CHAPTER 1

The Background and Its Setting

Rationale
Historically, computer-aided instruction, which is also called computer-assisted
instruction (CAI), has roots in Presseys 1925 multiple-choice machine and the
punchboard device, which foreshadowed the network-supported tutorials of today.
Presseys multiple-choice machine presented instruction, tested the user, waited for an
answer, provided immediate feedback, and recorded each attempt as data.
In 1950, Crowder developed a process for the U.S. Air Force in which a CAI
program presented some content as text, tested the user, provided some feedback, and
then branched to corrective instruction or new information based on supplied responses.
Branching was thought to be an advance on Presseys multiple-choice machine. In 1954
at the University of Pittsburgh, Psychologist B. F. Skinner demonstrated a teaching
machine for reinforcing not just teaching, spelling and arithmetic with a machine.
In the past few decades, numerous enthusiasts have predicted a revolution in
education through the adoption of computer aided instruction (CAI). While the CAI
revolution may still be distant, some new developments make CAI a practical and
extremely beneficial supplement for education.
More recently, interactive tutorials and games have been introduced in which
students communicate directly with the program, and answers or impacts are evaluated
immediately. Encouraging these applications are some significant new developments in
computer hardware and software. First, flexible and easy to use software authoring

systems are now available. Since they transform rough manuscript or lesson files to
finished products, these systems are similar to computerized text processing programs.
But rather than producing documents, authoring systems are designed to prepare screens
of information, graphics or questions. Easy to use general purpose programs such as
spreadsheets have also appeared.
Nowadays, powerful microcomputers are now widely available, often with the
capability of presenting graphics. Computers used at the workplace for analysis or record
keeping chores can also be used for training. The importance of computer aids in
engineering practice has inspired educational institutions to insure the availability of
computers to students. This widespread availability of computers also makes CAI a
widely available educational option. CAI courseware can be used in the field or at home.
The systems are patient and are undisturbed by interruptions. Students are not confined to
class schedules or to campuses. Training and educational programs can now realistically
be designed to incorporate significant amounts of CAI.
Technology has become a part of life for many Filipinos, whether doing
presentations, homework, researches, or using the Internet. Due to modern technology,
the demands of many people vary but these are still attained. Complicated tasks become
easy and faster to accomplish through the emergence of computers. In the late 1970s,
computers made their way into early childhood classrooms in the United States. In the
Philippines, schools have been adapting the same practice of using computers as early
as preschool. In some schools in Philippines they use CAI software, most of the time in
Math and English, Science and reading to make the subject more interesting. This has
been the relative idea that became the basis of the researchers to conduct a study

revolving around the computer-aided instruction in teaching MAPEH, through an unusual

and unorthodox approach.
With enough information gathered, the researchers hope that the same could come
up with plans and programs for the improvement of the implementation of CAI in
teaching MAPEH. The researchers also wanted to identify, if any, the advantages and
limitations brought about by the employment of CAI strategy to provide successful
transmission of knowledge to the students.

Theoretical Framework
The study will be utilizing the Instructional Learning Hierarchy theory by Haring
and Eaton (1978) in which changes in the curriculum is linked with changes in the
performance of the learner. Thus, the theoretical framework for this research is one of
necessity: taking a single module of instruction and testing for changes in students
performance. It was the aim of this effort to improve learning of the MAPEH subject, as
the previous efforts have failed to produce a significant positive change in performance.
Haring and Eaton (1978) developed an instructional learning hierarchy that
provides systematic guidelines for selecting instructional procedures. Influenced by the
17 works of Piaget (1950), Bloom (1971), and Gagne (1970), this theory suggests that
students move through stages of development as they learn (Haring & Eaton, 1978).
Applied to MAPEH instruction, this model predicts that those students who master basic
MAPEH knowledge are better able to progress to more general and abstract skills. Based
on this theory, in order to become proficient in complex skills, students must first master
the basics of MAPEH.

Haring and Eatons hierarchy has four distinct phases in which skills begin slow
and inaccurate, then accuracy increases but task completing remains slow. Once speed
and accuracy are maintained, learning can be applied to responding to new stimuli and to
solving problems (Burns, Codding, Boice, &Lukito, 2010). These four levels of
performance include acquisition, fluency building (proficiency), generalization, and
application or adaption (Haring & Eaton, 1978).
Acquisition is the first step in learning a new skill. Demonstration of initial
performance is but the first of a series of learning stages. Teaching accuracy is the focus
at this phase. According to Burns et al., students require modeling, guided practice, and
frequent feedback in order to obtain acquisition and accuracy (2010). Since developing
the ability to respond accurately is the first step to mastery, procedures developed and
implemented at this stage can affect subsequent stages of development. Once acquisition
is obtained, students can progress to developing fluency.
Fluency is developed when student responses become quick, accurate, and
automatic (Haring & Eaton, 1978). During this phase, students can accurately complete
a skill but need additional practice to become more proficient (Burns et al., 2010, p. 71).
Instructional strategies at this level may include incremental rehearsal of MAPEH facts,
use of manipulative, and modeling using cover, copy, compare and other practice
approaches based on the principle of learning by doing.
At the generalization stage, students should be able to apply basic MAPEH
knowledge to a variety of situations. Haring and Eaton (1978) suggest that tasks must
move beyond drill of basic facts and to practice skills in a variety of scenarios, varying in

