental group increased there more

than the control group. As manifested by the result of the study is felt need

in developing and validating CAI modules In all levels of education in order

to improve students academic performance.

Lekchareon developed and validated a “Computer Aided Module in

Mathematics for First year High School Student”. The study aimed to

determine the effect of CAI in student attitude towards computer aided

instruction. The study was piloted to two sets of first year student; the

control group and the experimental group. The experimental group and

the control group used the printed modules in learning a lesson. In

developing and designing the software, they adapted the five-system

development life cycle namely: Analysis, Design, Development,

Implementation and Evaluation.

Findings revealed that there is a significant difference in the

mathematics achievement of first year high school, particularly in their

computational skills through the used of Computer Aided Instruction (CAI).

 49

Furthermore, she recommends that direct approach should be used

in developing CAI modules. This means that lessons should be presented

with concrete examples not with abstract rules. In addition, teachers

should be trained in computer programming to enable them to convert

drill exercises to Computer Aided Instruction.

Relevance of Reviewed Literature and Studies to the Present Study

The researcher agrees with most of the authors mentioned that

there are no limits as far as advancements in technology is concerned.

This research recounts the same logic as in the related studies

above in such a way that both methodology of distribution portray an

effective style of conveying information to the receiver. TV, radio, computer

or whatever medium it is to be used in distribution, for as long as

employed in a right way and timely manner, will result in quality

production.

With respect to instruction, student achievement toward learning

when used appropriately as a supplement to conventional instruction, will

result to be overwhelming positive base on the local studies specified.

With well thought out planning and implementation, technology can play

an important role in enhancing the effectiveness of schools.

 50

CHAPTER III
METHODOLOGY OF RESEARCH
 51

This chapter deals with the research design to be used by the

researchers in conducting this study.

Research Design

The researcher utilized both the descriptive and qualitative method

in gathering data. Qualitative research is a type of scientific research. In

general terms, scientific research consists of an investigation that, seeks

answers to a question, systematically uses a predefined set of procedures

to answer the question, collects evidence, produces findings that were not

determined in advance, produces findings that are applicable beyond the

immediate boundaries of the study.

Respondents

The respondents of the study were the 20 freshmen college

students who were officially enrolled in St. Clare College during the

academic year 2009-2010. They are from 2 different courses, the BS

Computer Science and Computer Programming Course. Seven teachers

handling computer subjects were also utilized as sampled respondents

Sampling
 52

Purposive sampling was used by the researcher in utilized a

sample size of students who are enrolled in computer courses during the

academic year 20____-20___ and all the _____ teachers teaching

computer subjects.

Research Instruments

The researcher utilized a questionnaire to gather the pertinent data.

Part 1 dealt on the profile of the respondents, part 2 dealt on the

description of the CAI program part 3 was on the extent of the

implementation, part 4 was on problems encountered and part 5 was on

the utilization of the findings in crafting a guide.

The researcher utilized the following research instruments in

gathering data.

Instrument/ Technique

The researcher adopted the most suitable source of data, which

provided the kinds and forms of information. The following served as tools

for collection of data for this study.

Interview
 53

Commonly used technique in data gathering may be unstructured

intervene.

Interview guide

This instrument was used by the researcher as guide in asking

questions.

Construction of the Instrument

The researcher read magazines, articles, books, theses and

dissertations about computer, computer competency, and information

technology.

The items in the questionnaire were gathered from the students

during the informal pre-survey. The gathered items were then presented to

the faculty of Institute of Computer Studies for comments, deletion and

revision. Suggestions were considered in the preparation of the final

questionnaire. The final draft was distributed to trial respondents for

validation.

Validation of the Instrument

The final draft of the questionnaire was tried out to the student

teachers in the Institute of Computer Studies who were not part of the

sample respondents. She specifically chose 3 who are teaching computer

 54

subject. The main purpose of this trial is o find out if the items in the

questionnaire are specific and measurable and if there are items that need

correction.

Administration and Retrieval of he Instrument

The researcher secured the necessary permit from the school

administrators concerned for the floating of the questionnaire.

Statistical Treatment of the Study

The data gathered from the respondents were presented in tabular

form to have a clear and accurate view of all the data gathered for an

easier interpretation by using the following tools.

1. Frequency and Percentage Distribution

Frequency distribution is the itemized summary of responses

for each question on the basis of categories established in

the study or based on the set of replies pre-established in

the questionnaire.

Percentage distribution summary is the itemized summation

of the percentage of the frequency of response for each

 55

question based on the arithmetic percentage of the

frequency distribution to the total number of responses.

