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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents various literatures and studies to

verify the information and to provide a better view of the

problems mentioned in this study. Sources were taken from the

E-library of the University, from the internet, books,

journals and others.

RELATED LITERATURE

Cydis (2015) asserted that technology integration is an

important aspect of student competence in the 21 st century.

The use of technology in teaching and learning is a valuable

practice for supporting learning and engagement. The use of

various self-selected technology tools using this approach

serve as an illustration of the important aspects of sounds

pedagogy including authentic learning, technology

integration, and performance-based learning. In this study,

the teacher selected appropriate and effective technology

that were essential in the learning process such as kuta

software, facebook, Google sheets, Audio Visual Room (AVR),

and handouts.

Timmis et al. (2016) argued that technology offers many

potentially creative opportunities for innovation and for

rethinking assessment purposes, there are also numerous risks

and challenges. In particular, they highlight ethical


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concerns over social exclusion and new forms of digital

dividedness and the increasing risks associated with big data

and the rise of learning analytics. Finally, they note that

much research and innovation happens in silos, where policy,

research and practice on assessment, technology enhanced

assessment and ethical and political concerns are not linked

up. The researcher used the kuta software to produce computer

generated multiple choice questions both in the formative and

summative assessment. It is manageable on the part of the

teacher to assess the difficulties of the students; hence,

planning of intervention is possible.

According to Spector et al. (2016) that formative

assessments and feedback provide an important opportunity to

support and enhance student learning. Recognizing shifts in

education towards blended and online learning with problem-

based and inquiry-based approaches led to considerations of

technologies that could effectively support formative

assessment and informative feedback to 21st century learners.

In this study, the facebook via google drive serves as the

medium of informing the students of their summative scores

such as summative test, performance task and quarterly

assessment. It serves as feedback for them to know their

academic status and find ways to improve it. Some worksheets

were also administered using online application specifically

“wizer.me”.
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Ahern et al. (2016) said that using social media can

create a rich learning environment that crosses all content

areas. The key to creating this environment is for

instructors and designers to match appropriate social media

software with the intended learning outcome. This article

describes an instructional design strategy that helps

educators create learning activities that make effective use

of social media. To create effective instruction, the

designer should have a clear understanding of the intended

outcomes. Next, the designer should identify the epistemic

discourse in order to match the most appropriate social media

with the intended learning outcome. In this study, important

definitions of figures in geometry with accompanying images

were posted via facebook. These helped students learned,

unlearned misconception as well as review learned concepts.

Once the student saw the image, it would notify the teacher

of the number of students who were able to see the picture.

Blackburn (2015) stated that preparing students to be

critical thinkers and effective communicators is essential in

today’s multinational and technological sophisticated

environment. New electronic technologies provide

opportunities for creating learning environments that extend

the possibilities of “old” but still essential technologies:

book, blackboards, and linear, one-way communication media.

Such technology contributes to engagements and meaningful


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learning in the higher education sector. In this study, most

of the examples given were problem solving as well as in the

assessments.

Semenikhina et al. (2014) wrote about general

information about the use of specialized mathematics software

in the preparation of math teachers. They indicate the

reasons to study the mathematics software. In particular,

they analyze the possibility of presenting basic mathematical

courses using mathematical computer tools from both a teacher

and a student, argue in favour of using software instead of

traditional paper-and-board style. In this study, “Kuta” was

the main software in making good assessment tool. Because the

software could generate questions in multiple-choice format,

it was easy to do on the part of the teacher and student

could encounter varied type of problems.

Davidson et al. (2014) stressed that by providing

effective technology in instruction, students may be better

prepared to compete in the technological society of the 21 st

century and global workforce.

Khan (2014) stated that technology alone could not

sufficiently bring about the desired changes in students’

competencies and behaviour. It is the teachers’ competencies

to integrate ICT in their instructional tasks that can

facilitate these desired changes to the maximum level. In


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this study, the role of the teacher was crucial in designing

instruction and the proper way of integrating technology and

implementation of the teaching guide.

