Ronaldo C. ReyesRonaldo C. ReyesTabaco National High SchoolTabaco National High School

TABACO CITY DIVISION, REGION VTABACO CITY DIVISION, REGION VPresenterPresenter

National Research Conference on Strengthening School- Based Management

for Effective K to 12 Implementation

Rationale/ Situationer* Students have not yet developed scientific

literacy as shown by their poor performance in science exams.

* Low performance in TIMMS

* Filipino students fade even deeper into the background on the international stage, as reflected in results of the 2003 TIMMS (Trends in International Math and Science Study). Results of the test, taken by second year high school students, placed the country 41st among 45 participating countries, lagging at the bottom with African countries. Filipino students scored an average 35 percent, barely above students from Ghana and Botswana.

* Condes (1998) analyzed that Filipino students have difficulty for the following reasons: (1) they have not mastered the concepts needed top answer the items;

(2) they do not understand the problem and; (3) the content related to some items is not formally taken up in the curriculum.

* The average National Achievement Test (NAT) scores of elementary school students are at a failing 64 percent. The number further slides in high school, with the national average at 46 percent.

***Students show poor performance in achievement tests getting only less than

50% performance level in science, particularly in physics and chemistry, compared to

other subjects.

***Lawson (1991) stated that most central of all educational objectives is helping the students to think. This is achieved with the use

of instructional strategies and materials to integrate the learning of subject

matter withlearning how to learn.

***One of the strategies and approaches that can be used in chemistry teaching is the use of computer- aided instructions (CAI).

What is CAI?- an application of

computer in implementing instructions

- type of instruction which consists of drill and practice techniques, tutorial or dialogue using computer

applications/ programs

• 21st Century citizens should be proficient in ICT literacy, defined by the Programme for International for Student Assessment (PISA) as the interest, attitude, and ability of individuals to access, manage, and evaluate information and construct new knowledge and communicate with others in order to participate in society.• Appropriate and effective use of technology – fulfills

and achieves a learning objective / goal. In this new century, information and knowledge matter more

than ever, and the ability to use them

effectively rests on a set of abilities that

extend the use of traditional base of

reading, writing, math and science.

How do we How do we design/implement CAIdesign/implement CAI

The main purpose of the study is to determine the effects of computer-aided instruction on the performance and attitude of chemistry students from the Engineering Science Education Program (ESEP) at Tabaco National HighSchool. It also sought to find out the correlation between performance and attitude towards CAI lessons in Chemistry. Specifically, it sought answers to the following sub-problems:1. What is the pre-test and post-test performance of the students in Chemistry among 1.1. control group 1.2. experimental group2. Is there a significant pre-post mean gain in student performance in Chemistry in both groups?3. Is there a significant mean gain difference on performance between the two groups? 4. What is the level of students’ attitude toward computer-aided instruction?5. Is there a significant correlation between level of attitude and students’ performance in chemistry?

 

Statement of the Statement of the ProblemProblem

Statement of the HypothesesHo 1: There is no significant pre- post mean gain of the students’ performance in Chemistry in both group.Ho 2: There is no significant difference between the mean gain of the experimental and control group.Ho 3: There is no significant correlation between the attitude level towards computer- aided instruction and student’ performance in Chemistry.

Scope and Limitation of the StudyThis study was limited only to finding out the

effects of CAI to the performance and attitude of the Engineering Science Education Program (ESEP) students. The subjects of the study involved the 96 third year students of the said curriculum. The attitude will be limited only to the experimental group who received instruction through CAI. The study covered only the third and fourth grading period topics in Chemistry.

***This study is anchored on the two theories of ***This study is anchored on the two theories of learning that are very important in enhancing student’s learning that are very important in enhancing student’s academic performance: the cognitive theory and theory academic performance: the cognitive theory and theory of behaviorism.of behaviorism. Behaviorism was used as the basis for designing early Behaviorism was used as the basis for designing early audio-visual materials and many related teaching audio-visual materials and many related teaching strategies, such as the use of teaching machines andstrategies, such as the use of teaching machines and programmed texts. programmed texts.

***Cognitive theory asserts CAI should be***Cognitive theory asserts CAI should be organized and delivered in a way thatorganized and delivered in a way that

complements the cognitive structurecomplements the cognitive structure and level of sophistication of the and level of sophistication of the

learnerlearner. .

Theory of Theory of BehaviorismBehaviorism

Cognitive Cognitive TheoryTheory

CAI CAI implementatioimplementatio

nnAttitude Attitude

toward CAItoward CAI

1. Improved academic 1. Improved academic performanceperformance2. Positive attitude 2. Positive attitude towards Sciencetowards Science

Research MethodologyResearch Methodology

This study used the Quasi-experimental method of This study used the Quasi-experimental method of research utilizing pretest- posttest design. This was used research utilizing pretest- posttest design. This was used in as much as the subjects under study were already in as much as the subjects under study were already grouped before the start of the third grading period. grouped before the start of the third grading period.