duration and intensity. Adaptation (or application) is the final stage of this instructional
hierarchy.
Adaption occurs when skills are usable in modified form in response to new
problems or in new situation (Haring & Eaton, 1978, p. 31). Optimal development will
occur when practice is provided repeatedly using a variety of different situations. At these
higher stages, programs may include discrimination and differentiation training, problem
solving and simulations (Haring & Eaton, 1978, p. 34).
The theory stated above play an important role in determining the relationship
between the computer-aided instruction in teaching MAPEH and the performance of
students to provide an in-depth knowledge on the advantages and limitations of CAI.

Conceptual Framework
The diagram presents the paradigm of the study which shows the process of
determining and assess the effectiveness of utilizing computer-aided instruction in
teaching MAPEH subject with the end-view of proposing strategies and programs which
will fully incorporate the advantages of the said approach.
Teachers have first-hand experience on what approach is very much effective to
their students, thus, they should be classified based on various factors. It is, therefore,
imperative that they are the persons to which this study is based on.
Through the identification of the advantages and limitations of CAI in teaching
MAPEH, the researchers will be able to identify the main points of the said approach.
Determining such factors will prove to be very beneficial for the teachers as they can
provide definite actions to maximize the effectiveness of the CAI approach.

ADVANTAGE
S OF CAI IN
TEACHING
MAPEH

TEACHERS

LIMITATIONS
OF USING
CAI

DESIGN TO
MAXIMIZE
THE
EFFECTIVEN
ESS OF CAI
IN
TEACHING
MAPEH

Figure 1. The Paradigm of the Study

Statement of the Problem

The main purpose of the study is to determine and assess the effectiveness of
computer-aided instruction in teaching MAPEH subject at Oquendo National High
School, Oquendo District, Calbayog City, Samar as viewed by the teachers.
Specifically, the study seeks answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age;
1.2. Sex;
1.3. Educational Attainment; and
1.4. Years in Service?
2. What are the advantages of using computer-aided instructions in teaching MAPEH in
Oquendo National High School?
3. What are the disadvantages of using computer-aided instructions in teaching MAPEH
in Oquendo National High School?

4. What design is to be proposed in order to fully incorporate the advantages of using

computer-aided instruction in teaching the MAPEH subject at Oquendo National
High School?

Scope and Limitations of the Study

This study seeks to determine and assess the employment of computer-aided
instructions in teaching the MAPEH subject at Oquendo National High School for the
year 2016-2017 with the end-view of promoting a design which will accommodate and
incorporate the various effective strategies in relation to the learning instructions.
Specifically, this study aims to determine the advantages and disadvantages of computeraided instructions in teaching MAPEH subject to provide basis for the implementation of
this strategy.
The respondents of the study will be the teaching staff of Oquendo National High
Schoolcomposed of teachers handling various subjects and year levels. This study will be
conducted during the school year 2016-2017 at Oquendo National High School, Oquendo
District, Calbayog City, Samar.

Significance of the Study

The researchers will conduct this study in order to determine and assess the
effectiveness of computer-aided instructions in the teaching of the MAPEH subject as
based on the view of the teachers. The study will be able to identify the advantages and
disadvantages of computer-aided instructions in relation to its employment in teaching
MAPEH. This will provide basis as to whether or not computer-aided instructions are

effective in teaching MAPEH and should be utilized as a teaching strategy by the

teachers to successfully arouse the interests of the students as they learn MAPEH.
Specifically, this study will prove to be very beneficial to the following people:
Teachers. The results of this study would provide the teachers of Oquendo
National High School with the knowledge as to the effectiveness of computer-aided
instructions in teaching MAPEH and provide them with recommendations as to how this
strategy can be implemented successfully.
Department of Education. The results of the study would help the agency in
formulating programs and strategies that would greatly facilitate the successful
implementation of computer-aided instruction methods in various schools throughout the
country.
Education Students. The results of this study would serve as a basis for future
Education students to learn about the effectiveness of computer-aided instructions, as
well as, give them a glimpse of what they will have to do in their chosen profession as
graduates of Education course/s.
Future Researchers. This study will serve as justification and guide for further
research.

Definition of Terms
In order to provide a clearer and in-depth view of the study being conducted, the
following words were selected to be put up with their conceptual and operational
definitions:

Computer-aided Instruction. According to the WikiEducator.org, it refers to

virtually any kind of computer use in educational settings such as drill-and-practice,
tutorial or simulation activities. As used in the study, it refers to the approach to be used
in teaching MAPEH subject.
Advantage. According to Dictionary.com, it refers to any state, circumstance,
opportunity or means especially favorable to the success, interest, or any desired end.
Limitation. According to Dictionary.com, it refers to a limiting condition or
restrictive weakness or lack of capacity. In the study, it refers to the factors restricting and
reducing the effectiveness in the implementation of CAI in teaching MAPEH.

