The Impact of Computer-Aided Instruction in East Nasipit ... · District of DepEd Agusan del Norte....

SMCC Teacher Education Journal

140

The Impact of Computer-Aided Instruction in East Nasipit District, Agusan

del Norte Division, PhilippinesFLORINDOA M. AGAD

http://orcid.org/[email protected]

Saint Michael College of Caraga, Nasipit, Agusan del Norte, Philippines

GERALDYN J. BARRIOShttp://orcid.org/0000-0003-0642-2792

[email protected] Saint Michael College of Caraga,

Nasipit, Agusan del Norte, Philippines

REISHEL D. LAGAREhttp://orcid.org/0000-0002-7951-9600

[email protected] Michael College of Caraga,


RENE A. JAPITANAhttps://orcid.org/0000-0002-4004-7247

[email protected] Michael College of Caraga,


Gunning Fog Index: 12.37 • Originality 99% • Grammar Check: 99%Flesch Reading Ease: 48.28 • Plagiarism: 1%

SMCC Teacher Education JournalISSN Print: 2008- 0598 • ISSN Online: 2008-0601

Volume 2 • June 2020DOI:

Peer Reviewed Journal

141

ABSTRACT

Integrating technology in English subject instruction has earned much fame due to the remarkable impact on education. This study investigated the effectiveness of computer-aided instructions in reading ability of the grade four, five, and six pupils of East Nasipit District concerning those pupils who were identified as having a low reading comprehension level. The Philippine Informal Reading Inventory, which the Department of Education recommended as the best tool to the teachers, identifies pupil’s reading level. Based on the teachers’ and administrators’ results, they often used the computer to deliver and update their lessons. Concerning this, the Grade Four, Five, and Six pupils on their reading ability have an improvement for the number of pupils in the frustration level from pre-test has decreased in the post-test result using the computer-aided instructions. Thus, computer-aided instruction’s impact showed a significant difference in the pre-test result compared to the post-test. It was recommended that teachers develop strategies and methods like using a computer to convey their pupils to comprehend, considering the pupils’ needs and interests today.

KEYWORDS

Computer-aided instruction, application, profiling, descriptive, progressive, post-test, pre-test, pupils, reading level, East District Nasipit,

descriptive-comparative Philippines.

INTRODUCTION

In an ever and abrupt changing technological world, computers appear to be at the forefront of Education. Technology is becoming well-developed in almost all over the countries, which we believe that no one has ever been behind of manipulating it. How pleasant to hear if it is also in the heart of every parents and teacher that no child is left behind in education in terms of reading with comprehension, writing, arithmetic in their early years in which we consider as “vital foundation of learning” for these are the ladder that helps individual to step to a higher and brighter future.

Computer-Aided Instruction pertains to software and applications that have been designed to present instruction and practice opportunities on a wide range of devices and technologies. It imparts immediate and dynamic feedback, and students with learning disabilities can benefit from this non-judgmental computerized drill and practice (Stetter & Hughes, 2010).

According to Al–Khateeb & Idrees (2010), “reading comprehension is considered the real core for the reading process; around which all other procedure goes along. Although intent reading skills can help students do great in language arts and reading


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class, which is only the beginning. Every facet of life and in every single subject students has to make use of reading skills. It is so moving to know that students who struggle with reading comprehension may fall far behind in school academic activities.

FRAMEWORK

The study was anchored to the Constructivist Learning Theory, whose proponent was Jean Piaget. He was a Swiss psychologist known for his work on Cognitive Development. His theory expounds that we learn through assimilation and accommodation; pupils construct new knowledge from their experiences. When pupils assimilate, they integrate the new experience into an already existing context without changing that situation. It is the process of reframing one’s mental representation of the external world to fit new experiences.

According to Hartle et al. (2012), constructivism is an important learning theory for modern instruction because society has moved from print-based to digital-based on the growth of internet-based programs. In addition, Judson (2006) said there is a connection between teachers with constructivist instruction styles and their technology use in the institutes. Evidence suggests that constructivist facilitators are more likely to use technology in their classrooms and incorporate technology into their lessons than teachers who follow other philosophies. There is a positive correlation between teachers who have student-centered beliefs about instruction and how often they use technology to increase student learning.

