EFFECTS OF COMPUTER AIDED INSTRUCTION IN THE ACADEMIC

PERFORMANCE OF G12-ICT STUDENTS IN ANHS

By

Mark Jay Arcega

Glodielyn Mangampo

Noemi Mendaza

Harold Manjares

Aaron Jason Cedeño

Anislag National High School

SENIOR HIGH SCHOOL

Anislag, Daraga, Albay

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 Chapter 1

THE PROBLEM

Introduction

Computer Aided Instruction (CAI), diverse and rapidly expanding spectrum of

computer technologies that assist the teaching and learning process CAI is defined as

the one of computers and software application to react concept and skill. Academic

performance are an essential persecute for both school achievements and success in life.

An American psychologist and education reformist, Jhon Dewey, state in the early 1900’s,

“If we teach today as we taught yesterday we rob our children of tomorrow” (Dewey, 1916,

p.167). Studies have indicated that an up to date method of teaching, Computer Aided

Instruction, can be a valuable supplementary aid used to improved student’s academic

performance. “The need for improvement of student’s achievement has been the focus

of many plans in education for many years.” (Patterson, 2005, p.4). “Teachers are

challenged daily by students who don’t seem interested in learning.” (Muir, 2000, p.1).

The need to improve all students’ academic performances warranted the necessity to

research and thus develop a possible method of improving the way of teaching and

student’s motivation. “The more the students are motivated to learn, the more involvement

there will be in learning process.” (“The under achieving student,” 2002, part 1). Motivating

the students through the use of computer technology is the strategy to improve student’s

performances and skills. The use of computer technology to supplement traditional

instruction is not recant development. Computer-based teaching and learning produced

positive effects in the classroom. Students seemed to be motivated by learning through

this medium (Forcier, 1999). Traynor (2013) argued that CAI programs increase students

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learning motivation. The potential benefits of Computer Assisted Instruction (CAI) cannot

be underestimated in the contemporary world. There is a plethora of established findings

on the instructional value of computer, particularly in advanced countries. There are now

several CAI packages on different subjects. It is obvious that the current trend in research

all over the world is the use of computer facilities and resources to enhance students’

learning. This may be the reason why Handelsman, Ebert-May, Beichner, Bruns, Chang,

et al (2004) opined that “many exercises that depart from traditional method are now

readily accessible on the web” (p. 521), even though teachers do not use these facilities.

They further showed that the interactive approaches to lecturing significantly enhance

learning. In a review of empirical studies on CAI, Cotton (1997) concluded, among others,

that the use of CAI as a supplement to conventional instruction produces higher

achievement than the use of conventional instruction alone, research is inconclusive

regarding the comparative effectiveness of conventional instruction alone and CAI alone,

and that computer-based education (CAI and other computer applications) produce

higher achievement than conventional instruction alone. Muir (2000) believed strongly in

push for change in educational learning through technology. The ability to use computer

technology effectively has become a distinct advantage in school and work. The learning

training scenario models offered in the CAI motivates students, so that students are much

motivated. Although computer-assisted instruction (CAI) favorably affects academic

performance and attitudes toward instruction, most CAI programs target mastery but not

fluency. The advantages of CAI method according to Ojika (2012) include, ensuring the

application of proven teaching methods to students; offering equal educational

opportunities for students by using the same program; changing the role of the same

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teachers from teaching capacity to that of a guide; also when properly handled, removing

fright and embarrassment on students and bringing about meaningful learning and

academic achievement (Orjika, 2012). Computer-assisted instruction (CAI) is an

instructional approach where a computer is used to communicate the instructional

materials and evaluate the learning outcomes. It uses a blend of graphs, text, sounds,

and videos for learning process (Onasanya, Daramola, and Asuquo, 2006). CAI refers to

virtually any sort of computer application in instructional settings comprising of drill and

practice, simulation, instructional exercises, supplementary exercises, instructional

management, database development, programming, composing using word processors,

and other different application (Cotton, 2001; Gana, 2013). Gana (2013) expressed that

CAI is learner-centered and activity oriented. The challenged is how to optimize usage,

Gonzalez and Birch (2000) ascertain that computer-assisted learning has the ability to

promote active learning in a wide variety of discipline from literature to the social sciences

and beyond. Ochiyi and Ukwumunu (2008) announced that the utilization and growing

development of technology in the classroom gives new chances for delivering instruction.