CHAPTER 2
Related Literature and Studies
This chapter presents some articles and researches that have served essential part
to the study. These were taken from different books and sources and were compiled to
provide much clear information about the problem.

Related Literature
According to Collet-Klingenberg (2008), CAL started in the 1950s and 1960s,
mainly in the USA. Pioneers such as Suppes (Stanford University),Kemeny and Kurtz
(BASIC, 1960s (Kemeny and Kurtz, 1968, 1985)) and Bitzer (PLATO, University
ofIllinois (Hart, 1981, 1995)) were among the first to use a computer as part of the
learning process. Theearly CAI programs were rudimentary by today's standards, with
mainly text-based interfaces. Bitzer wasone of the first to realise the importance of
graphics and sound in the teaching process. Initially, CAIprograms simply tried to teach a
particular topic without a basis on any particular educational philosophy.The TICCIT
(Time-Shared Interactive Computer Controlled Information Television - (Merrill,
1983;1988)) at the Brigham Young University was based on a specific instructional
framework that dictated theactual hardware. The Logo project (Papert, 1980; 1993) was
probably the first CAL system that wasbased on a specific learning approach (the
experimental, discovery learning approach).
CAI brings with it several potential benefits as a teaching/learning medium. These
include self-pacedlearning, self-directed learning, the exercising of various senses and the
ability to represent content in avariety of media. As these topics will be explored in

greater detail throughout this document, only a briefoverview will be given here.
Although CAI has not been studied in the EL community situation, many ofthe benefits
in the general CAI context should also be available in the EL one.
With self-paced learning, learners can move as slowly or as quickly as they like
through a program. Ifthey want to repeat some task or review some material again, they
can do so as many times as theychoose. The program will not tire or complain about
repetitions. Learners can skip over a topic ifinformation is already known, making the
learning process more efficient.
With self-directed learning, learners can decide what they want to learn and in
what order. As will beshown later in this chapter, learners have different learning styles
and use different learning strategies.Various studies (Entwistle, 1981; Schmeck 1988;
Ford and Chen, 2001) have shown that when learnerscan learn in a way that suits them,
improvements in the effectiveness of the learning process normallyensue.
Humans are multi-sensory animals. The more senses through which we receive
information, the easier itis to remember. According to Fletcher (1990), people remember
20% of what they hear, 40% of whatthey see and hear and 75% of what they see, hear
and do. The fact that the computer can exercise varioussenses and present information in
a variety of media can enhance the learning process.
Meskill and Mossop (1997) report that computers encourage learning as they
provide a stimulatingenvironment and promote enthusiasm. Computers may help the
reticent student who is afraid to makemistakes in a classroom situation (Chun, 1994;
Meskill and Swan, 1996). They are good for onlinereference which useful in a language
learning situation (for example, online dictionaries (Leffa, 1992))and can cater for

students of different abilities. Also, the ability to provide quicker (and perhaps
moredirected) feedback is a further benefit of CAI.
According to The Access Center (2010), "Computer-assisted instruction" (CAI)
refers to instruction or remediation presented on a computer. Many educational computer
programs are available online and from computer stores and textbook companies. They
enhance teacher instruction in several ways.
Computer programs are interactive and can illustrate a concept through attractive
animation, sound, and demonstration. They allow students to progress at their own pace
and work individually or problem solve in a group. Computers provide immediate
feedback, letting students know whether their answer is correct. If the answer is not
correct, the program shows students how to correctly answer the question. Computers
offer a different type of activity and a change of pace from teacher-led or group
instruction.
Computer-assisted instruction improves instruction for students with disabilities
because students receive immediate feedback and do not continue to practice the wrong
skills. Computers capture the students' attention because the programs are interactive and
engage the students' spirit of competitiveness to increase their scores. Also, computerassisted instruction moves at the students' pace and usually does not move ahead until
they have mastered the skill. Programs provide differentiated lessons to challenge
students who are at risk, average, or gifted.
Also, based on The Access Center, Reading computer programs demonstrate
concepts, instruct, and remediate student errors and misunderstandings from preschool
through college. Some programs help students learn basic sight word and phonics skills;

others develop and enhance reading comprehension skills through increased fluency,
word prediction, and story prediction. Programs may use reading activities as a
community service projects, such as Read to Feed or as competition among students to
read books (Accelerated Reader). The U.S. Department of Education's site, Help My
Child Read, helps parents determine whether their child's early reading program is a good
one. Computers may be used individually or in groups in a cooperative learning
environment where students can discuss concept as they learn them.
According to Chaudari (2013), most recent CAI software integrates features that
encourage activities beyondthe simple drill-and-practice, such as simulations, graphing
and

even

modeling.CAI

can

be

tutorials

(drill

and

practice

response

orientedinteraction), problem solving (laboratory and lecture exercises), simulation

exercises (inlecture or laboratory settings), enrichment programs, remedial learning
(continuous andrepetitive), games (applications of problems or concepts) and testing (test
banks withevaluation and analysis).
Chaudari also stated that in the development of CAI, instructors must first elect
the unit area where students are having problems andthere is really a requirement to
develop CAI.After identifying the problem, design objectives related tothe problem.After
completion of the program material, it should beprogrammed through the Computer
Software for converting it into CAI. The different software used are Microsoft office
Flash, Corel Draw, Page Maker and many othergraphical software. Most commonly used
software is PowerPoint. For the first time, teacherscan easily modify and even produce
their own CAI material based on the needsof their own classes.