This was used in the profile of the respondents

Formula:

P = f x 100
N
Where:
P = percentage
F = frequency
N = number of respondents

2. Weighted Mean

To qualify the responses on the rating scale, the five point

Likert Scale method of measuring perceptions/attitudes was

used. Each statement has five responses that were

classified under degree of frequency with weights of 5, 4, 3,

2, and 1.

The respondents reacted to every perception item by

checking one out of five possible answer or responses.

Thus, the score is the sum of the weight of the responses

checked.

Formula:

Wx = ∑fx
N
 56

Where:
Wx = weighted mean
∑fx = sum of the product of the frequency
N = number of respondents

The equivalent point assigned to each indicated item

showed the extent of existence of the conditions as

perceived by the respondents was determined by estimating

each weighted average, which becomes the verbal

descriptions.

Weighted Mean Verbal Interpretation

4.50 – 5.00 - 5 Very High Extent

3.50 – 4.49 - 4 High Extent

2.50 – 3.49 - 3 Moderate Extent

1.50 – 2.49 - 2 Low Extent

1.00 – 1.49 - 1 Very Low Extent

3. Ranking

This was used to find out the rank of each item either 1, 2, 3,

or etc.
 57

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation of the data in tabular form.

Each table was given in depth analysis and interpretation to answer the

specific problems in Chapter I.

Table 1
Profile of the Student Respondents as to Gender

Gender F %
Male 10 50
Female 10 50
20 100

Table 1 shows the frequency and percentage distribution of

respondents as to gender.

As noted there were 10 or 50 percent male and 10 or 50 percent

female. It was a coincidence that each gender received equal number of

enrollees for the first semester of academic year 2008 – 2009 in the

computer 1 as a subject.

Table 2
Age of the Student Respondents
 58

Age F % Rank
16 - 17 10 50 1
18 – 19 7 35 2
20 – 21 2 10 3
22 – above 1 5 4
20 100
Table 2 presents the frequency and percentage distribution of the

respondents as to age anent the table, 10 or 50 percent are in the age

bracket 16–17, seven or 35 percent have ages 18-19. This means that the

students are just in the right age level when they enrolled in the first year.

Table 3
General Point Average

Average F % Rank
75 – 80 5 25 2
81 – 85 10 50 1
86 – 90 3 15 3
91 – 95 2 10 4
95 above
20 100

Table 3 depicts the frequency and percentage distribution of

respondents as to general point average.

As gleaned in the table one half 10 or 50 percent had a GPA from

81-85 which is average performance, One fourth 5 or 25 percent had a

GPA from 75-80. This means a below average performance, Interview

reveals that these students were not given regular monitoring of their
 59

homework and review lessons hence they obtained a below average

grades.

Table 4
Trainings Attended

Trainings F %
School Based 20 100
Out House
District Seminar
20 100

Table 4 states the frequency and percentage distribution of the

respondents as to trainings attended related to Computer Aided

Instruction.

As rated 20 or 100 percent attended the in-house or school based

seminar. These are given free to students hence all of them have

trainings, As to the out-house training there was nobody who had ever

experienced as participants because they cant afford to pay the high cost

of the seminar registration fees.

Table 5
Gender of Teacher Respondents

Gender F %
Female 2 29
Male 5 71
7 100
 60

Table 5 presents the frequency and percentage distribution of the

respondents according to gender.

As noticed, 5 or 71 percent of the respondents are male, only 2 or

29 percent are female. It has been said that teaching is not just a mere

profession. Which means to become a teacher it requires a lot more

patience and understanding and one must really have a love for teaching.

Table 6
Age of Teacher Respondents

Age F % Rank
20 - 25 1 14 2
26 – 30 4 58 1
31 – 35 1 14 2
36 – 40
41 – above 1 14 2
7 100

Table 6 shows the frequency and percentage distribution of the

profile of the Teacher Respondents according to age.

As noted 4 out of 7 are within the age bracket from 26-30. This

means that majority are still young except 1 0r 14 percent whose age is 41

and above or is in the age of being ambitious, dynamic.

Table 7
Trainings Attended

Trainings F %
School Based 7 100
Out House
District Seminar 5 71
 61

Multiple Response

Table 7 presents the frequency and percentage distribution of

respondents as to trainings attended, as noted, 7 or 100 percent had

trainings in the school-based. While 5 or 71 percent have experience

attending the out-house seminar. Teachers said that seminar offered

outside the school have exhurbitant registration fees.

