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THE ADVANTAGES OF USING COMPUTER-AIDED INSTRUCTION (CAI) IN
TEACHING ENGLISH FOR THE GRADE FIVE PUPILS OF URC
An Action Research
Presented to
The College of Education
University of Regina Carmeli
In Partial Fulfillment
Of the Requirements for the Subject
Educational Technology 2
By
Albert P. HallaresAliana Concepcion Cruz
Michelle ObiasMelanie Gaberia
Princess Mariel Sabio
March 2010
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UNIVERSITY OF REGINA CARMELI Catmon, City of Malolos, Bulacan
Dr. Ma. Victoria VivoFaculty, College of EducationUniversity of Regina Carmeli
Dear Dr. Vivo;
Greetings of peace and love!
This action-research entitled “The advantages of using Computer-aided instruction (CAI) in teaching grade Five English at the University of Regina Carmeli” is a partial fulfillment to your subject Ed Tech 2 Educational Technology 2.
In accordance to this, this action-research presents the following:
The Summary of Findings The recommendation of the researchers The instructional material The evaluation form
We are hoping that you will approve our action-research. Thank you very much and have a good day.
Respectfully yours,
Albert P. Hallares
Aliana Concepcion Cruz
Michelle Obias
Melanie Gaberia
Marielle Princess Sabio
Approved by:
Dr. Ma. Victoria VivoACKNOWLEDGEMENT
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The researchers are thanking the guidance and help of the following personalities
who without them and their support, this action-research will never be complete:
God Almighty, who without Him and His eternal guidance and inspiration;
Dean Angela Pesayco, for persuading and approving this activity of our
Department;
Dr. Ma. Victoria Vivo, for her guidance and words of improvement for this
action-research and even dealing with the researchers;
College of Education 2nd year students, for evaluating the demonstration teaching
and some words of improvement and inspiration;
Our parents, who gives us the fund for the accomplishments of the action-research
and their support to us; and
To our special someone, who inspires us and give us moral support to finish this
research.
Thank you very much!!!
The Researchers
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RESEARCH ABSTRACT
Title: THE ADVANTAGES OF USING COMPUTER-AIDED INSTRUCTION
(CAI) IN TEACHING ENGLISH FOR THE GRADE FIVE PUPILS OF URC
Researchers: Albert P. Hallares
Mariel Princess Sabio
Michelle C. Obias
Melanie G. Gaberia
Aliana Concepcion C. Cruz
Professor: Dr. Ma. Victoria C. Vivo
Degree: BSED/BEED
Major: English/ECE
Year: 2010
Statement of the Problem
Main Problem:
This study aimed to determine the advantages of utilizing CAI in teaching
English for the grade five pupils of URC.
Sub-problems:
1. What are the topics being discussed for the second grading period in English for
grade five pupils of University of Regina Carmeli?
2. What are the different teaching strategies being used by teachers in teaching
English for grade five pupils of University of Regina Carmeli?
3. How effective are the Computer-aided instructional materials in terms of:
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3.1 Instructional adequacy
3.2 Cosmetic Adequacy
3.3 Curriculum Adequacy
4. What are the effects of CAI in the teaching-learning process?
Procedure
The researchers used Survey Method using close-response questions.
Aside from that, the researchers uses also a demonstration method wherein the
researchers will have a mock demonstration teaching in one of the grade five class
in the URC to determine the affectivity and advantages of using a CAI materials.
Treatment of Data
The results of the survey administered were collected, organized, tabulated
and statistically treated using weighted average.
Findings
1. The topics covered for the second grading period in English for grade five pupils
of University of Regina Carmeli includes Pronouns and its major types namely;
Possessive pronouns, Compound pronouns, Indefinite pronouns, Nominative
pronouns, Objective pronouns, Relative pronouns.
2. The teaching strategies used by the teachers in teaching English for grade five
pupils of University of Regina Carmeli are group activities, oral discussions,
musical presentations and quizzes.