Also, Chaudari mentioned that a great deal of research has been conducted during
the 1970s, 1980s, and early 1990son the effects of computer use on student achievement,
attitudes, and other variables such aslearning rate. This research covers a wide range of
topics, from computerized learningactivities which supplement conventional instruction,
to computer programming, tocomputerized record keeping, to the development of
databases, to writing using wordprocessors, and other applications. The research on the
effects of computer usage on a largenumber of outcome areas were conducted, including,
mathematics, language, arts, reading,science, problem-solving skills, and health and
social studies.
Well-designed andimplemented tutorial CAI, used as a supplement to traditional
instruction, produces aneducationally significant improvement in students' final
examination achievement (Cotton,2001). When a teacher in the classroom applies this
creative ability to use computers,enormous possibilities do exist for maximum learning.
After studying more than 30researches, Cotton (2001) concluded that compared to
students receiving only traditional,teacher-direct instruction, students who had the teacher
instruction supplemented by CAIwere found to learn faster and had better retention rates.
They

also

improved

their

attitudestoward

school

and

their

potential as

learners.Effectiveness of CAI with regard to different subjects likes Science,

Mathematics;CAI was found effective in terms of students achievement at school
level. It is worthnothing that CAI was effective not only for effective dimensions such as
Attitude, Interest,and Behaviour pattern. Although large majority of the studies have
reported that higherattitude in different subjects at the secondary level is needed but were
mainly confined to thescience subjects. Effective use of computer in education

emphasized since last 30 years butmost of studies were carried out mainly in foreign
countries and as demand of CAIaccelerated in India, studies were carried out during 1990
in India also.

Related Studies
MahnazFatemiAqda (2010) conducted a study on CAI entitled The comparative
effect of computer-aided instruction and traditional teaching on students creativity in
math class. The study was aimed at comparing the effect of traditional teaching
(lecturing) and computer-aided instruction (CAI) on students creativity in math classes.
A quasi-experimental design with control and experimental groups and pre- and post-test
was utilized. Fifty seven students were selected according to simple random sampling
from junior high schools in Tehran. Research instrument was the Persian version of
Torrance Creativity Test (form B). A personal information questionnaire was also used to
make a profile of participants demographic. Results showed that CAI was significantly
more effective on creativity, elaboration, and originality of students than traditional
teaching of math.
The study by Aqda was similar to the current study as both studies focused on the
effectiveness of the computer-aided instruction in teaching respective subject matters;
Math in the study by Aqda and MAPEH by the current study. The above-mentioned
differed however, on the fact that it focused specifically on attributes of the students
rather than the whole, unlike the context of the current study which was on the actual
implementation of CAI for MAPEH.

F. R. Jelovsek, V. A. Catanzarite, R. D. Price, and R.E. Stull (2010) conducted a

study entitled Application of teaching and learning principles to computer-aided
instructions. According to the authors, software providing computer-aided instruction
(CAI) have no background in educational theories. Their paper reviews teaching theories
and ways in which instructional principles can be applied to CAI. While the lecture form
of teaching has often been maligned, there are techniques for enhancing lectures that can
also apply to CAI. Effective communication methods, both verbal and audiovisual, are as
important in computer modules as they are in face-to-face teaching. The quality of
interactive questioning and the nature and timing of feedback are critical to the success of
instruction by computer. Appropriate feedback can improve retention, as can the use of
proper distractors in multiple-choice questions. We present steps for developing a CAI
learning module based on established principles of teaching and learning, as well as
proper identification of educational goals.
The study above conducted by Jelovseket. al. bore semblance to the current study
as it focuses on CAI, especially in the teaching and learning principles that may be
utilized in the said endeavor in order to provide better teaching experience to the
teachers, and also provide better learning ambience to the students. Although both studies
focused on CAI, the current study differed from the above-mentioned study since it
focused on identifying the advantages and disadvantages of CAI in a small school venue.
Joyce D. Daugherty (2007) also conducted a study revolving on CAI, entitled
Pilot Study of the Efficacy of Computer Aided Instruction as a Supplement Teaching
Instrument for Dialysis Treatment.This pilot study examined the feasibility of computer
aided instruction (CAl) as supplemental interactive nutrition education for patients