OBJECTIVES OF THE STUDY .This study was conducted due to the encountered problem of pupil’s low level

of reading comprehension at East Nasipit District. The study aimed to help pupils improve their reading comprehension through a teacher’s strategic use of a computer in the computer laboratory, giving stories to be read orally and followed with an appraisal through questions and answers.

METHODOLOGY

Research Design .This study used a descriptive-comparative method of research. The researchers

collected the consolidated data of the Philippine Informal Reading Inventory results and applied statistical treatment in analyzing and interpreting data. The respondents of this study were the grades four, five, and six pupils of East Nasipit District.


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Research Locale This study was conducted at East Nasipit District before there was only one Nasipit

District of DepEd Agusan del Norte. It was only in June, 2006 that Nasipit was divided into two districts the East and West Nasipit District. The schools are Mateo B. Central Elementary School where the district office were situated, Cubi-cubi E/S, Punta E/S, and Ata-atahon E/S along coastal areas, Triangulo E/S traversing the national highway, Culit E/S, Culit NHS, Jaguimitan E/S, Tagbabacon E/S situated in the mountainous part, Mangumihay E/S a newly complete Elementary farthest ever. From 2017 and at present the East District Supervisor is Mr. Danilo M. Felias, Ed.D.

Research Respondents.The respondents of the study were the administrators, teachers, grade four, grade

five, and grade six pupils of East Nasipit District.

Research Instruments.This study used some parts of the questionnaire for teachers and administrators

from the Journal of Education and training studies entitled “Computer Use by School Teachers in Teaching-learning Process” by Jyoti Bhalla from India. The standardized questionnaire from the Department of Education – Philippine Informal Reading Inventory Manual 2018.

Ethical StandardThe researchers assured to furthest confidentially to all the information provided by

the school upon the results of the pre-test and post-test and pupils’ grades. In fulfilling with necessities for data sharing, the researcher needs to wisely think through whether they have provided data that, if combined, harms irreverent contributor privacy. Instantaneously after the records were collected, the researcher made clear to the research participants any false impression that may have ascended. All the data gained throughout the researcher with respondents kept confidential.

Data Gathering Procedure .A Letter of the request was sent for approval by the District Supervisor of whom

he referred the researchers to gather the pre-test and post-test results of the Philippine Informal Reading Inventory to the reading coordinator of East Nasipit District. Then, the reading coordinator gave the researchers a copy of the consolidated results. The data were collected, checked, tabulated, and interpreted with the following statistical tools. The researchers gave a letter to the principal before floating the questionnaire to the teachers with the respondents’ attached to the consent. Then, after we collected and retrieved the survey questionnaire for tabulation and interpretation of the data collected.


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Statistical Treatment This study used appropriate tools tallying, tabulating, sorting, and organizing the

data collected. The following formula was utilized: Frequency Percentage, T-test, and Weighted mean

RESULTS AND DISCUSSION

Table 1. Ways of Computer use

Ways of Computer UseTeacherPercep-tion

Verbal descrip-tion

Adminis-tratorPercep-tion

Verbal descript-tion

AverageWeighted mean

1. Lesson are presented by showing something on a computer in the class

3.63Some-times 4.3 Often times 3.97

2. Entire lesson is delivered using a computer 3.30 Some-times 4.0

Often times 3.65

3. Computer is used to update my subject knowledge 4.15 Often times 4.6

Often times 4.38

4. Computer is used to enhance my teaching skills 4.07 Often times 4.8

Often times 4.44

5. Computer is used to develop lesson/unit plans 4.04 Often times 4.5

Often times 4.27

6. Computer is used before the lesson as an introduction to the topic through short story 3.30 Some-times 4.3

Often times 3.8

7. Slow learners get computer-based instruction to catch up with the rest of the class

3.07 Some-times 4.0 Often times 3.54

8. I used resources from internet ,downloaded videos and Powerpoint for the class

3.74 Some-times 4.6 Often times 4.17

9. Run tutorials to assist concept development 3.56 Some-times 4.5

Often times 4.03

10. Computer is used to build question banks 3.67 Some-times 4.8

Often times 4.24

Total 3.65 Some-times 4.44 Often times 4.05

..Table 1 reveals the administrator’s and teachers’ extent on computer use as the

average weighted mean (4.05) indicates. As to the three highest weighted mean of teachers 4.07 and administrators 4.8 with a verbal description of oftentimes they used a computer to enhanced teaching skills and strategy with a total of 4.88, teacher’s perception 4.15 and the administrator 4.6 with a verbal description of oftentimes