Educators use technology to enhance instruction and this method has been turned out to

be more powerful and effective. Research has revealed that technology in the classroom

can be a valuable in the management of instruction method and an effective teaching

improvement. However, little is known about the use of computer assisted instructional

package in the Philippines education system particularly in cooperative learning setting.

In addition, very few empirical studies exist in Philippines regarding the use of CAI in

biology. Thus, much remain to be empirically studied on the effect of CAI in academic

performance of selected students at ANHS.

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Statement of the problem

The purpose of this study is to determine the Effects of CAI in the Academic

Performances G12-ICT Students in Anislag National High School. This can be used by

students to be aware to these effects.

Specifically, it sought answers to the following problems:

1. What are the Computer Aided Instruction use by the G12-ICT students?

2. What is the performance of G12-ICT students in CAI?

3. What is the Impact of CAI to the performance of the ICT students?

Scope and Delimitation

This study focused on the effects of CAI in the Academic Performances of

Grade 12 ICT Senior High School students. The researchers identified students who have

using CAI, determined the effects of CAI in the academic performances of G12-ICT

students and identified the activities that can be done to enhance their academic

performances using CAI.

The respondents of this study were selected Senior High School Students

(Grade 12-ICT) particularly those students who have using CAI, this school year 2019-

2020.

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Significance of the Study

This study is conducted to benefit the following.

Students. This study will help the students to understand the improvement and

effectiveness of using computer aided instruction in studying.

Teachers. This study will help the teachers to improve their teaching method through the

use of CAI.

Parents. This study will also help the parents to determine if the CAI is helping their child

to have a better academic performance in school by knowing the effects of CAI on the

academic performances of G12-ICT students in ANHS

School. Through this study, the school may acquire knowledge about the effects of CAI

in the academic performances of G12-ICT students. Thus, the school may help to improve

teaching method and learning process using CAI.

Future Researchers. This study will serve as a guide to the future researchers in

conducting same related studies.

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 Notes

Pappas (2003). Effects of CAI on the Academic Performance and Attitudes of

College Students. Retrieved from http://journals.sagepub.com

Suleman (2017). Effects of Computer-Assisted Instruction (CAI) on

Students’ Academic Achievement in Physics at Secondary Level. Retrieve from

https://www.researchgate.net/publication/320234924

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 CHAPTER 2
Chapter 2

RELATED LITERATURE AND STUDIES

This chapter reviewed literature and studies related to the current study and

presented the synthesis of the art, gap bridged, conceptual framework and the definition

of terms.

Related Literature

Although computer-assisted instruction (CAI) favorably affects academic

performance and attitudes toward instruction, most CAI programs target mastery but not

fluency. This literature is important to the present study because according to this, CAI

affects not only academic performance but also in attitudes toward instruction specially

students. (Luyben, 2009)

In a review of empirical studies on CAI, Cotton (1997) concluded, among others,

that the use of CAI as a supplement to conventional instruction produces higher

achievement than the use of conventional instruction alone, research is inconclusive

regarding the comparative effectiveness of conventional instruction alone and CAI alone,

and that computer-based education (CAI and other computer applications) produce

higher achievement than conventional instruction alone. This is similar to this study

because CAI can produce high achievement, and many student knows that, using CAI

can improve their performance to have higher achievement.

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 However, Mill (2001) findings revealed that CAI was found to be as effective as

classroom for fact based learning, but not as effective for topics requiring critical thinking

or mathematical problem solving. This is relevant with this study because knowing the

effects of CAI is very important.

