Effect of Computer-Aided Learning (CAL) in Teaching and Learning Activities in Rural Secondary Schools of Bangladesh Goutam Roy Lecturer, Institute of Education and Research University of Rajshahi, Rajshahi, Bangladesh goutamroy@ru.ac.bd Nazia Sharmin Deputy Manager, Planning and Communication Unit BRAC Education Programme, BRAC, Dhaka, Bangladesh M Mahruf C Shohel Lecturer in Education and International Development School of Education and Lifelong Learning, Aberystwyth University, UK 2nd International Conference on Interdisciplinary Social Science Studies 19th -21st October 2015, Newnham College, University of Cambridge, Cambridge, United Kingdom

Context of the study Bangladesh achieved a lot regarding enrolment and other indicators but quality is a concern in all level of education. High rate of dropout show serious deficiency in secondary level of education (Nath 2006, Nath and Chowdhury 2009). Deficiencies in teacher’s skill and capabilities resulting in poor quality of teaching are one of the leading causes. To improve the situation, the Government of Bangladesh (GoB) took different initiatives with the help ADB, CIDA etc. An example is the Teaching Quality Improvement (TQI) project.

Context of the study BRAC, the largest NGO of the world, took initiative to work in rural secondary schools in 2001. In 2004, BRAC started to develop interactive education courseware based on national curriculum. The government’s TQI-SEP project has a provision to support innovative ideas at school level. BRAC was permitted to implement CAL in two selected districts – Comilla and Gazipur.

Project activities The CAL materials were developed for two subjects – Mathematics and English. Training on CAL for mathematics has been given to the teachers of classes VI-X and English is for classes IX-X. Specialized CDs, a number of monitors connected with a single computer in a specific classroom were the main instrument for CAL activities. The computer was mainly handled by the teacher and the other monitors were put on the desk of the students. Total number of students covered by this project was 2,761. All of them received English contents; however, 1,012 received mathematics contents.

Aim and objectives of the study The aim of the study was to examine the changes occurred in the rural secondary schools after implementation CAL. The specific objectives were: To understand the condition of selected schools under CAL in terms of technological advancement; To examine the changes regarding rate of participation of the students and teachers in school activities; To understand the perception of both students and teachers in mathematics and English subjects before and after implementing the CAL.

Methods Qualitative data were collected through class observations, in- depth interviews and focus group discussions. Quantitative data were also recorded from the school record. The study was conducted in all 11 schools of under the project located in Comilla and Gazipur districts. All the 11 head teachers were interviewed. Total 20 classrooms was observed, 22 teachers and 14 others were interviewed and 12 FGDs were conducted. Ethical issues were also maintained strictly.

Findings: Changes in participation Level of participation of both students and teachers increased. An English teacher said, “My students could not speak English at all before. They felt afraid and hesitant. But now they at least try to communicate in English, however, a little. Even the weakest student of my class can also speak a little in English.” Though most of them could not speak fluently but their endeavor to speak in English was seen. The CDs helped reducing shyness of the students and building their confidence. Both the students and the teachers opined that the mathematics CDs made a big change on their perception towards the subject. They cited a common example: axiom of Pythagoras. According to them, the axiom was presented in the CD in such a way that any student could understand it.

Findings: Technological development One of the important expected area of improvement as the outcome of CAL project was technological advancement of the teachers and the students. Most of the teachers told about the technological improvement among them as well as the students. Students wanted to know various options of computers; they wanted to learn it from their teachers. This type of interest was not visible among the teachers. Students even sometimes helped the teachers in operating computer. They were quick learners in using computer.

Findings: Changes in teaching Before initiating the CAL, teachers used only the lecture method and the role of the students was to listen only. But after the introduction of CAL, students became as active participant in classroom activities. Teachers tried to involve the students in the learning process. Thus, possibility of a two-way communication has emerged. The teachers did not prepare any lesson plans before receiving the CAL training and most of the them did not know how to make it but they did it regularly after the training. Head teacher viewed that the teachers were now able to explain the lessons in a better way through applying the animations and examples given in the CDs.

Findings: Teacher-student interaction The tendency of asking questions to the teachers in the classrooms had developed after starting the CAL activities. A mathematics teacher said, “Only a few students, who were known as good, used to ask questions in my class and the majority was afraid of asking me questions. But now, more students are getting interested to ask questions and take part in discussions”. Head teachers mentioned that the understanding between the teachers and the students had improved after starting the CAL.

Findings: Changes in learning styles Teachers involved the students in group work in the midst of the class. It was usually done after the lecture on selected content. The students worked in group after learning any topic. At times they did it in pair. Such work was not practiced before. The students opined that group works were very effective to them. Earlier there was no such scope to learn from each other. According to the teachers, the group work also strengthened relationship among the students. One of the teachers commented that, “A kind of mentality to help others has developed among my pupils through group works. It also eases my work in the classrooms.”

Findings: Changes in perception Responses of the teachers, students and parents towards CAL activities were found positive. The students became more attentive in the classroom than before. The students were interested to attend the CAL classes than the other regular classes. The enthusiasm of the students to use the computers was strongly reflected. One of the students commented, “Previously the teachers were used to give only lectures in the classes, but now we can see pictures along with listening to them. Again, our teachers now ask us what have we learnt?”

Challenges and recommendations Interrupted power supply was one of the most challenges which hampered regular flow of the classes. Regular power supply should be provided. Separate CD for English 2nd part should be initiated and CDs of Math should be equipped with more examples and exercises. The use and application of the CD was confined only in the hands of the teachers. The students sometimes acted as listeners or watchers, not as actors. Some respondents suggested for independent use of computers by the students. A good number of the respondents suggested to prepare such type of CDs for other subjects and other classes too, especially for the students of primary level.

Your comments and suggestions please… Our special THANKS due to The Association of Commonwealth Universities (ACU) for providing me the grant to attend this conference and disseminate our research under the Early Career Academic Grant 2015 Scheme. Thank You! Your comments and suggestions please… goutamroy@ru.ac.bd