Table 8
Teaching Experience

Teaching F %
1–5 2 29
6 – 10 4 57
11 – above 1 14
7 100

Table 8 presents the frequency and percentage distribution of

respondents as to the number of teaching experience.
As gleaned on the table 4 or 57 percent have 6-10 years of

experience while 2 or 29 percent have 1-5 and only 1 or 14 percent have

11 and above years as a teacher in the subject environment. This means

that the teachers are still not so long in the service handling computer.

Table 9
Highest Educational Attainment

Highest Educational F %
Attainment
Baccalaureate Degree 2 29
 62

Units in Masteral 3 42
Masteral Degree 2 29
Units in Doctoral
Doctoral
Vocational / Technical
7

Table 9 shows the frequency and percentage distribution of the

respondents or to highest educational attainment, 5 or 71 percent have

Mastered units and only 2 or 29 percent have not pursued any Masteral

program. This means that majority are in the graduate program.

On the Description of the CAI

Objective:

After completing this course, the student will be able to (1) Identify how

software and hardware work together to perform computing tasks (2)

Identify fundamental concepts and usage relating to office/productivity

applications, internet and electronic mail (3) Identify how computers are

used in different areas of work, school, government and home (4) Identify

concepts related to trust, privacy and management of information (5)

Identify concepts related to ethical use of computers and data (6) Identify

how to use the Internet safely and legally.

Content:
 63

Unit 1: Inside the PC, Unit 2: Types of Data and How Data Is Used, Unit

3: Authoring Documents Using MS Word, Unit 4: Authoring Spreadsheets

using MS Excel, Unit 5: Authoring Presentations using MS PowerPoint,

Unit 6: Using the Right Tools for the Job, Unit 7: Professional Documents

and Presentations, Unit 8: Advanced Analysis with Excel, Unit 9:

Electronic Communication, Unit 10: The System

Strategies:

(a) Hands on techniques, (b) Through chart / visual aids, (c) Power point

presentation, (d) Resource speakers.

Evaluation:

(a) Paper and pencil test, and (b) hands on examination oral test.

Table 10
On Problems Encountered

Problems Encountered F % Rank

1. Inadequate Instructional 6 85 3.5
Materials
2. Lack of Trainings in Computer 7 100 1.5
3. Lack of Techniques and 5 71 5
 64

approaches in Teaching CAI

4. Lack of readiness of student in 7 100 1.5
handling computer
5. Lack of student & teacher 6 85 3.5
interaction
Multiple Response

Table 10 shows the frequency and percentage distribution of

respondents as to problems they encountered.

As noted, 7 or 100 percent had problems on lack of training in

computer and lacking of readiness of students in handling computers. This

means that they do not have computers in their homes hence they are not

very skillful in handling them.

Table 11
Solution to Address to Problems

Solutions to Problems F % Rank

1. Updated instructional materials 7 100 1.5
2. Attended seminars and trainings
3. hands on approach in using CAI 7 100 1.5
4. Asked for assistance on how to 6 85 3.5
teach CAI
5. Enhanced student and teacher 5 71 5
interaction
6 85 3.5
Multiple Response

Table 11 states frequency and percentage distribution of

respondents as to solutions to problems.

As noted, 7 or 100 percent said that the solutions to the problems

they have encountered are to update instructional materials and they were
 65

requested to attend seminars and trainings in programming and in the

basic hands on approach in teaching other subject areas using the CAI.

To solve the problems related to CAI, these teachers with little know

how in CAI have to ask for the assistance of those who are highly

competent along the area and they also requested them to become

resource speakers hence team teaching was utilized.

4. How may the findings be utilized in crafting a guide to enhance the use

of CAI

Below is a guide which may be implemented by the following:

1. Guide for Teachers

1.1. The teachers have to train themselves in manipulating the

computer. There is a need for them to be computer literates to be

with the relevancy of the time

1.2. Be not afraid to manipulate the computers. They are friendly and

are much willing to direct the user through their command

1.3. Ask a friend, co teacher to guide/assist you open and operate the

machines. Learn the basic to avoid being illiterate along this line.

1.4. Try obtaining one unit for use in the school and for use in lecturing

in the subject assignment.

 66

2. Guide for the Students

2.1. A need for students to be curious and sensitive to global

competency related to computer utilization.

2.2. Be not afraid to have a hands on with computer units, ask a

helping hand from a friend or a teacher to be skilful if not to know

just the basic in operating the computer.

2.3. Encourage parents to purchase a computer for family use. This

may help everyone to be computer literates.