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). This is

similar to this study because it can also

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10
 lead to more positive students.

Cherian (2009) recommended that states and school districts should implement

and utilize technology to its fullest potential and CAI’s impact on student achievement be

researched. This is relevant to this study because knowing the needs to improve students

achievement is very important.

Related Studies

Research suggests that there is no conclusive answer to the impact of CAI on

student achievement (Clark, 2001).

Prensky (2010), American writer, speaker, and inventor of the term “Digital Native,”

believed that by teaching students in the manner in which they have grown up learning,

students would be motivated to learn and thus an increase in student academic

achievement would occur.

The use of computer technology to supplement traditional instruction is not a

recent development. Computer-based teaching and learning produced positive effects in

the classroom. Students seemed to be motivated by learning through this medium

(Forcier, 1999).

P.L.A.T.O. was technology facilitated in the hopes of making learning easier and

more valuable for students and teachers (White Paper, 2010).

By using CAI, classroom teachers can and do make a significant improvement

in students' academic achievement. Further, the study revealed that girls obtained higher

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Chemistry mean scores than boys when taught with CAI. This implies that use

of CAI improves girls ‘achievement in Chemistry more than it does for boys. (Julius, 2018)

Synthesis of the State of the Art

Computer Aided Instruction (CAI) is an instructional technique based on the

principle of programmed instruction and makes use of a combination of tutorial, computer

simulation activities and drill and practice programs (Stennet, 1985).

Affectively, CAI offers students emotional support through engaged environments

which can lead to successful learning, hence they gain confidence or attach positive

feeling to learning (Driscoll, 2000).

CAI is a very powerful instructional technique for classroom instruction as it

provides an interaction between an individual learner and the computer, and is able to

display the instructional material just as it happens in the tutorial system between the

teacher and the individual learner (Olagunju, 2013).

More importantly, it can support learners both cognitively and affectively.

Cognitively, CAI focuses on learners’ attention on information relevant to learning or task

at hand (Jarvela, 1995), reduce learners’ cognitive load (Oliver, 1999)

Clark critiqued Kulik's meta-analyses and reported that the achievement gains

attributed to the computer mode were probably due to the method of teaching used by

the software, especially, the difference between the way the teacher taught and the way

the computer program presented the instruction (Simonson & Thompson, 1990).

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Gap Bridge of the Study

There are some studies about the effects of CAI in academic performance of

students and some are related to the present study. But there is no study or research

being conducted to know the impact of CAI and the researchers are reassuring to give

knowledge about the effects of CAI in academic performance of G12-ICT students in

Anislag National High School.

Conceptual Framework

The conceptual framework of the study as shown in Figure 2 guides the

researchers in this study. The inputs of the study focused on the effects of CAI in the

academic performance of G12-ICT students on Anislag National High School for the S.Y

2019-2020. Through the use of checklist we are able to identify the impact of CAI. It also

determine the positive and negative effects of this study.

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 The checklist will be distributed to the selected respondents. This will serve as a

guide and it also gives information to the interpretation of the data. The check list will

determine the positive and negative effects of CAI in the G12-ICT students in ANHS.

Effects of CAI in the

Academic Performance Research
of G12-ICT Senior High
School Students

1.Computer Aided Preparation of checklist

Instruction use by the
G12-ICT students

Recommendation on
how to improve the CAI
Distribution of checklist used by the G12-ICT
2. Performance of
Students
G12- ICT students in
CAI

3. Impact of CAI to
the performance of Interpretation of data
G12- ICT Students

Figure 1. Paradigm of Conceptual Framework

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 Definition of Terms

To be able to have a clear and effective understanding about the study being

conducted, the following terms are given meaning based on how it’s used in the study.

CAI- Acronym for Computer Aided Instruction and Defined as the use of computers and

software applications to teach concepts or skills.

Students. It pertains the selected Grade 12 ICT Senior High School students of Anislag

National High School who is using CAI.