requiring chronic dialysis. The CAl prototype was developed using Gagne Model of
Instructional Design and the Theory of Planned Behavior. Fifty-two patients were
enlisted: on a chronic dialysis clinic and assigned randomly to either treatment or
comparison group. All subjects completed pre- and post-test questionnaires regarding
their phosphorus-rich food consumption habits. Each group received the usual
phosphorus control education adjunct to the monthly lab review. The experimental group
also received supplemental education by CAl. Serum phosphorous lab results were
assessed for change after use ofthe CAl. Near significance was observed between the
study groups phosphorous lab results difference means, t = 1. 79, df= 40, p = .08.
Comparison of pre-test and post-test data assessed changes in the dependent variables,
attitude, perceived control, intent and behavior. The differences for the behavioral
dependent variables means were not significant as determined by t-tests. The CAl was
well accepted (m = 1.47 0.95) by the subjects without respect to gender or age.
Interactive CAl nutrition education was acceptable. Replication with a larger sample
would allow opportunity to determine the significance of differences.
The study conducted by Daugherty also focused on the utilization of the CAI in
teaching certain subject matters. However, despite of the focus of the current study on the
educational context, the study by Daugherty focused on the application of CAI to the
clinical context.
Leila J. Pratt (2011) conducted a study entitles The use of computer aided
instruction in teaching macroeconomic principles. An experiment to investigate the
effects of computer-aided instruction in macro-economics course was conducted at the
University of Tennessee at Chattanooga. The course was taught by a single instructor so

that one section was primarily instructed using CAI, a second section allowed the use of
CAI as a supplement, and the third section did not allow the use of CAI.The results
indicated that CAI and traditional instructional methods perform equally well in teaching
overall economic principles and in enhancing student's ability in analysis. Further, CAI
alone, traditional enhanced with CAI, and traditional methods do equally well in teaching
most specialized economic principles with the exception of the area of money and
banking where traditional enhanced by CAI instruction produces significantly higher
scores than traditional instruction.
The study by Pratt bore semblance to the current study as both studies focused on
utilizing CAI as a teaching instruction in teaching their respective subject matters.
Through this, reaching the maximum situation wherein the teachers can offer the best
teaching and learning relationship to their students. However, this study was focused on
the application of CAI to macroeconomics while the current study was focused on
MAPEH.

CHAPTER 3
Research Methodology

This chapter focuses on and describes the methods and procedures used in
answering the main problem of the study, as well as the specific ones. It presents the
research method, respondents of the study, time and locale of the study, sampling
procedures, research instrument, data-gathering procedure, and the statistical treatment of
data.

Research Design
The researchers will be using the descriptive method of analysis in this study. By
using the normative survey, oral interviews, and workplace visitations, the researchers
will be able to gather the needed data to identify and assess the different advantages and
disadvantages of computer-aided instructing in teaching MAPEH subject at Oquendo
National High School, Oquendo District, Calbayog City, Samar in order to provide
adequate recommendations to promote and maximize the performance of CAI in teaching
the MAPEH subject.
Also, by conducting oral interviews and survey, the researchers will also be able
to gather data in order to assess the situation of the school in implementing innovative
methods in teaching such as the CAI. This will also give way to certain recommendations
which can help improve the implementation of various methods involving CAI which
have been employed and utilized by the institution. The gathered data will then be
consolidated by the researcher in order to come up with concrete results and findings.

Locale and Time of the Study

This study will be conducted within Oquendo National High School, Oquendo
District, Calbayog City, Samar, during the school year 2016-2017. Oquendo National
High School is a secondary school under the Department of Education Division of
Calbayog City and is located at the Poblacion of Oquendo District.
Oquendo District, a district under Calbayog City, has a population of, according
to the 2010 Census, 24, 850 people, under the thirty-six (36) barangays under its
jurisdiction.
The Oquendo District is located along the northeastern boundaries of the city, it is
bounded to the north by Lope De Vega, to the south by the Calbayog district, to the east
by Silvino Lobos and to the west by the Tinambacan district. The district comprises fortysix (46) barangays and has a population of 34,643 according to the 2015 census. The
district has a total land area of 251.2 square kilometres (97.0 sq mi).Figure 2 shows the
location of the study.

Figure 2. Locale of the Study

Respondents of the Study

The respondents of the study will be composed of twenty (20) teaching personnel
who are all regular teaching employees of Oquendo National High School. They will
selected and classified based on Proxy Means Test (PMT), by looking at certain proxy
variables such as, age, sex, educational attainment, and years in service.

Table 1. Students Gender and Age

Male
Female

49.2%
50.8%

Gender

Sampling Procedure
The random sampling procedure will be utilized in the selection of the
respondents.

Research Instrument
The researchers will be making use of a researcher-made questionnaire as the
main instrument in collecting the required data and information for this particular study.
On the first part of the questionnaire, a series of questions will be asked to gather the
needed data regarding the profile of the respondents. On the next part, the questions will
be devised to provide direct answers to the specific problems of this study. The
questionnaire will be accompanied by a letter requesting for the full support and
cooperation of the selected respondents.

