St.

Paul University Surigao

St. Paul University System
Surigao City, Philippines

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The conduct of education in this 21st century has been witnessed with a

paradigm shift from face-to-face teaching environment to a more technology-based

learning environment. The advancement of ICT has influenced the development of

education

The main aim of education is to preserve, transmit and advance

knowledge. In the past, this aim was achieved with the help of teachers, books and

some audio visual aids. But a number of problems were encountered in the

promotion of education. These include problems of large classes, heterogeneous

classes with individual differences, lack of textbooks and source materials etc.

These problems have made the present education system as highly group oriented.

Normally a class consists of 30 to 40 students were grouped together and taught by

traditional method irrespective of their individual differences. Moreover, due to

information explosion the objectives of Education have become multidimensional.

It is difficult to achieve those objectives by using lecture method only. There is a

need of some flexible methods of teaching. The solution of these problems can be

tackled by the use of technology in the education system.

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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In the past, students learned by traditional teaching methods infused with

the current technology and the new teaching methods of the time. As innovations

in teaching have been developed, teachers have integrated these innovations into

their classrooms.

The concept of Educational technology has been developed during the

last few years. The National Policy on Education (1986) has also emphasized the

application of Educational Technology to improve the quality of education at all

levels. Educational Technology has given a significant contribution in education

by taking into consideration the individual differences of the learners and catering

to their needs. The emerging trend all over the world is towards more

individualized and flexible forms of learning with an emphasis on the

individualized methods of instructions. It has laid a special emphasis on using

computers in the teaching and learning process specially for providing instructions

in the classroom situations. It has specially emphasized on computer literacy. The

entry of computers in the classroom has changed the entire scenario.

The computer is now regarded as the super-teaching machine. Its use in

education has been tried as an innovation and it has also proved its teaching

efficiency in different subject areas.

The use of technology in education is necessary because students are

known as digital natives. Students nowadays are highly connected with technology
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

3
in their daily lives. They use Internet to search for information to assist their

learning. They also experience various ways of collaboration and communication

with their peers and teachers through social networking tools and also chatting

software. It has been a norm to see how frequent students use technology in their

learning. Therefore, it is necessary to use technology in education to enhance

students’ learning experiences. Although technology can be positively influenced

learning, there are teachers who do not have confidence to include them in their

teaching. Due to lack of guidelines provided to teachers and education institutions

on how they can transform from conventional teaching to learner-centered

teaching, many times technology is used for the sake of using it.

Computer Aided Instruction (CAI) has influenced the teachers to use it

for teaching. Nowadays, CAI is being used for providing instructions to the

students at different levels to update their knowledge. CAI is one of the most

useful methods of providing individualized and self paced instructions to the

learners in classroom situations. It covers a wider range of individual differences.

It is used for presenting the instructional material automatically to the learners.

CAI provides more freedom to students to make mistakes without the fear of

ridicule or personal embarrassment.

Comparative Study of Customary teaching and Computer Aided

Technique is an interactive instructional method that uses a computer to present

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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the instructional material, track learning and direct the user to meet his or her

individual needs. It allows learners to progress at their own pace and work

individually. It provides immediate feedback to the students if the answer is correct

or not.

This study further investigates the processes which can provide more

insights to the teachers on what they can prepare and do in order to move towards

progressive manner. This study intends to report effect of each learning

environment on learner understanding and also students’ perception on the

learning environments through three instruments, which are pretest/ posttest,

survey questionnaire and students’ comments. (MIER Journal of Educational

Studies, Trends & Practices May 2013, Vol. 3, No. 1 pp. 107 -118)

Thus, in this study it compares the Customary learning and Computer

Aided Instruction (CAI) technique to provide instruction for Science 7 students.

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Theoretical/Conceptual Framework of the Study

The traditional classroom often looks like a one-person show with a

largely uninvolved learner. Traditional classes are usually dominated by direct and

unilateral instruction. Traditional approach followers assume that there is a fixed body of

knowledge that the student must come to know. Students are expected to blindly accept

the information they are given without questioning the instructor (Stofflett, 1998).

The teacher seeks to transfer thoughts and meanings to the passive student

leaving little room for student-initiated questions, independent thought or interaction

between students (VAST, 1998). Even the in activities based subjects, although activities

are done in a group but do not encourage discussion or exploration of the concepts

involved. This tends to overlook the critical thinking and unifying concepts essential to

true science literacy and appreciation (Yore, 2001). This teacher-centered method of

teaching also assumes that all students have the same level of background knowledge in

the subject matter and are able to absorb the material at the same pace (Lord, 1999).

Students are able to develop their own understanding of the subject matter

based on previous knowledge, and can correct any misconceptions they have. Both

teaching styles can lead to successful learning but it has been shown that students in the

constructivist environmental demonstrated more enthusiasm and interest in the subject

matter. In fact, repeated research has found that teacher centered lessons can be less or
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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non-productive, and in some cases, detrimental to the students’ learning process (Zoller,

2000. Teachers often feel as though they aren’t doing their job if the students are working

together and actively discussing the material instead of busily taking notes (Sprague and

Dede, 1999). Since any new idea is likely to be rejected unless teachers examine their

own theoretical framework and develop their own justification for the change, it was

suggested that additional quantitative evidence in support of constructivism might

encourage more teachers to embrace this teaching style (Shymansky, 1992).