In their paper, Madhyastha et al. (2009) introduced a

method for mining multiple-choice assessment data for

similarity of the concepts represented by the multiple choice

responses. The resulting similarity matrix can be used to

visualize the distance between concepts in a lower-

dimensional space. This gives an instructor a visualization

of the relative difficulty of concepts among the students in

the class. It may also be used to cluster concepts, to

understand unknown responses in the context of previously

identified concepts. Multiple choice questions are a good

tool to know the difficulty of the students. Simple hand

check can be a springboard for the teacher in planning the

next step. In this study, it was visible in the assignments

and worksheets provided to the students were all in the form

of multiple choice questions.

Instructional Materials

According to Ikerionwa (2000), instructional materials

are objects or devices which help the teacher to make learning

meaningful to learners. Ezegbe (1994) classified them into two

as visual materials, made up of reading and non-reading

materials and audio-visual materials comprising electrically


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operated and non-electrically operated materials. The Mary

Land State Department of Education defined instructional

materials as variety of materials in any format which

influence the student's learning and the instructor's

teaching. They include, but are not limited to, textbooks,

library books, periodicals, pamphlets, art prints, study

prints, pictures, transparencies, films, filmstrips, slides,

videocassettes, videodiscs, audio cassettes, sound recordings,

compact discs, computer software, CD-ROMS, and electronic

resources.

The purpose of instructional materials is to promote

efficiency of education by improving the quality of teaching

and learning (Okobia, 2011). Similarly, Instructional

Materials in any teaching-learning process cannot be over

emphasized because such materials enhance, facilitate and make

teaching-learning easy, lively and concrete (Olawale, Jihat

al-Islam Vol.6, 2013).

Computer- Aided Instruction

CAI, also known as Computer-Assisted Instruction, is a

diverse and fast expanding spectrum of computer technologies

that support the teaching and learning process. CAI boosts

interaction by presenting instruction in the form of text or

in multimedia formats, which include photographs, videos,

animation, speech, and music. It also poses questions to


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students, gives feedback, and selects additional questions

based on the students’ responses. (Microsoft Encarta Online

Encyclopedia, 2000).

Technology in Education

The application of computer technology to classroom

environment has a significant role in the present dispensation

(Gambari and Husuf, 2014). The rapid and constant pace of

change in technology is creating both opportunities and

challenges for schools. The opportunities include greater

access to rich, multimedia content, the increasing use of

online course taking to offer classes not otherwise available,

the widespread availability of mobile computing devices that

can access the Internet, the expanding role of social

networking tools for learning and professional development, and

the growing interest in the power of digital games for more

personalized learning.

According to UNESCO (2008), Information and Communication

Technology (ICT) can contribute to universal access to

education, equity in education, the delivery of quality

learning and teaching, teachers’ professional development and

more efficient education management, governance and

administration.
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According to Omina and Ikoja-Odango (2006), ICT has the

potential to improve the quality of life by providing new

tools for access to information and knowledge management.


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The adoption of the computer into education has often

been premised on the potential of this new technological tool

to revolutionize an outmoded educational system and as such

better prepare students and the average citizen for the

information age, and or accelerate national development

efforts (Albirini, 2006 in Oyelikan and Olorundare,

International Journal of Education and Development using

Information and Communication Technology, 2009, Vol. 5, Issue

2).

Web Based Instruction

Khan (1997) defined Web-based Instruction (WBI) as

hypermedia-based instructional program which utilizes the

attributes and resources of the World Wide Web to create a

meaningful learning environment where learning is fostered and

supported.

Development of CAI

Some innovative teaching strategies have been established

to be effective and efficient in promoting and maximizing

science learning outcomes. Such strategies include computer

assisted instruction (Tekos & Solomonidou, 2009; Yusuf &

Afolabi, 2010; Gambari & Husuf, 2014), cooperative learning


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(Hanze & Berger, 2007; Doymus, 2008; Yusuf, Gambari &

Olumorin, 2012; Gambari and Husaf, 2014) among others.