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3. Instructional Adequacies. It was found that each lesson consistent with the
outcomes of the specified objectives with a weighted average of 4.6 which has a
descriptive rating of outstanding. The Computer-aided instructional materials were
clearly organized with the weighted average of 4.5 which is also outstanding. On the
other hand, the respondents rated the Computer-aided instructional materials with the
weighted average of 3.7 which is very satisfactory. This means that the utilization of
technology could be effective in teaching.
Cosmetic Adequacies. It was found out that the respondents agreed that the
information in the presentation is readable, easily identified is outstanding. Also, the
frame space and locations used consistently weighted 5 giving it a description of
outstanding. Cosmetic adequacy almost got the outstanding rate so it can be said that the
presentation of the lesson is good and the instructional material was fitted to the topic
discussed.
Curriculum Adequacies. It was revealed that the respondents affirmed that the
lesson designs and procedures provide the possibility of expansion is very satisfactory,
while each lesson procedures are considered based from the expectations of the user is
very satisfactory too. This shows that under the curriculum adequacy, the lesson is
flexible on its purpose.
4. The effects of the CAI in the teaching-learning process are it kept the attention of
the students and it kept the students active in discussion.
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Conclusions
The advantages of using Computer aided instruction in the teaching-learning
process is it kept the students highly motivated in learning due to variety of activities and
variety things to see that kept them in attention. CAI proven to effective specially
motivating the students to learn and be with the discussion.
Recommendations
Base on the result of the Action Research, the proponents recommend to develop
teaching strategies utilizing technology and in order to implement this, the researchers
recommend making seminars and programs for educators where they will be taught and
given a greater background on how to use technology in teaching effectively based on the
learning level and interest of the students where they could participate and be motivated.
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LIST OF TABLES
Table 1.1 The Instructional Adequacy
Table 1.2 The Cosmetic Adequacy
Table 1.3 The Curriculum Adequacy
LIST OF FIGURES
Figure 1.1 The Conceptual Framework
Figure 1.2 Data Gathering Procedures
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TABLE OF CONTENTS
TITLE PAGE …………………………………………………………… i
APPROVAL SHEET ……………………………………………………. ii
ACKNOWLEDGEMENT…………………………………..……….…. iii
ABSTRACT ……………………………………………………….…….. iv
LIST OF TABLES ……………………………………………………… viii
LIST OF FIGURES …………………………………………………….. viii
TABLE OF CONTENTS ………………………………………………… ix
CHAPTER
1 INTRODUCTION 1
Introduction ……………………………………… 1
Statement of the Problem ……………………….. 1
Conceptual Framework ………………………….. 2
Scope and Limitations …………………………… 4
Significance of the Study ………………………... 4
2 RELATED LITERATURE AND STUDIES …… 5
3 RESEARCH METHODOLOGY 8
Data Gathering Procedures ……………………… 8(change)
Methods of Collecting Data ……………………… 9
Statistical Tools …………………………………... 9
4 INTERPRETATION AND ANALYSIS OF DATA 11
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5 SUMMARY, CONCLUSION & RECOMMENDATION 14
Summary ……………………………………………. 14
Conclusions …………………………………………. 14
Recommendations …………………………………… 15
APPENDIX
A. References ………………………………………………………… 17
B. Survey Form ………………………………………………………. 18
C. Letter of Approval ………………………………………………… 20
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CHAPTER I
Introduction
The way the class was maneuver were depended on the teacher who utilizes it, so
to speak. Hence, whatever the technique and style of the teacher in teaching was always
the crucial point. No wonder, many teachers were now trying to innovate the old learning
styles and replacing it with more authenticated and well updated techniques like the CAI
(computer aided instruction).
The question that bears the researchers mind in this study is, is this teaching style
—the CAI—are totally appropriate and, hence, worth the effort of the teachers? The use
of these materials such as the PowerPoint presentation is always the center of controversy
in many “traditionalists”, saying the traditional is still the best way.
This action-research aims to prove that CAI is the most suitable in the teaching
learning process. This will try to found out the strong points of the CAI proving it is the
most suitable.
We focused in the grade five, English pupils of URC in the suburban area of the
Bulacan because this class is the present generation and most probably the benefactor of
the future teaching techniques such as CAI.
Statement of the Problem
This study sought answers to the following questions:
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5. What are the topics being discussed for the second grading period in English for
grade five pupils of University of Regina Carmeli?
