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International Referred Research Journal ISSN-0974-2832 VOL. II * ISSUE15 April, 2010

SHOD SAMIKSHA AUR MULYANKAN

Research PaperEducation

April, 2010

(In this study the special Instruction strategies like Computer Assisted Instruction in teaching Chemistryto overcome the differences in the students learning rates. The researcher suggest the development of

software packages which will help the students to learn at their own compe tency.)

Introduction :

Nowadays the crucial task in the field of edu-

cation is the improvement in the teaching learning pro-

cess. For this purpose educational researcher have

tried to experiment with the innovative methods ofinstruction. Inspired by the scientific inventions and

technological development in every sphere of life.

Creative teachers try to replace the traditional meth-

ods of teaching with novel emerging instructional

paradigms. So the nature of modern innovations is a

short of departure from the conventional mode of de-

livering lesson and evolving new strategies for effec-

tive delivery of curricular content. Children of today

are the future citizens and they are going to be pillars

of the country. Hence, it is essential that each pillar is

as strong as the other. The warrants special instruc-

tional strategies like Computer Assisted Instruction.

Computer Assisted Instruction :

Various methods of Computer Assisted

Instruction that can facilitate learning more effectively

like Tutorial, Drill and Practice and Simulation.

Tutorial :

It attempts to put the computer into the role of a

teacher instructions and individual learner, links to prior

learning and it involves ample opportunities for the

learners to develop connective networks through ex-

A STUDY OF EFFECTIVENESS OF DIF-

FERENT MODES OF COMPUTER ASSISTED

INSTRUCTION IN TEACHING SCIENCE.

* Dr. Y. G. Singh

* Associate Professor K.M. Asghar Husain College of Education, Akola. (M.S.)

A B S T R A C T

amples & questions.

Drill and Practice :

It allow the students to move at their own com-

petence with immediate feedback & it has its own ad-

vantage to the learners.

Simulation :

It is significant in the science curriculum and

enhance classroom experience..

Need and Importance of the Study :

Computer have an important role to play in the

school of our nation. The National Policy on Educa-

tion (1986) emphasized the introduction of technol-

ogy in education. Computer Assisted Instruction

(CAI) is becoming an increasingly popular technique

for education. In school students face a lot of prob-

lems in learning. It raises the importance of individual-

izing the instruction & computer do serve this pur-pose. CAI is proved to be the effective way of provid-

ing instruction in science. It is imperative to ascertain

whether CAI modes are effective in school setting.

Keeping these points in view the present study was

under taken.

Topic of the Study :

1) A study of Effectiveness Among Different

Modes of Computer Assisted Instruction In Teaching

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Science.

Objective of the Study :

(1) To find out the different modes of Computer

Assisted Instructional Strategy i.e. Tutorial, Drill - Prac-

tice and Simulation in Science at Std. IX. (2) To de -

velop a Criterion Referenced Test in the content areas

being instructed tosubjects of control & Experimental

Groups.

Hypothesis of the Study :

(1) There is no mean significant difference between

the CAI strategies like Tutorial and Drill-practi ce in

instructional objectives in Science Std. IX. (2) There isno mean significant difference between the CAI strat-

egies like Tutorial and Simulation in instructional ob-

jectives in Science Std. IX. (3) There is no mean sig-

nificant difference between the CAI strategies like

Drill &Practice and Stimulation in instructional objec-

tives in Science Std. IX.

Methodology of the Study :

The study adopts the Quasi Experimental

Design. Three groups each of 40 students studying at

Std. IX in three different schools. CAI mode like Tuto-

rial was adopted in experimental group-I, Drill & Prac-

tice in experimental group-II and Simulation to the ex-

perimental group-III. Software packages in different

modes of CAI like Tutorial, Drill & Practice and Simu-

lation in the content area States of Matter in Science

for Std. IX had already been developed and validated.

A separate pre-test was developed and administered

to establish homogenity among all the three groups.

All the three groups were taught the same contents

through the respective instructional strategy Criteria

on Reference Tests were developed in the said con-

tent areas and were used as post test.

Analysis & Interpretation :

The data thus obtained was analyzed using t-Test..

Hypothesis - I

Table - 1 : The means of the scores of the

Experimental Group-I and Experimental Group-II as

measured by the criteria Reference Test * At 0.01 sig-

nificant level.From the table-1, it is clear that the cal-

culated t - value is 3.70 is more than table value 2.58 at

significant level 0.01. So null hypothesis is rejected

because the mean value of the experimental group-II

was found to be higher than that at the experiment

group-I. Hence it is concluded that CAI in Drill &

Practice mode is more effective than Tutorial mode.Hypothesis - II


Experimental Group-I and Experimental Group-III as

measured by the criteria Reference Test.* At 0.01 sig-

nificant level. From the table-2, it is clear that the cal-



because the mean value of the experimental group-III

was found to be higher than that at the experiment

group-I. Hence it is concluded that CAI in Simulation

mode is more effective than Tutorial mode.

Hypothesis - III


Experimental Group-II and Experimental Group-III as

measured by the criteria Reference Test.* At 0.01 sig-

nificant level. From the table-3, it is clear that the cal-



because the mean value of the experimental group-III

is more than experimental group-II. Hence it is con-

cluded that CAI in Simulation mode is more effective

than Drill & Practice mode.

Tabile 1Groups Instructional N M SD D 6D t-Value

compared strategy

E.I. Tutorial 40 32.47 11.22 10.33 2.79 3.70*

E.II Drill & Practice 40 42.80 13.65

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SHOD SAMIKSHA AUR MULYANKAN

Implications of the Study :

(1) CAI in Simulation is more effective than the Tu

torial and Drill & Practice modes on teaching Science

at Std. IX. (2) More software packages can be devel-

oped for the whole syllabus which will help the stu-dents to lean at their own Computer. (3) The CAI pack-

Tabile 2

Groups Instructional N M SD D 6D t-Value

compared strategy

E.I. Tutorial 40 32.47 11.22 18.91 3 6.30*

E.III Simulation 40 51.38 15.32

Tabile 3Groups Instructional N M SD D 6D t-Value

compared strategy

E.II. Drill & Practice 40 42.80 13.65 8.58 3.24 2.65*

E.III Simulation 40 51.38 15.32

ages in Science should be planned, d e v e l o p e d ,

evaluated & imple mented with the help of a team of

experts constitating curriculum planners, educational

technologists, computer experts and science teach-

ers.

(1 ) Anderson, RC & Fault G.W. : Educational Psychology, 1973. Dedd. Mead & Co., New York. (2) Huse n, Torsten &

Postleth waite T.M.: The In ternational Encyclopedia of Education Vol.5(tL) Pergeman Press Ltd. Headington Hill Hal

Oxford. (3) Merill, P.F. (1985) : Computer in Education (Second Edition) Allyn & Bacon,New York. (4)Rob er t, A lea vey :

Principal of Solid States of Physics. (5) Vardhini (1983) : V. P. Development at a Multimedia Vs. Instructional Strategy for

Teaching Science at Secondary Level, Ph.D. Edu., MSV, 1983. (6) Physics, NCERT : Introduction to Physics, NCERT, New

Delhi.

R E F E R E N C E

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