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computer was used to update the subject matter with a total of 4.38. Lastly, for administrators 4.27 and teachers 4.04 with a verbal description of oftentimes, the computer was used to develop a lesson/unit plans with a total weighted mean of 4, 27. Moreover, as to the lowest average weighted mean for 3.54 as to the teachers 3.07 and for the administrator perception 4.0 computer was used to the slow learners to catch up with the rest of the class thus, it is much a challenge for the teachers to apply drill and practice for the learners. Reinforced by Kelly Smith (2013), Computers offer teachers the unique ability to collaborate with other educators and professionals, opening up worlds of understanding to them and their students. There are many networking sites available to instructors that offer teaching plans and project ideas. Sites like Youtube.com can also prove useful when demonstrations or examples are needed to explain further concepts being taught.

Table 2. Pre- test and Post-test of Grade 4, 5 and 6PRE- TEST POST-TEST

Reading level GIVtotalG Vtotal

GVItotal Total % Rank

GIVtotal

GVtotal

GVItotal To-tal %

Frustration 180 162 192 534 72% 1st 149 115 131 401 54%

Instructional 55 53 59 167 23% 2nd 66 84 85 235 32%

Independent 4 15 20 39 5% 3rd 26 30 49 105 14%

Total 239 230 271 740 100% 239 229 265 731 100%

Table 2 disclosed the reading ability of the grade IV, V, and VI of East Nasipit District in reading comprehension computer-aided and post-test. As reflected in the table above, majority of the pupils 534 pupils or 72% who were on the frustration level on the pre-test while there are 401 pupils or 54% on post-test, 167 pupils or 23 % belong to instructional level on the pre-test while 235 or 32 % during the post-test and there were 39 pupils or 5% belong to independent level on the pre-test. In contrast, in the post-test, it has 105 or 14%. The difference between these two tests is 18% means that the level of frustration in the pre-test decreases after the post-test. According to the Department of Education memo no.14 (2018), if pupils’ performance is at the level of frustration, they gave a grade-level text that is lower to find instructional level. Once the instructional level has been identified, give a grade-level text lower to find the independent level.


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Table 3. Academic Performance of Grade-IV, V, VI Pupils Grade IV .Grade V Grade VI

totalGrade Cate-gory ƒ % ƒ % ƒ %

90-above 12 6.67 8 4.94 7 3.65 27

85-89 15 8.61 27 16.67 23 11.98 65

81-84 76 42 61 37.65 89 46.35 226

75-80 75 41.67 64 39.51 72 37.5 211

74-below 2 1.05 2 1.23 1 .52 5

Total 180 100 162 100 192 100 534

.Table 3 shows the average total academic performance of grade IV, V, and VI on the first and second periodical tests. It further indicates in grade IV pupils were 2or 1.05% got the grades of 74 and below categorized as needs improvement, 75 or 41.67% having grades of 75-80 categorized as poor, 76 or 42% have grades 81-84 categorized as satisfactory, 15 or 8.61% having grades of 85-89 categorized as very satisfactory, 12 or 6.67% have grades of 90 above categorized as excellent. The result shows that the majority of the Grade Four pupils had the grades of 81-84 with a total average of 41.67% with a verbal description of satisfactory. It additionally shows that in the grade Five there were 2 or 1.23% got the grades of 74 and below categorized as need improvement, 64 or 39.51% having the grades of 75-80 categorized as poor, 61 or 37.65% have grades of 81-84 categorized as satisfactory, 27 or 16.67% having grades of 85-89 categorized as very satisfactory, 8 or 4.94% have grades of 90-above categorized as excellent. The table result shows that the majority of Grade Five pupils had the grades of 75-80 with an average total of 64 or 39.51% with verbal description poor.

.It further shows in grade six that there were 1 or .52% got the grades of 74 and below categorized as need improvement, 72 or 37.5% have the grades of 75-80 categorized as poor, 89 or 46.35% have grades of 80-84 categorized as satisfactory, 23 or 11.98% having grades of 85-89 categorized as very satisfactory, 7or 3.65% have grades of 90-above categorized as excellent. Moreover, the majority of the results of Grade Six pupils had the grades of 81-84 with a total of 89 or 46.35% with verbal description satisfactory. Therefore, the majority of the pupils categorized with the grade of 81-84 with the corresponding number 226 with the verbal description satisfactory.