SHS. Acronym for Senior High School and refers to grade 11 and 12 students.

Academic performance. is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

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 Notes.

Pappas (2003). Effects of CAI on the Academic Performance and Attitudes of

College Students. Retrieved from http://journals.sagepub.com

Suleman (2017). Effects of Computer-Assisted Instruction (CAI) on Students’

Academic Achievement in Physics at Secondary Level. Retrieve from

https://www.researchgate.net/publication/320234924

Julius (2018). Effect of Computer Aided Instruction on Students’ Academic and

Gender Achievement in Chemistry among Selected Secondary School Students in

Kenya. Retrieve from https://www.academia.edu/6589508

Chinwendu (2018). Computer Assisted Instruction (Cai) On Students’ Interest

And Achievement In Physics In Imo State, Nigeria Computer Assisted Instruction (Cai)

On Students’ Interest And Achievement In Physics In Imo State, Nigeria. Retrieve from

www.iosrjournals.org

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 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discussed the research methodology used in the study. This included

the research design, the sources of data, the locale of the study, the instrument used and

the statistical treatment. The Senior High School students of Anislag National High School

(ANHS), Anislag, Daraga, Albay were the participants/respondents utilized in the study.

Hence, a set of questionnaires was designed and distributed to collect the needed data.

Research Design

The main design that was used in this study is the experimental design. The type

of experimental design used was quasi-experimental design since the subjects were not

be assigned randomly to the experimental and control groups. It is a design used for

comparing the achievement of groups in the pre-test and post-test and also to determine

how effective a treatment was. The specific of quasi-experimental design used was the

non-equivalent (pre-test and post-test) control group design. The pre-test- post-test

performance hence can be employed to find out the effect of changes in an educational

environment.

Sources of Data

The sources of this study are the internet and the selected G12 students in Anislag

National High School. The researchers found relevant information

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in different internet sites in order to know the impact CAI.

Data Gathering Procedure

In order to gather information about the impact of CAI in academic performance of

G12-ICT students in ANHS, the present researchers did the following:

The researchers did an extensive research on the impact of CAI to the academic

performance of G12-ICT students in ANHS. They also gathered information from the

internet. These were the basis of the researchers to acquire greater understanding and

extensive knowledge in conducting research. The researchers prepared checklist to

determine and identify the impact of CAI in the academic performance of G12-ICT

students on ANHS.

Locale of the Study

This study was conducted in Anislag National High School located in Anislag,

Daraga, Albay where the chosen respondents were the selected Grade 12 Senior High

students in this institution.

Respondents of the Study

The present researchers used purposive sampling which means that the members

for a sample are selected according to the purpose of the study. Hence, the researchers

deliberately chose only the selected Grade 12 Senior High School students in Anislag

National High School. Specifically, the respondents were those students have used CAI,

this school year 2018-2019.

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Instrument Used

The researchers will prepare a set of questionnaires in order to know the impact

of CAI in academic performance of G12-ICT students in Anislag National High School.

Statistical Treatment

The researcher will use the following statistical tool to treat the problem stated:

Percentage will be used to describe anything from the changes of the interest rate.

Percentage was useful way in making comparisons. It will be used to treat specific

problem number 1 which is about the computer aided instruction use by G12-ICT

students. Problem number 2 which was about the impact of CAI to the performance of

G12-ICT students. And problem number 3 which was about the impact of CAI to the

performance of the G12-ICT students in Anislag National High School.

The formula:

P= f
nP= X 100

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Where:

P = percentage
f = frequency
n= total number of respondents
100 = constant

Ranking is used when a researcher is interested in establishing some type of

priority among a set of objects, whether they be policies, attributes, organizations,

individuals, or some other topic or property of interest (Lavrakas, 2008). This was used

to treat specific problem number 1, 2 and 3 of the study.

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 Notes

Lavrakas, P. J. (2008). Ranking in: Encyclopedia of survey research

methods Doi: https://dx.doi.org/10.4135/9781412963947.n443

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