Kinnaman (1990) reported that students’ taught using CAI

have more internal locus of control of self-efficacy than

conventionally instructed students. According to Bangert-

Drowns (1985) (in Gambara and Husuf, 2014) reported that CAI

is more effective with lower-achieving students than with

higher-achieving ones.

Validation of CAI

A study was conducted to develop and validation a

computer-assisted instructional (CAI) package on Physics for

Senior Secondary School students in Nigeria. The validation

was done in four stages: content validation (physics

teachers); experts’ validation (computer programmers and

educational technology specialists); individual validation

(one-on-one validation by students); and cooperative

validation (group validation by students). The observation,

comments and suggestions during the validation were used to

modify the package. At the completion of the package,

development and validation was found to produce a very good

performance when used in four physics instruction. The purpose

of the study was to transform the Physics curriculum into a

computer-assisted instruction software, and then take package


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into CD-ROM which could be used for teaching and learning of

physics at that level. Validation of the software was done to

ensure its suitability and effectiveness in enhancing the

teaching and students’ learning to physics concepts.

RELATED STUDIES

Belland et al. (2016) affirmed that computer-based

scaffolding assists students as they generate solutions to

complex problems, goals, or tasks, helping increase and

integrate their higher order skills in the process. Also,

scaffolding’s effect was substantial and significantly

greater than zero across all age groups and assessment

levels. These results suggest that scaffolding is a highly

effective intervention across levels of different

characteristics and can largely be designed in many different

ways while still being highly effective. In this study, every

group used one computer with installed kuta software in

geometry. The teacher instructed the groups on how to use the

software and it produced varied problems for them to solve.

Hence, they could see the answer once they were done to

verify if they got it correctly or not. Then, the process was

repeated, the software had the capacity to generate problem

in a second. In this regard, mastery of the skills was

possible if they did the process repeatedly.


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Pedersen et al. (2016) said that a virtual learning

environment can engage university students in the learning

process in ways that the traditional lectures and lab formats

cannot. They present their virtual learning environment

"Student Researcher," which incorporates simulations,

multiple-choice quizzes, video lectures, and gamification

into a learning path for quantum mechanics at the advanced

university level. "Student Researcher" is built upon the

experiences gathered from workshops with the citizen science

game Quantum Moves at the high-school and university level,

where the games were used extensively to illustrate the basic

concepts of quantum mechanics. The first test of this new

virtual learning environment was a 2014 course in advanced

quantum mechanics at Aarhus University with 47 enrolled

students. They found increased learning for the students who

were more active on the platform independent of their

previous performances. In this study, during the third

quarter three performance tasks of the students were in the

form of game show. Everyone played the game in the Audio

Visual Room (AVR) where animations sound and visual effects

were significant part of the event.

Rennar-Potacco et al. (2015) determined the impact of

academic support provided through videoconferencing on the


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academic outcomes of Science, Technology, Engineering, and

Mathematics students enrolled in high-risk science courses in

higher education. A quasi-experimental nonequivalent posttest

only design was employed to determine if grade and retention

outcomes of students receiving online academic support

through videoconferencing were equivalent to outcomes

received by students receiving face-to-face academic support

and students not receiving academic support. Data from 1,276

students were analyzed and significant differences were found

in rate of retention and final grades of “Cs or above” among

the three groups. The untutored group had the lowest rate.

There was no significant difference in retention or final

grade proportions for online and face-to-face groups,

providing evidence that synchronous academic support through

videoconferencing is as effective as face-to-face academic

support. In this study, virtual teaching was also evident

through the use of photos posted in the facebook group.

Creativity of the teacher was vital to make it effective. As

soon as the student saw the photo, it would notify the

teacher of the number of learners who had seen the picture.

Pelon (2012), on her study on the different learning

styles of students and teaching styles of teachers in College

algebra as perceived by the students in different campuses of


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Partido State University for A/Y 2007-2008 revealed that

different students have different learning styles, although

in this study, students predominantly utilized visual

learning style in solving mathematical problems from general

to more specific ones and they solve the problems by

themselves. In this study, the teacher employed varied

strategies in delivering the required knowledge and skills as

reflected in the written curriculum.