Data Gathering Procedure

The researchers will be using a systematic fact-gathering procedure in which a
specific series of questions is asked through written and oral questionnaires only to
interpret facts and obtain data regarding the current situation of the employment of
various innovative teaching methods by teachers of Oquendo National High School.
The data to be gathered will be treated using specific statistical tools which will
then serve as basis in coming up with findings and conclusions.

Statistical Treatment of Data

In dealing with the data, the following statistical techniques will be used:
Frequency and percentage distribution will be utilized to describe the profile of
the respondents in terms of the following variables: age, sex, educational attainment, and
years in service. The following formula will be used:
P=

f
x 100
N

Where:

P = Percentage
f = Frequency
N = Total No. of Cases

To determine and assess the advantages and disadvantages of computer-aided

instruction in teaching MAPEH subject at Oquendo National High School and its
effectiveness, the weighted mean will be computed. The formula which will be used is:

WX=

FW
N

Where:WX = Weighted Mean

F = Frequency
= Summation
N = Number of Cases

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter presents an analysis of the data collected from a sample of selected
secondary schools of Oquendo National High School with computers. Data analysis and
report of findings was done using descriptive statistics in the form of tables, frequencies
and percentages. The findings of the study were discussed under the following research
objectives:
i. To find out the current status of computer models and mathematics computer software
resources.
ii. To establish the difficulties teachers face when using computers in teaching and
learning mathematics.
iii. To establish the challenges students face when using computers in learning
mathematics.

Background Information of Respondents

Respondents to the items used in this analysis included form 3 students,

Mathematics teachers and school principals. A number of items that includes gender, age,
and educational background were used to provide information on their background
characteristics.

Students Background Information

Students were required to indicate their gender and age as a source of information
of their background information. The results of their responses were tabulated and
represented in Table 1 and Figure 3.

Table 1. Students Gender and Age

Male
Female

49.2%
50.8%

Gender
Table 1 contains a summary of students responses to items on their background
information shows that 164 (50.8%) of the respondents were females, and 159(49.2%)
were males depicting a near gender parity for sampled population of the respondents

Figure 3. Background information of respondents according to their age.

Table 2 contains a summary of students responses to items on their background

information shows that in terms of age, 31(9.6%) of the respondents were below 15yrs,

209 (64.7%) were 15-16 yrs old, 76 (23.5%) were 17-18 yrs old while only 7(2.2%) were
over 18yrs old. This shows that generally, majority of the students were of the general
approved age 15 and 17 years for form three students.

To find out the current status of computer models and computer software
resources. This item required the researcher to identify the types and quantities of computers
and computer soft wares available in school for students use during the normal teaching and
learning process particularly as regards other subjects apart from computer studies.
Information obtained from the observation schedules were summarised in Table 3, Table 4,
Table 5, respectively.

Computer Laboratory.
Results obtained from analysed data from observation schedules shows that all the 19
schools had a computer laboratory.
Table 2. Computer Laboratory Equipment
Computer Equipment

Responses
Frequency
Percentage

Adequately equipped

26.3

Not adequately equipped

14

73.7

Total

19

100

Table 2 shows that of the 19 schools, 5(26.3%) were adequately equipped with
computers, while 14(73.7%) were inadequately equipped indicating lack of equipment in
schools.
Table 3. ComputerModels Available

Computer models
HP
DELL
MECCER
COMPAQ
ACER
TOTAL

Frequency
10
2
1
18
6
37

Table 3 shows that the most common models of computers in the sampled schools
were HP with 10 out of the 19 sampled schools stocking a total of 19 desktops of the
brand, Compaq brand were found in 6 schools totalling to 18 desktops, Dell in 5 schools
totalling to 2 desktops, Meccer in 1 school totalling to 1 and Acer in 2 schools totalling to
6 desktops.

Figure 4. Computer Books

Figure 4. Shows computer books in all the schools; however the books were found to be
adequate in only 2(10.5%) schools with the rest of the schools 17(89.5%) having
inadequate stock.

Figure 5. Computer furniture

Figure 5. Shows that for computer furniture, 12 (63.2%) of the sampled schools were
well furnished with the remaining 7(36.8%) schools being poorly furnished.

Table 4. Computer Projector

Computer projector
Frequency

Responses
Percentage

Available

5.3

Not available
Total

18
19

94.7
100

Table 4 Shows that each of the sampled schools 1(5.3%) had a projector each
while 18(94.7%) did not have a projector.

The general picture was therefore of schools having computer laboratories

equipped to handle minimal number of students unlike the large populations of students
taking mathematics a compulsory subject in every school. Since most of the schools
were found to have large population of students per stream in each class with each class
having more than one stream, it is highly probable that the computer hard wares and soft
wares were inadequate for their use. This research finding agrees with that of Evidence
reported from scores of studies 58 designed to examine the effectiveness of computeraugmented teaching and learning which indicated that computers can be used very
effectively to enhance the teaching and learning of MAPEH).