This research is also of descriptive type utilizing This research is also of descriptive type utilizing correlational method because the researcher will try to correlational method because the researcher will try to find out the relationship between the attitude of the find out the relationship between the attitude of the student toward CAI and their academic performance.student toward CAI and their academic performance.

Backdrops:

- These are full sized items, just scale them up!

- Can be Copy-Pasted out of Templates for use anywhere!

www.animationfactory.com Before administering the test to the subjects, the Before administering the test to the subjects, the

test questionnaire was validated. A dry- run was test questionnaire was validated. A dry- run was conducted at Tabaco National High School to BEC conducted at Tabaco National High School to BEC 1-2 classes to measure its content validity and an 1-2 classes to measure its content validity and an item analysis was made. Suggested items which item analysis was made. Suggested items which were not clear and understood were deleted, were not clear and understood were deleted, modified, or reworded. modified, or reworded.

After giving the pretest, the researcher After giving the pretest, the researcher conducted the study proper in which the conducted the study proper in which the experimental group received instructions experimental group received instructions utilizing CAI. Assignments, tutorials/ enrichment utilizing CAI. Assignments, tutorials/ enrichment were also done by using CAI.were also done by using CAI.

The control group received instruction from The control group received instruction from the teacher using the conventional lecture/ the teacher using the conventional lecture/ demonstration. demonstration.

The conduct of the study was done 1st week The conduct of the study was done 1st week of November up to 1st week of March . of November up to 1st week of March .

Administration of the posttest was then Administration of the posttest was then conducted 2nd week of March to the conducted 2nd week of March to the experimental and control group. CAI attitude experimental and control group. CAI attitude questionnaires were also administered to the questionnaires were also administered to the experimental group and 100% of the experimental group and 100% of the respondents returned the questionnaires. respondents returned the questionnaires.

After the retrieval of the CAI questionnaires After the retrieval of the CAI questionnaires and checking the papers, the researcher and checking the papers, the researcher tabulated and processed the data tabulated and processed the data quantitatively to arrive at scientific analysis quantitatively to arrive at scientific analysis and interpretation of results. and interpretation of results.

Findings

1. On the pretest and posttest performance of the control and experimental group. During the pretest, both the experimental and control had little knowledge about the topics covered in the test, thus they were on below average level. The posttest result however shows that the control group and experimental group were on average level in Chemistry as exemplified on their performance level.

2. On pre- post mean gain of the students’ performance in Chemistry. The null hypothesis is rejected. There is a significant pre- post mean gain in the performance of experimental group in Chemistry. .

3. On the level of students’ attitude towards CAI. The students have strongly positive attitude towards CAI lessons in Chemistry.

4. Difference between the experimental and control group in their Chemistry performance. Significant difference existed between the two groups favoring the experimental one.

5. On correlation between level of attitude towards CAI and students’ performance in Chemistry. There is a significant correlation in performance and attitude towards CAI lessons in Chemistry..

Group Pre-test Pre-test Pre-test Post-test Post-test Post-test

Mean Performance Level

Description Mean Performance Description Level

Control 18.33 36.66% Below ave. 31.81

63.32% Average

Experimental 17.40 34.80% Below ave. 35.05 70.04% Average

Range:0.00 - 49.99 - below

average50.00 - 74.99 -

average75.00 - 100.00 - above

average

Groups Mean Gain

T- test Interpretation Decision

Pre- post Experimental 17.65 4.22* Significant Reject

Pre- post Control 13.48 1.43 Not significant Don’t reject

Pre- post Mean Gain of the Students’ Performance in Chemistry

* Significant at .05 ≥ 1.97

Test Groups Mean SD MeanDiff.

T- ratio

Interpretation

Pretest ExperimentalControl

17.4018.33

3.472.46

3.93 1.43

Not significant

Posttest ExperimentalControl

35.0531.81

3.243.84

3.24 3.90*

Significant

Difference Between the Experimental and Control Group in their Chemistry Performance

* Significant at .05 ≥ 1.97

DataCorrelation Between Level of Attitude Towards CAI

and Students’ Performance in Chemistry

Variables x Computed r

Computedt- test

Tabledt- test

Performancevs

Attitude

35.05

33.210.79 2.39* 2.02

* Significant at .05 ≥ 1.97

Conclusions

Since the experimental group obtained a higher performance level compared to the control group during the posttest, CAI enhanced the performance of the former group. Likewise, the attitude of students towards CAI has a great effect on their performance. Positive attitude towards CAI leads to a better performance in Chemistry

• Recommendations • 1. Computer-aided instruction can be used in the

classroom to support student learning in the sciences.

• 2. Supervisors and administrators should encourage teachers to use CAI as an alternative approach in teaching Chemistry and other related subjects.

• 3. Curriculum developers and textbook writers may consider reviewing the instructional materials to incorporate CAI in science teaching.

4. Opportunity should be given for teachers to attend seminars/training on the use of computers in their instruction.

5. For the students to have a positive attitude toward CAI, the teacher should continuously motivate them to enhance their performance.

6. Research on the use of CAI is encouraged to find out the applicability to other learning areas/subjects as well as to other populations of students.