6. What are the different teaching strategies being used by teachers in teaching
English for grade five pupils of University of Regina Carmeli?
7. How effective are the Computer-aided instructional materials in terms of:
7.1 Instructional adequacy
7.2 Cosmetic Adequacy
7.3 Curriculum Adequacy
8. What are the effects of CAI in the teaching-learning process?
Conceptual Framework
In order for the researchers to found out the advantages of the Computer-Aided
Instruction in the grade five English subject, the researchers will use the following
procedures to attain that objective.
INPUT PROCESS OUTPUT
1. Identification of objectives.
2. Reviewing related literature and studies.
3. Preparation of instructional materials.
4. Preparation of the mock demonstration teaching.
5. Preparation of Survey
1. Doing a Mock demonstration teaching in the Grade 5 pupils of the URC.
2. Answering of the survey form to the reliable sources.
3. Tallying and interpreting the
An Action-
Research about the
advantages of using
computer aided
instruction (CAI) in
teaching English
for the grade five
pupils of URC
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Questionnaires.
survey response.
Figure 1.1 Conceptual Frameworks
In the input or the preparation part, the researchers make the necessary
preparation for the action research. Including here is identification of objectives where
the researchers develop a set of goals for the main topic to be solved. Next is the
reviewing of the related literature and studies where the researchers look after the
magazine, newspaper or online articles and early researches that was related to the main
topic of the action-research. This part could be seen in the letter D of the Part 1. Third is
the preparation of the sample instructional materials. This is for the demonstration
teaching being planned. The materials being prepared can are PowerPoint Presentation,
Movie Clips, and downloaded materials form the internet. Forth is the preparation for the
mock demonstration. This is to test the instructional material being prepared. This will
test if the instructional material materials are good or not enough in the classroom setting.
And the fifth one is preparation of the survey form. This survey form is for the critiqued
who will go over and judge the instructional materials if those were effective or not.
The process is the part where the researchers will try the instructional materials
through a mock demonstration teaching being prepared earlier. This is to test the
instructional materials and to find the effectiveness and advantages of it in the classroom
setting. Then the researcher will tally the score from the correspondence of the survey
and interpret them if the instructional materials aided with the technology were effective
and from that come up with the advantages of the CAI.
After this process, the researcher can now found out the advantages of using
computer aided instruction (CAI) in teaching English for the grade five pupils of URC.
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Scope and Limitation
This research studies the advantages of using CAI in the teaching-learning
process of the Grade five English of the University of Regina Carmeli. This also gives the
affectivity of the CAI in the classroom discussion. Nonetheless, this will give some
backgrounder in integrating technology in the teaching-learning process.
Significance of the Study
This study is expected to be a help in the following fields:
Basic Education students. This is to make them enjoy as they are learning
through utilizing technology in the teaching learning process.
Teachers. This is to enhance the teaching skills of the teachers by giving them
ways of utilizing technology in the teaching learning process especially in motivating the
students to study.
College of Education students. This is to develop their skills in using different
teaching strategies together with utilizing technology.
Psychologist. This is to give them background on how technology helps in
controlling the students behavior during classes especially in motivating them.
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CHAPTER II
RELATED LITERATURE
LOCAL
There is a lingering issue on how educational technology is integrated in the teaching
learning process. This is due to the fact that the mere use of the computer does not mean
technology has already integrated in the instruction (Lucido, 2007). Example of these is
students just playing around the internet or playing in the games internet like DOTA and
Crazy cart. This degrade the technology in the lower standard, giving it a thought that
computer is just for games and nothing else.
On the other hand of the thing, through progressive state policies that support
technology-in-education, and other new development in the pedagogical practices, our
educators today have become more aware and active on adopting state-of-the-art
educational technology practices they can possibly adopt. Furthermore, recent changes
have also occurred in the area of pedagogical theory and practice. It is now accepted that
the contribution of the computer to the pedagogy makes up for “good instruction”
(Lucido, 2007).
But this doesn’t mean taking the role of the teachers in the teaching learning process.