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings
The study sought to find out factors affecting the use of computers in the teaching
and learning of MAPEH in secondary schools. The sample consisted of 323 form three
students, purposively sampled schools with computers in Oquendo National High School.
The study found out that;
The respondent students background information shows a condition of near
gender parity for sampled population in terms of enrolment.On Computer models and
infrastructure the findings shows that of the secondary schools in Oquendo district
sampled in the study, 14(73.7%) schools had inadequately equipped computer
laboratories and lacked MAPEH computer software for effective use of computers in
teaching and learning MAPEH. The computer laboratories were not accessible to all
students especially those who were not taking computer studies subject, making it
difficult to use computers to learn MAPEH.
The students, 293 (90.7%) though seemingly enthusiastic about using computers
for learning MAPEH, they were faced with several challenges which included frequent
power blackouts, lack of computer skills and inadequate mathematics software among
others made 75 some of them to opt for alternative instruments for learning mathematics
such as the use of scientific calculators, mathematical tables and geometrical set instead
of using the computer.

Conclusion

Conclusions of the study findings were made based on the relationships that were
established for each of the different objectives. From the foregoing summary of findings,
it can be concluded that:
i.

Secondary schools in Oquendo district sampled in the study lacked enough

computers, power generator and lacked adequately equipped computer laboratories to

ensure use of computers in teaching and learning MAPEH. The computer laboratories are
not big enough in size to accommodate all students, indicating that the average number of
students per computer is very high for effective use of computers in teaching and learning
mathematics. This was attributed to lack of funding by both the parents and the
Government on computers.
ii.

Lack of MAPEH computer software prevented teachers and students from using

computers in teaching and learning MAPEH.

iii.

The most common models of computers in the sampled schools were HP with 16

out of the 19 sampled schools stocking a total of 618 desktops of the brand.
iv.

Very few MAPEH teachers have acquired the requisite skills and training on

computer technology to enhance effective usage of computers in teaching MAPEH.

Integration courses organized by MOE through SMASSE on ICT are not accessible to all
MAPEH teachers, making it difficult for them to use computers in teaching mathematics.

From the foregoing summary, it can be concluded that computer use in teaching
and learning of Mathematics in Oquendo district is still in its early phase. Integration of
computer in the teaching and learning of MAPEH in the district suffer from inadequate
computer infrastructure in schools, ill equipped and overburdened teaching force and

overstretched school budgets incapable of sorting out the financial challenges that the
schools face relative to computer integration in the teaching and learning process. There
is need to address those factors affecting computer use in teaching and learning of
MAPEH in order to integrate its use in the teaching and learning of MAPEH in schools.

Recommendation
Education stakeholders in the country should finance provision of computers,
power generator, mathematics computer software, and expand computer laboratories in
all secondary schools. This will enhance the use of computers in the teaching and
learning of MAPEH.
Due to varied types of computer models, it is recommended that schools should
use HP models due to their durability.
All MAPEH teachers should be trained on using computers to teach mathematics
due to lack of computer skills.
The government through KIE should make curricular re-design of the MAPEH
syllabus to accommodate the use of computer in the teaching and learning of MAPEH.
The PTA, educational stakeholders and the government through MOE who finance free
secondary education should increase its allocation on tuition fees and encourage schools
to have a specific vote head for computers so as to ensure reliable funding of computers
by schools. However MOE should ensure use of the funds efficiently and effectively to
create sustainable computer programmers in their schools.

List of References

Books, Journals, Magazines References:

ACAS (2014), Managing Conflict at Work retrieved from
http://www.acas.org.uk/media/pdf/h/r/Managing-conflict-at-work-advisorybooklet.pdf
Queensland Government (2016), Managing Conflict in the Workplace, June 29, 2016,
retrieved from https://www.business.qld.gov.au/business/employing/managingstaff/managing-conflict-workplace
Myatt, Mike (2012), 5 Keys of Dealing with Workplace Conflict, Forbes The Little
Black Book of Billionaire Secrets, February 22, 2012, retrieved from
http://www.forbes.com/ sites/mikemyatt/2012/02/22/5-keys-to-dealing-withworkplace-conflict/#56d7894915a0
Lytle, Tamara (2015), How to Resolve Workplace Conflicts, Society for Human
Resource Management, July 13, 2015, retrieved from https://www.shrm.org/hrtoday/news/hr-magazine/pages/070815-conflict-management.aspx
Grenny, Joseph (2011), Crucial Conversations: Tools for Talking When Stakes are
High, McGraw-Hill (2011) retrieved from https://www.shrm.org/hrtoday/news/hr-magazine/pages/070815-conflict-management.aspx
Wang, Yi (2015), Interpersonal Conflict between Employees and Managers: The
Chinese Immigrants Experiences of Acculturation in New Zealand Public Sector
Workplaces, 2015, retrieved from http://researcharchive.vuw.ac.nz
/xmlui/bitstream/handle/10063/4271/thesis.pdf?sequence=2
Zhu, Taohong (2013), Conflict Management between employees from different
departments: contribution of organizational identification and controversy, 2013,

retrieved from http://commons.ln.edu.hk/cgi/viewcontent.cgi?