.Supported by Bashir et al. (2012) in his statement “reading and academic achievement are essential for educationalists to know that every child whether he or she is excellent, very satisfactory, satisfactory or poor and need improvement should be educated in his or her way, but if he or she possesses good study habits, he or she can perform well in academics and every situation. It is the reading habits that help the


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learner in acquiring meaningful and needed knowledge. Good reading habits act as a strong weapon for the pupils to stand out in life.

Table 4. Paired Differences

Mean Std.

Devia-tion

Std.Error

Devia-tion

95%confidenceInterval of the

difference t dfSig.

2-tailed Decision Conclusion

Lower upper

Pair1

Pre

and

post

test

1.80

000E

1

3.60

5555

2.08

167

9.04

331

29.9

5669 8.647 2 .013 Reject the

Null Hypo-thesis

There is a significant difference between the pre-test and post- test using computer-aided instructions.

.Table 4 shows the paired differences between pre-test and post-test; from this row observe the t statistic, t= 8.647, and p= .013, then the decision the null hypothesis is rejected since the p


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RECOMMENDATIONS

.Computer-Aided Instructions can vividly increase the student’s interest in the subject matter. The method provides flexibility on the part of the teachers that enables him to adapt to his pace to the individual’s abilities and preferences and assess the level to which pupils could internalize the lesson (Jarata, 2015). Administrators seek to improve the facilities in the school and to evaluate the needs of the teacher and their modes of teaching and Teachers should develop strategies and methods like the use of a computer to convey their pupils to comprehend, considering the needs and interests of the pupils today (Chen, 2010).

LITERATURE CITED

Al-Khateeb, O. S. M., & Idrees, M. W. K. (2010). The impact of using KWL strategy on grade ten female students’ reading comprehension of religious concepts in Ma’an city. European Journal of Social Sciences, 12(3), 471-489. Retrieved on December 01, 2019 from https://bit.ly/2DeT0Nc

Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. A., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping At-Risk Students Meet Standards: A Synthesis of Evidence-Based Classroom Practices. Retrieved on January 14, 2019 from https://bit.ly/3hXSIJJ

Bashir, I. & Mattoo, N. H. (2012). A Study on Study Habits and Academic Performance among Adolescents (14-19) years. International Journal of Social Science Tomorrow. Vol.1No.5, pp. 1-5. Retrieved on December 01, 2018 from https://bit.ly/3f978Vp

Chen, R. (2010). Investigating models for preserve teachers ‘use of technology to support student-centered learning. Computers & Education, 55(1), 32-42. Retrieved on August 29, 2018 from https://bit.ly/3f9T9i6

Jarata, J. R. B. Use of Computer Aided Instruction in Enhancing English Grammar Performance of College Students. Retrieved on October 17, 2018 https://bit.ly/2DeT0Nc

Kenney, L. (2011). Elementary education, there’s an app for that: communication Technology in the elementary school classroom. The Elon Journal of Undergraduate Research in Communications, 2(1), 67-75.Retrieved on October 19, 2018 from https://bit.ly/2Dc7pK2..


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Smith, R. D. (2013). Strategic planning for public relations. Routledge. Retrieved on October 17, 2019 from https://bit.ly/39CaejF

Stetter, M.E. & Hughes, M.T. (2010). Computer-Assisted Instruction to Enhance the Reading Comprehension of Struggling Readers: A Review of the Literature. Journal of Special Education Technology, 25(4), 1-16. Retrieved on October 17, 2018 from https://bit.ly/3g9TKS1

Shippen, M., Houchins, D., Crites, E., Derzis, N., & Patterson, D. (2010). An examination of the basic reading skills of incarcerated males Adult Learning. Retrieved on October 15, 2019 from https://bit.ly/333uSrF

Yusuf, M.O., & Afolabi, A. O. (2010). Effects of computer assisted instruction (CAI) On Secondary school students’ performance in biology. The Turkish Online Journal of Educational Technology, 9(1). Retrieved on October 19, 2018 from https://files.eric.ed.gov/fulltext/EJ1085925.pdf

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