One assumption is the change of role of the teacher from the “dispenser of knowledge” to
“facilitator of learning.” CAI can also helped the students in their work. In secondary and
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tertiary schools, most students use tool applications like word processing, spreadsheets
and presentation (Grabe & Grabe, 1996).
FOREIGN
In the article, “Teaching English Through Computer”, learning English as a
second language is very difficult. Hence, many developed a way of doing it more easily
and accessible. One of them is by utilizing Computer Assisted Language Learning
(CALL). One of the advantages of teaching English using computer is that we can learn
more than the language itself but we will be given a chance to know more about that
language.
According to the article, “Computer in Teaching English,” the computer has only
the background, assisting role, as it solves the same methodological task that the
traditional means of learning to do. Such term as “computer assisted language learning”
describes the idea. The use of computer is not a method; it is a methodological device in
the modern approaches of foreign language learning.
In the article, “Electronic Performance Support,” EPPS is an another of an
computer assisted instruction. Its purpose is to help automate a job. Turbo tax is an
example of EPPS.
RELATED STUDIES
According to the study of Dr. Martin Endley of “Teacher’s Attitude towards
computer technology use in vocabulary instruction, traditional approaches to language
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teaching and learning have been challenged by new and innovative approaches based on
the latest advances in computer and internet technology. The vast resources and
opportunities that computers and internet provided have brought about new tools
approaches, and strategies in language teaching and learning.
Computer technology, internet and web-based resources are now in many schools
and offer teachers and learners vast resources and opportunities for language teaching and
learning. Maximum benefit from these resources can only be achieved through teachers’
use of technology in developing materials for the language classroom. In the context of
this study, ‘computer technology resources’ is used as a general term referring to any
computer, internet and web-based resource that can be use in the language instruction.
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CHAPTER III
Research Methodology
I. Data Gathering Procedures
The researchers use the following procedure to gather data for the research. The
method was this:
Figure 1.2 Data Gathering Procedures
2. Implemented the Demonstration Teaching
3. Do survey in the Demonstration Teaching
1. Prepared a Demonstration Teaching
4. Collect Survey form
5. Compute and interpret the survey
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The first step is the researchers prepared for the demonstration teaching that is the
main source of information in this research. Then the researchers implemented the
demonstration teaching. In that demonstration teaching the researchers gives survey form
to those of the reliable sources and teachers. After the demonstration the researchers
collected the survey form, compute and interpret it.
II. Methods of Collecting Data
The method that the researchers used in gathering data is Survey using close-
response questions. Aside from that, the researchers uses also a demonstration method
wherein the researchers will have a mock demonstration teaching in one of the grade five
class in the URC to determine the affectivity and advantages of using a CAI materials.
III. Statistical Tools
The researchers used weighted average in computing the survey. The formula was
like this:
X = f1X1 + f2X2 + f3X3 + fRXR = X = fx
f1 + f2 + f3… fR f
X = weighted arithmetic mean
= sum of all the products of f and X, where f is the frequency of each weight
and X is the weight
= sum of all the respondents
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The rating scale used in the survey was the Likert’s Scaling technique. The
respondent will choose from 1-5 which do they choose appropriate to the performance of
the demonstration and the instructional materials. The scale is like this:
5 - Outstanding
4 - Very Satisfying
3 - Satisfactory
2 - Fair
1 - Poor
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CHAPTER IV
Interpretation and Analysis of Data
After the teaching demonstration, the researches come up with the following data
information:
Instructional Adequacies
Item Weighted Average Description1 4.6 O2 4.5 O3 4.3 VS4 4.1 VS5 4.2 VS6 4.3 VS7 4.1 VS8 4.3 VS9 4.1 VS10 4.1 VS11 4.2 VS12 4.0 VS13 4.2 VS14 3.9 VS15 3.7 VS
Table 1.1
It could be gleaned from the table that the respondents found each lesson
consistent with the outcomes of the specified objectives with a weighted average of 4.6
which has a descriptive rating of outstanding. The Computer-aided instructional materials
were clearly organized with the weighted average of 4.5 which is also outstanding. On
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the other hand, the respondents rated the Computer-aided instructional materials with the
weighted average of 3.7 is very satisfactory. This is consistent with the two principle of
selecting instructional material. The first one is all instructional materials are aid for
instruction. Every material is aid for the better understanding of the students to the lesson.