2.4. Attend seminars in the school or outside the school to train oneself

in handling/operating the computer

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSSIONS AND
RECOMMENDATIONS

This chapter deals with the summary of findings, conclusions and

recommendations, based on the data that were utilized to answer the

questions stated below;

 67

Statement of the problems:

The study aimed to determine the effectiveness of the computer as

an aid in instruction.

It sought to answer the following questions

1. How may the following be described

1.1.1. Students:

1.1.1.1. age,

1.1.1.2. gender,

1.1.1.3. general point average,

1.1.1.4. training/seminar,

1.1.2. Teacher Respondents

1.1.2.1. age,

1.1.2.2. gender ,

1.1.2.3. highest educational attainment,

1.1.2.4. training in computer, and

1.1.2.5. years of teaching experience related to computer

teaching

2. How may the existing CAI program be described as to:

2.1. objectives,

2.2. content,
 68

2.3. strategies and

2.4. evaluation

3. To what extent are the aforementioned variables attained &

implemented.

4. What problems are encountered by the respondents related to CAI and

how are these addressed.

5. How may the findings be utilized in crafting a guide to enhance

students performance?

SUMMARY OF FINDINGS

The researcher came up with the following findings

1. On profile of the Respondents

1.1. Student Respondents

1.1.1. There were 10 or 50 percent male and 10 or 50 percent

female respondents.

1.1.2. Ten or 50 percent student respondents are at the age

bracket from 16-17.

1.1.3. About 10 or fifty percent have grade point average from 81-

85 percent.

1.1.4. All of them or 100 percent attended trainings related to

computer in the school based level.

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1.2. Teacher Respondents

1.2.1. Five or 71 percent are male and 2 or 29 percent are female

respondents.

1.2.2. There were 4 or 58 percent who have age between 26 or 30.

1.2.3. All of them or 100 percent attended trainings related to CAI

on the school-based level.

1.2.4. There were 4 or 57 percent have teaching experience from

6-10 years.

1.2.5. Five or 71 percent of the teachers handling computer

subjects have masteral units.

2. On the Description of CAI

2.1. On Objectives

2.1.1. The objectives are geared towards concepts on global,

industry, business, education through the use of computers

2.2. Content

2.2.1. All related to the system and how they are fully utilized

2.3. Strategies

2.3.1. Varied techniques are utilized to enhance teaching through

CAI

2.4. Evaluation
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2.4.1. Paper and pencil tests and hands on techniques were

utilized in CAI

3. On problems encountered

3.1. There were problems encountered by the respondents, The first

three in rank are:

3.1.1. Lack of training in computer has a frequency of 7 or 100

percent

3.1.2. Lack of readiness of students in operating the computer unit

has a frequency 7 or 00 percent

3.1.3. Inadequate instructional materials or low ratio of computer

units to students has a frequency of 6 or 86 percent

4. On solutions to problems

4.1. Teachers updated their instructional materials has a frequency of 7

or 100 percent

4.2. Conducted hands on approach in using CAI has a frequency of 7

or 100 percent

4.3. Teachers enhanced students and teacher interaction has a

frequency of 6 or 86 percent.

5. A guide was formulated for both teachers and students to

enhance the use of CAI

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CONCLUSIONS

Based on the findings the researcher has formulated the following

conclusions.

1.1 The students’ profile is significant to relate their knowledge on the

skill they will get in handling computer.

1.2 Teachers’ profile is likewise significant in developing their

competency in using CAI to enhance their performance described

2. Computer Aided Instruction maybe described in terms of objectives,

content, strategies and evaluation

3. Problems are inevitable in all subject areas especially in developing

skill in using CAI

4. Solutions were sought to address to problems on the inadequacy of

instructional materials and in training students and teacher along

computer utilization

5. A guide was formulated by the researcher for both students and

teachers

RECOMMENDATIONS

Based on the findings and the conclusions the following

recommendations were formulated.

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1. The administration need to consider the needs of the students

along computer discipline. They need to purchase more computer

units to enhance the use of CAI

2. More seminars in the school based level be conducted along the

area of computer and outhouse financed by the school be

undertaken.

3. All teachers teaching computer subjects need to receive trainings in

the out-house level to be globally competitive with the neighboring

institutions.

4. The teachers must initiate a self-growth project through

subscription of magazines on computer and through purchase of

their own personal laptop or computers for self- improvement.

5. Students need to be encouraged to get freely inside the computer

room to be familiar with the computer units and later manipulate

them.

6. Other researchers need to conduct a similar study to compare the

validity of the present to the future researchers.

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Books
 73

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