Wentworth et al. (2011), technology-enhanced mathematics

tasks were introduced to elementary pre-service candidates (n

= 84) and in-service teachers (n = 38), who then, either in

partners or small groups, created and taught inquiry-based

lessons incorporating technology, with individual

reflections. The lesson analysis revealed that, after

instruction on inquiry learning and technology integration,

each group achieved a high level of proficiency using these

criteria. In this study, most of the concepts in Mathematics

were mastered through drill exercises and problem solving. It

required having a PowerPoint presentation with good animation

in doing drill exercises. Handouts do away the time for

copying; rather students had more time to think of the

solutions of the problems.


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Acikalin and Funda (2011) indicated that the majority of

the participants prefer to see PowerPoint presentations in

their future classes for helping them study for the course

exams and providing the long term retention of knowledge.

More than half of the participants suggest that more visuals,

pictures, and videos should be used in PowerPoint

presentations. In this study, PowerPoint was substantially

used during the entire quarter as reflected in the teaching

guide and handouts made by the researcher.

Layones (2009) study, using correlation method, that

there is a significant difference between the Herbartian

method and Cognitive apprenticeship method of teaching on the

pre-test and post-test given. He was able to conclude the

effectiveness of cognitive apprenticeship and its positive

effect on students’ attitude. In this study, one of the

elements of cognitive apprenticeship was integrating

technology in instruction.

STATE-OF-THE-ART

The related literatures reviewed described technology

based learning provided ways on how it can become effective

model of teaching. However, this study focused on integration

of technology on the learning environment.


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Technology was inherent to learners in the 21 st century

education. In this regard, it is really a need in the

learning process the frequent and purposive use of

technology, since it enhances the Mathematics tasks employed

in the classroom (Wentworth et al., 2011). Thus, the making

of instructional materials that would suit to the students

requires the use of technology and it is also a necessity to

provide them of the appropriate technology for them to be

better in the technological society of the 21 st century and

global workforce according to Davidson et al. (2014). Social

media is a good example of tool that can enrich the learning

process in which the design of instruction is leading to the

intended outcome (Aher et al., 2016).

A lot of studies regarding technology were conducted

prior to this research and found out that it was a must to

use technology inside the classroom to optimize the learning

of the students of this generation. However, this study

determined one of the best ways to integrate technology in

Mathematics 10 most especially on the aspects of

instructions. Likewise, it was a good initiative to help the

department in producing research–based written curriculum

that later on could be used by the teachers handling grade

10. It could also be improved through further revision,


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modification and study. In addition, this was the first made

Computer – Aided Instruction in the department and could be a

model for the teachers to follow in making their own.

NOTES

Timmis, et al. (June 2016). “Rethinking Assessment in a


Digital Age: Opportunities, Challenges and Risks.” British
Educational Research Journal. 42(3);454-476. Retrieved from
http://eric.ed.gov/?q=assessment+on+technology&id=EJ1103960

Spector et al.(2010). Retrieved from http://eric.ed.gov/?


q=assessment+on+technology&id=EJ1086706
Lokuge, et al.(2016). “Technology Enhanced Formative
Assessment for 21st Century Learning.” Educational Technology
& Society. 19(3); 58-71.Retrieved from
http://eric.ed.gov/?q=assessment+on+technology&id=EJ1107417

Farrell et al.(Jan. 2016). “Assessment and Learning


Technologies: An Overview.” British Journal of Educational
Technology. 47(1);106-120.
Synthesizing Results From Empirical Research on Computer-
Based Scaffolding in STEM Education. (2016) Retrieved from
http://rer.sagepub.com/content/early/2016/10/10/0034654316670
999.abstract