This guides and redirects the students in their journey to learn. And the second one is
choose the instructional material that was best suits your instructional objective. The
instructional materials suit the need and what is appropriate to the learners. This proven
by the item number 12. 13 and 14. This is also consistent with the principles of selection
and organization of content that subject matter is an integration of cognitive, skill and
affective domains. The instructional materials and the lesson itself provided the learners
to interact with each other through activities, develop their critical and analytical thinking
skills, and do some active activities like singing and group dynamics.
Cosmetic Adequacy
Item Weighted Average Description1 5 O2 5 O3 3.56 VS4 5.1 O5 4.4 VS
Table 1.2
Base from the table, the researchers found out that the respondents agreed that the
information in the presentation is readable, easily identified is outstanding. Also, the
frame space and locations used consistently weighted 5 giving it a description of
outstanding. In addition to that, the absence of typographical errors in the instructional
material has a weighted average of 4.4 making it very satisfying. This is consistent with
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what the informative tool stated. The computer can provide vast amounts of information
in various forms, such as text, graphics, sound, and video. The instructional material
being presented in the teaching demonstration gives a variety of graphics, sounds and
video that really helps the learners to better understand the lesson and at the same time
caught their attention.
Curriculum Adequacy
Item Weighted Average Description1 3.9 VS2 4.0 VS3 4.1 VS4 4.4 VS5 3.5 VS6 3.3 S7 4.1 VS
Table 1.3
It reveals that the respondents affirmed that the lesson designs and procedures
provide the possibility of expansion with a weighted average of 3.9 is very satisfactory,
while each lesson procedures are considered based from the expectations of the user is
very satisfactory too, with a weighted average of 4.0. Also, the flexibility of the lesson
being presented is very satisfactory with the weighted average of 4.1. This is consistent to
what the Child-centered design in the curriculum. This makes a curriculum that is
anchored on the needs of the child. The subject matter being discussed is important to the
children because it helps the child expressed themselves and takes what are them. This is
proven in the item number 2 and 3. It is also consistent to one of Posner and Rudsnitsky
five major principles for organizing contents. That is continuity. It states that vertical
repetition and recurring appearances of the content provide continuity in the curriculum.
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This enables the learners to strengthen the permanency of learning and development of
skills.
CHAPTER V
Summary, Conclusions and Recommendation
Summary
This research is discussing about the advantages of integrating CAI in the
teaching learning process of the grade five English in the University of Regina Carmeli.
The Chapter I was all about the rationale, purpose, objectives of the research, conceptual
framework, scope and limitation and significance of this study. It is also a compilation of
related literature and studies that was related to the main topic.
Chapter II is about the research methodology. This includes procedures and
methods of collecting data and its statistical tools.
Chapter III is about the analysis and interpretation of data being gathered from the
demonstration teaching being held.
(SUMMARY OF EVERY CHAPTER)
Conclusion
Based from the information and data gathered by that the researchers found out
that:
1. Topics being discussed in the second grading of grade five English is Pronouns.
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2. The teaching strategies being used in the University of Regina Carmeli is group
dynamics and individual assessment.
3. The effectiveness of the Computer-aided instruction in terms of instructional
adequacy is very satisfying to the learners. In the cosmetic adequacy or the instructional
material is outstanding and the curriculum adequacy or relevance of the topic is very
satisfying.
4. The effects of the CAI in the teaching-learning process are it kept the attention
of the students and it kept the students active in discussion.
Therefore, the advantages of using Computer aided instruction in the teaching-
learning process is it kept the students highly motivated in learning due to variety of
activities and variety things to see that kept them in attention. CAI was proven to be
effective specially motivating the students to learn and be with the discussion.
Recommendation
Based on the research, demonstration and the result of the analysis, the
researchers were recommending the following:
1. Develop some collaborative activities like seminars and short courses for
teachers regarding Computer-aided instruction to equip them with necessary knowledge
and skills in integrating technology in the teaching-learning process.
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2. Use attractive the images. This is to ensure that the attention of the students is
always at hand.