article=1023&context=mgt_etd
Bankovskaya, Violetta (2012), Development of Conflict Management Strategies to
Increase the Organizational Effectiveness in Nordic companies, May 25, 2012,
retrieved from http://skemman.is/stream/get/1946/12716/29868/1/MIB06
12_Thesis_Violetta_Bankovskaya_Development_of_conflict_management_strate
gies_to_increase_the_organizational_effectiveness_in_Nordic_companies.pdf
Okereke Pascal Ahamefula (2014), Conflict Management in the Workplace: Case Study
of Centro Comunitario S. Cirilo (CCSC), June 2014, retrieved from
http://bdigital.ufp.pt/ bitstream/10284/4309/3/THESIS.pdf

APPENDICES

Appendix A. Approval Sheet

Republic of the Philippines

CHRIST THE KING COLLEGE
Calbayog City

April 21, 2016

PRINCIPAL
_____________________
_____________________
Sir/Madam:
Greetings!
We, the undersigned 4th Year Bachelor of Secondary Education student Major in
Music, Arts, Physical Education and Health (MAPEH), in Christ The King College is
presently conducting a research entitled COMPUTER AIDED INSTRUCTION IN
TEACHING MAPEH as a part of my requirement in the subject Research in MAPEH.
My respondents will be all MAPEH teachers and students of the selected schools.
In this regard, I humbly ask permission from your good office that I will be
allowed to conduct my research in your school.
Thank you very much for your generous support. God bless and more power!
Very truly yours,
BENJAMIN MAYRAN
JUNEL CHRISTIAN SILDO
KARL SIDNEY LUCERO
CLAREL CONQUILLO
LAICA JOY AGUADO
Researchers
Noted:
Appendix B: Survey
Questionnaire

MR. BARTOLOME AMOTO M.A.

Research Adviser
Survey Questionnaire

Part I. Socio-demographic Profile

For demographic purposes, please check the boxes that are appropriate:
Name (Optional):_______________________________________
Year Level Teaching MAPEH ___________________________
Name of School _______________________________________
Sex:
Age: ________
Female
Male
Civil Status:
Single
Married
Widowed/Separated

Part II Instructions: Please indicate your response to each of the following statements by
circling the number that represents the extent with which you make use of computers.
Kindly consider the following explanations when rating your extent of computer use.

1. Never : under no circumstances

2. Rarely : roughly once in a term
3. Sometimes : approximately once a month
4. Often : about once a week
5. Always : nearly daily/whenever required

#
Ways of Computer Use

Extent of Use
Never

Rarely

Sometime

Often Always

1
2
3
4
5
6
7
8
9

Lessons are presented by

showing something on a
computer in the class
Entire lesson is delivered
using a computer
Students are given
assignments that require
them to use a computer
Students make classroom
presentations using a
computer
Computer is used to update
my subject knowledge
Computer is used to enhance
my teaching skills
Computer is used to develop
lesson/unit plans
Computer is used to prepare
study schedules

Computer is used to generate

additional instructional
material
10 Announcements and relevant
information are notified via
internet
11 Study material is displayed
on internet
12 Homework is published on
internet
13 Students creative work and
achievements related
information is disseminated
on school website
Internet is used to share
14 information among College
Professionals
Students
Parents
15 Computer is used to build
question banks
16 Computer is used to prepare
test papers
17 Students are given tests on
the computer, either offline
or online, to assess their

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

5
5
5
5

performance
18 Students attendance records 1
2
3
4
5
are generated on computers
19 Students assignment
1
2
3
4
5
records are maintained on
computers
20 Students grades are stored
1
2
3
4
5
on computers
21 Computer is used to generate 1
2
3
4
5
students profile for the
purpose of guidance and
counseling.
22 Gifted students get computer 1
2
3
4
5
based instruction for
enrichment
23 Slow learners get computer
1
2
3
4
5
based instruction to catch up
with the rest of the class
Students are provided guidance in using teacher-independent, self-instructional
material on a computer at school or at home to
24 run tutorials to assist concept 1
2
3
4
5
development
25 Do drill and practice
1
2
3
4
5
exercises to master concepts
26 See and perform simulations 1
2
3
4
5
to experience real life events
27 play educational games on a 1
2
3
4
5
computer as a reward or
motivator
28 solve basic problems related 1
2
3
4
5
to calculation, experiment,
exploration

Appendix C: Timetable of Activities

TIMETABLE OF ACTIVITIES

MONTH

DATE
July 29, 2016

CHAPTER
I

July
August 31, 2016

II

September 30, 2016

III

August
September
October 14, 2016

IV , V

October

Appendix D: Proposed Budget

PROPOSED BUDGET
RESEARCH WORKS
Internet
Printing
Photocopy of Research/ Instrument
Photocopy of Survey Questionnaire
Fare/Snack
TOTAL

AMOUNT
500
800
500
250
500
2550