Pedersen et al.(6 Jan-June 2016). “Virtual Learning


Environment for Interactive Engagement with Advanced Quantum
Mechanics.” Physical Review Physics Education
Research.12(1);013102-1-013102. Retrieved from
http://eric.ed.gov/?q=virtual+learning&id=EJ1106914
The Chalkboard Versus the Avatar Comparing the
Effectiveness of Online and In-class Courses. (2016).
Retrieved from
http://tso.sagepub.com/content/41/3/294.abstract
27

Terence C. Ahern. “A Waterfall Design Strategy for Using


Social Media for Instruction.” Journal of Educational
Technology Systems.44(3); 332-345. Retrieved from
http://eric.ed.gov/?q=social+media&id=EJ1089501
Rethinking Academic Support Improving the Academic Outcomes
of Students in High-Risk STEM Courses With Synchronous
Videoconferencing. (2015). Retrieved from
http://csr.sagepub.com/content/early/2016/11/17/1521025116678
854.abstract

Innovative Learning (2015). Technology Shaping


Contemporary Problem Based Learning: A Cross-Case Analysis
Journal of University Teaching and Learning Practice. 12(2),
Article 5.

Susan Cydis. (2015). “Authentic Instruction and


Technology Literacy.” Journal of Learning Design.8(1);68-78.
Leavery Y. Davidson, et al. (Aug. 2014). “Teachers’
Perspective on Using Technology as an Instructional Tool.”
Research in Higher Education Journal. 24. Retrieved from
https://eric.ed.gov/?id=EJ1064110

Leopold Bayerlein. (2014). “Students' Feedback


Preferences: How Do Students React to Timely and
Automatically Generated Assessment Feedback?.” Assessment &
Evaluation in Higher Education., 39(8);916-931.Retrieved from
http://eric.ed.gov/?q=timely+feedback&id=EJ1038768

Shahadat Hossain Khan. (2014). “A model for integrating


ICT into teacher Training Programs in Bangladesh Based on
TPCK.”International Journal of Education and Development
using Informat8ion and communication Technology. 10(3);21-31.

Elena Semenikhina and Marina Drushlyak.(2013).


“Computer Mathematical Tools: Practical Experience of
Learning to Use Them.” European Journal of Contemporary
Education. 9(3);175-183. Retrieved from
http://eric.ed.gov/?q=software+in+math&id=EJ1057731

Roland G. Fryers. (April 2014). “Injecting Charter School


Best Practices into Traditional Public School: Evidence from
Field Experiment.” Retrieved from
http://scholar.harvard.edu/files/fryer/files/2014
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Henry L. Denfield, et al.(2014). “Examining the


Relationship Between Math Scores and English Proficiency.”
Journal of Educational Research and Practice. 4(1).
Angela Lumpkin and Karen D. Multon. (2013). “Perceptions
of Teaching Effectiveness.” Educational Forum. 77(3);288-299.
Retrieved from
http://eric.ed.gov/?q=timely+feedback&id=EJ1011242

Nancy Wentworth and Eula E. Monroe. (2011). “Inquiry-


Based Lessons that Integrate Technology: Their Development
and Evaluation in Elementary Mathematics Teacher Education.”
Computers in the Schools. 28(4);263-277.Retrieved from
http://eric.ed.gov/?q=Instruction+on+technology&id=EJ950404
Savasci, Acikalin, Funda. (July 2011). “Why Turkish Pre-
Service Teachers Prefer to See PowerPoint Presentations in
Their Classes.” Turkish Online Journal of Educational
Technology – TOJET. 10(3);340-347. Retrieved from
http://eric.ed.gov/?q=powerpoint+presentation&id=EJ945010

Marieta R. Pelon.(2010). “Learning and Teaching Styles in


Mathematics Education at the Partido State University.”
(Unpublished Master’s Thesis, University of Nueva Caceres,
Naga City, 2010).
Tara Madhyastha and Earl Hunt.(2009). Mining “Diagnostic
Assessment Data for Concept Similarity.” Journal of
Educational Data Mining., 1(1);72-90. Retrieved from
http://eric.ed.gov/?q=multiple+choice+assessment&id=EJ1115371

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