3. Use video presentations to make some interactive reflections from the students.
This will also helped them have some analytical exercises.
4. Make group activities to develop different values among students. This will
make the students aware of their classmates as friends.
5. The prayer should not be lengthy. The student span of the students is short, so
short but very inspiring prayer is enough for them.
6. Activities and exercises should be properly implemented and managed. This is
to minimize the pandemonium during the class discussion. The students are highly active
therefore maximum management is very necessary.
7. The teacher should be more active and enthusiastic with the learners. This
would make the students comfortable with you and your discussion. This would also
establish management and trust of the students to the teacher. Call also the students by
their name.
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APPENDICES
References
Bilbao, P. (2008). Curriculum Development. Lorimar Publishing Inc. Quezon City.
Corpuz, B. (2008). Educational Technology 1. Lorimar Publishing Inc. Quezon City.
Lucida, P. (2007). Educational Technology 2. Lorima Publishing Inc. Quezon City.
Bogen, P. (2003). Technology Training of Teachers using Scaffolding. Retrieved
February 2, 2010 from http://74.6.146.127/search/cache?ei=UTF
8&p=thesis+about+technology+in+teaching&fr=yfp-t701&u=www.thesis
.bilkent.edu.tr/0002298.pdf&w=thesis+technology+tech+teaching+teach
&d=KKcpuam4UOVf&icp=1&.intl=us&sig=CASoV8GTA2ivOyT7RtZfmA—
Rodrigo, M. Information and Communication Technology Use in the Philippines Public
and Private Schools. Retrived February 8, 2010 from
http://www.admu.edu.ph/files/211/09_Rodrigo.pdf
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Survey Form
Item 5A
4O
3So
2Se
1N Interpretation
A. Instructional Adequacy1. Each Lesson is consistent with the outcomes specified objectives.2. The course material is clearly organized.3. The basic design logic of lesson including that of its components makes sense.4. The course material gives learners clear advice about how its contents could be most effectively exploited.5. The lesson distributes emphasis according to the importance of the different parts and section.6. The reading level is appropriate for students.7. Important terms, concepts and information have been amplified effectively.8. The lesson personalized instruction appropriately.9. The appropriate lesson personalized instruction appropriately.10. The direction for lesson control is clearly stated.
11. The pacing is appropriate for the kind of learners and learning.12. The activities; content and procedure are lightly to motivate learners to perform.13. The lessons provide opportunities for meaningful and varied interaction with the students.
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14. The lessons provide appropriate feedback.
15. The appropriate record-keeping capabilities are available in each lesson.B. Cosmetic Adequacy1. The information contained is readable, easily identified and located.2. The frame space and locations are used consistently.3. The frame is uncluttered and does not present all information at the same time.4. The use of color and animation is systematic and supports student learning.5. The lesson is free from typographical errors.C. Curriculum Adequacy1. Each lesson is consistent with other lessons.2. Each lesson, procedure is considered based from the expectations of the user.3. The worktext accommodates the preference of the user.4. The lesson designs and procedures provide the possibility of expansion.5. The lessons contain information, which will not likely become obsolete.6. The lessons can be completed in time.7. The lessons offer flexibility in how it can be used.
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UNIVERSITY OF REGINA CARMELI Catmon, City of Malolos, Bulacan
February 25, 2010PROF. DIVINA EUSEBIOPrincipalBasic Education DepartmentUniversity of Regina CarmeliCatmon, City of Malolos, Bulacan
Dear Dr. EusebioGreetings of Peace and Love!!The Second year students of College of Education, are conducting an action research about the effectivity of technology integration in the teaching-learning process in partial fulfillment of the requirements in EdTech 2.In accordance to this I would like to ask permission to conduct a teaching demonstration with your Grade 5 students. Here is our tentative schedule:
March 5, 2010 2:30 – 4:00March 9, 2010 2:30 – 4:00
If the schedule won’t fit with your Grade 5 pupils, feel free to change it for your convenience.I am looking forward for a positive response from your good office.Thank you very much and have a good day!!
Respectfully yours,Dr. Ma. Victoria VivoProf., EdTech 2
Approved by:Dr. Angela L. PesaycoDean, COED