Numerous studies have been completed to compare students’ learning in

traditional and CAI. These studies generally based their conclusions on test or quiz scores

and student comments or evaluations (Lord, 1997; Lord, 1999). The use of a quantitative

analysis based on videotapes of the labs, which takes into account the actions of both

students and teacher, should provide a new outlook on these teaching styles, as well as

offering another means of objectively comparing.

Computer Aided Instruction (CAI) has been proving an effective medium of

education in the advanced countries for formal and non-formal education at all the levels.

The use of computers in the classroom has boomed since the 1980s but studies within the

past 15-20 years have focused on the relationship between CAI and academic achievement

in many different subject areas. Number of studies has been carried out to find the

effectiveness of CAI at different levels. Some of these are:- Dalton and Hannafin (1986),

Richardson (1986 ), Price (1989), Roberts and Madhere (1990), Rha and
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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Bedell(1998),Hsiao(2001) and Raninga (2010)carried out the studies to find out the

effectiveness of CAI in teaching learning of Mathematics at different levels. They found a

good increase in scores of the learners by using CAI.

It was found that secondary students exposed to CAI showed higher

academic achievement than the students exposed to traditional instructions. In different

studies carried out by Stern and Repa (2000), Drake (2001) and Hema and Vasanthi

(2003), it was concluded that CAI has positive effects in learning social skills, literary

activities as well as in learning chemistry in comparison to conventional method. The

effects of CAI on achievement of secondary school students in Sciences were also studied

by Vessel (1988), Arragwal (1995), Rangaraj (1997), Chang (2002), Tabassum (2004),

Saini (2008) and Sheetal (2008) in different researches. They found that students taught

through CAI showed better results in sciences than those taught through traditional

method. In an another study conducted by Uplane, Sonawanae and Padmini (2011) on

secondary school low achievers, CAI was found as an effective instructional method in

teaching Physics to low achievers. The effectiveness of CAI has been proved over

traditional method in teaching different aspects of English language in the studies

conducted by Yates (1988), Powell-Hart (1992), Peak and Dewalt (1993), Mahajan

(1994), Bedell (1998), Chang (2000) and Beaired (2007).

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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In a study, Srinivasan (2010) constructed and evaluated a CAIP in Education

Psychology for the trainees of DTE in Tamil medium. He found that pupil teachers who

participated in the CAIP were self-motivated and showed higher achievement.

Statement of the Problem

This study aims to look into the comparison between the Customary learning and

Computer Aided Instruction learning in the achievement of the Science 7 students in

Causwagan National High School as their method of teaching. It is aims to achieve the

following objectives:

1. To develop an instructional materials through Computer Aided Instruction in

teaching Grade 7 science.

2. To develop an instructional materials such as lesson plan in Customary teaching in

Science 7 classes.

3. To teach the students using instructional materials developed.

4. To compare the students learning by teaching them through Computer Aided

Instruction and traditional approaches for teaching Science 7.

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Hypothesis/Hypotheses

There is no significant difference between the achievement of the grade 7

classes in Customary teaching and Computer Aided instruction technique.

Alternative Hypothesis: There is a significant difference between the achievement of the

grade 7 classes in Customary teaching and Computer Aided instruction technique.

Significance of the Study

This study will benefit several groups of persons, most importantly, the

student and teachers of Causwagan National High School because the result will be used

to create and develop plans that will help improve Science teaching to better prepare and

improve the future of the students, especially that K-12 system has finally commenced.

This study compares the students learning by teaching them through Computer

Aided Instruction and traditional approaches for teaching Science 7. It also compares the

effect of Customary learning and Computer Aided Instruction (CAI) in learning in Science

7 students. This study further investigates the processes, which can provide more

insights to the teachers on what they can prepare and do in order to improve their teaching

techniques in a more progressive manner.

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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Scope and Limitation of the Study

The scope of the study focuses in comparison of the Customary learning and

Computer aided Instruction learning of the Grade 7 students of Causwagan National High

School. It would look into the effectiveness of the methods used, and it demonstrate

knowledge to the teachers what should she or he do in order to be an effective in the

learning process.

Definition of Terms

Computer Assisted Instruction (CAI) is an interactive instructional technique where a

computer is used to present the instructional material and also to monitor the learning of

the learners. It provides individualized and self paced instructions to the learners. n this

study, the instructional material was designed in such a way which was

learnt by the pupil teachers at their own pace by using computers. The instructional

material for CAI was prepared in the form of frames followed by multiple choice

questions.
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

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Conventional Teaching is the most common method of teaching used by the teachers for

carrying out the teaching learning process in the classroom situations. In this method, the

teacher talks more or less continuously to deliver the facts and ideas worth remembering

but the class does not converse with the teacher. This implies that it is one of the

autocratic teaching strategies. In this study, the instructional material was prepared for the

conventional teaching also. It was prepared in the form of lesson plans for teaching

methods of English by the researcher.

Achievement means accomplishment of performance in a given skill or body of

knowledge. Achievement signifies performance carried out Comparative Study of CAI

and CT. In the present study, achievement stands for the scores obtained by students in the

criterion-referenced test after giving instructions through CAI and Conventional Teaching

(CT).

Science 7 learners. The students of Causwagan National High School In this study, the

students were taken as the sample.50 randomly selected Grade 7 Junior High School

students in Causwagan National High School school year 2017-2018 out from 80. They

were having pre test and post test but one of the will used Customary teaching and the

other group will used CAI technique.