1. National Research Conference on Strengthening School- Based Management
for Effective K to 12 Implementation
Ronaldo C. Reyes
Tabaco National High School
TABACO CITY DIVISION, REGION V
Presenter
Academic Performance & Attitude
Towards Computer- Aided Instructions
in Chemistry

3. Rationale/ Situationer
* Students have not yet developed scientific literacy as shown by their poor performance in science exams.
* Low performance in TIMMS
* Filipino students fade even deeper into the background on the international stage, as reflected in results of the 2003 TIMMS (Trends in International Math and Science Study). Results of the test, taken by second year high school students, placed the country 41st among 45 participating countries, lagging at the bottom with African countries. Filipino students scored an average 35 percent, barely above students from Ghana and Botswana.

4. * Condes (1998) analyzed that Filipino students have difficulty for the following reasons: (1) they have not mastered the concepts needed top answer the items;
(2) they do not understand the problem and; (3) the content related to some items is not formally taken up in the curriculum.
* The average National Achievement Test (NAT) scores of elementary school students are at a failing 64 percent. The number further slides in high school, with the national average at 46 percent.

5. Students show poor performance in achievement
***Students show poor performance in achievement tests getting only less than 50% performance level in science, particularly in physics and chemistry, compared to other subjects.
***Lawson (1991) stated that most central of all educational objectives is helping the students to think. This is achieved with the use of instructional
strategies and materials to integrate the learning of subject matter with
learning how to learn.
***One of the strategies and approaches that can be used in chemistry teaching is the use of computer- aided instructions (CAI).

6. What is CAI? an application of computer in implementing instructions
type of instruction which consists of drill and practice techniques, tutorial or dialogue using computer
applications/ programs

7. 21st Century citizens should be proficient in ICT literacy, defined by the Programme for International for Student Assessment (PISA) as the interest, attitude, and ability of individuals to access, manage, and evaluate information and construct new knowledge and communicate with others in order to participate in society.
Appropriate and effective use of technology – fulfills and achieves a learning objective / goal. In this new century, information and knowledge matter more
than ever, and the ability to use them
effectively rests on a set of abilities that
extend the use of traditional base of
reading, writing, math and science.

8. How do we design/implement CAI

9. Statement of the Problem
The main purpose of the study is to determine the effects of computer-aided instruction on the performance and attitude of chemistry students from the Engineering Science Education Program (ESEP) at Tabaco National High School. It also sought to find out the correlation between performance and attitude towards CAI lessons in Chemistry. Specifically, it sought answers to the following sub-problems: 1. What is the pre-test and post-test performance of the students in Chemistry among control group experimental group 2. Is there a significant pre-post mean gain in student performance in Chemistry in both groups? 3. Is there a significant mean gain difference on performance between the two groups? 4. What is the level of students’ attitude toward computer-aided instruction? 5. Is there a significant correlation between level of attitude and students’ performance in chemistry?  

10. Statement of the Hypotheses
Ho 1: There is no significant pre- post mean gain of the students’ performance in Chemistry in both group.
Ho 2: There is no significant difference between the mean gain of the experimental and control group.
Ho 3: There is no significant correlation between the attitude level towards computer- aided instruction and student’ performance in Chemistry.
Scope and Limitation of the Study
This study was limited only to finding out the effects of CAI to the performance and attitude of the Engineering Science Education Program (ESEP) students. The subjects of the study involved the 96 third year students of the said curriculum. The attitude will be limited only to the experimental group who received instruction through CAI. The study covered only the third and fourth grading period topics in Chemistry.

11. Theoretical/ Conceptual Framework
***This study is anchored on the two theories of learning that are very important in enhancing student’s academic performance: the cognitive theory and theory of behaviorism.
Behaviorism was used as the basis for designing early audio-visual materials and many related teaching strategies, such as the use of teaching machines and
programmed texts.
***Cognitive theory asserts CAI should be
organized and delivered in a way that
complements the cognitive structure
and level of sophistication of the learner.

12. Theory of Behaviorism Cognitive Theory CAI implementation
Attitude toward CAI
1. Improved academic
performance
2. Positive attitude towards Science

13. Research Methodology
This study used the Quasi-experimental method of research utilizing pretest- posttest design. This was used in as much as the subjects under study were already grouped before the start of the third grading period.
This research is also of descriptive type utilizing correlational method because the researcher will try to find out the relationship between the attitude of the student toward CAI and their academic performance.

14. Before administering the test to the subjects, the test questionnaire was validated. A dry- run was conducted at Tabaco National High School to BEC 1-2 classes to measure its content validity and an item analysis was made. Suggested items which were not clear and understood were deleted, modified, or reworded.
After giving the pretest, the researcher conducted the study proper in which the experimental group received instructions utilizing CAI. Assignments, tutorials/ enrichment were also done by using CAI.
Backdrops:
- These are full sized items, just scale them up!
- Can be Copy-Pasted out of Templates for use anywhere!

15. The control group received instruction from the teacher using the conventional lecture/ demonstration.
The conduct of the study was done 1st week of November up to 1st week of March .
Administration of the posttest was then conducted 2nd week of March to the experimental and control group. CAI attitude questionnaires were also administered to the experimental group and 100% of the respondents returned the questionnaires.
After the retrieval of the CAI questionnaires and checking the papers, the researcher tabulated and processed the data quantitatively to arrive at scientific analysis and interpretation of results.

16. Findings On the pretest and posttest performance of the control and experimental group. During the pretest, both the experimental and control had little knowledge about the topics covered in the test, thus they were on below average level. The posttest result however shows that the control group and experimental group were on average level in Chemistry as exemplified on their performance level. 2. On pre- post mean gain of the students’ performance in Chemistry. The null hypothesis is rejected. There is a significant pre- post mean gain in the performance of experimental group in Chemistry. .

17. 3. On the level of students’ attitude towards CAI
3. On the level of students’ attitude towards CAI. The students have strongly positive attitude towards CAI lessons in Chemistry. 4. Difference between the experimental and control group in their Chemistry performance. Significant difference existed between the two groups favoring the experimental one On correlation between level of attitude towards CAI and students’ performance in Chemistry. There is a significant correlation in performance and attitude towards CAI lessons in Chemistry. .

18. Group Pre-test Mean Performance Level
Pre-test Post-test
Post-test Post-test
Mean
Performance Level
Description Mean
Performance Description
Level
Control
18.33
36.66%
Below ave
63.32% Average
Experimental
17.40
34.80%
Below ave
70.04% Average
Range:
below average
average
above average

19. Mean Gain T- test Test Groups Mean SD Diff. T- ratio Interpretation
Pre- post Mean Gain of the Students’ Performance
in Chemistry
Groups
Mean Gain
T- test
Interpretation Decision
Pre- post
Experimental
17.65
4.22*
Significant Reject
Control
13.48
1.43
Not significant Don’t reject
* Significant at .05 ≥ 1.97
Difference Between the Experimental and Control Group
in their Chemistry Performance
Test
Groups
Mean SD
Diff.
T- ratio
Interpretation
Pretest
Experimental
Control
17.40
18.33
3.47
2.46
3.93
1.43
Not significant
Posttest
35.05
31.81
3.24
3.84
3.90*
Significant
* Significant at .05 ≥ 1.97

20. Data Performance vs Attitude 35.05 33.21 0.79 2.39* 2.02
Correlation Between Level of Attitude Towards CAI
and Students’ Performance in Chemistry
Variables x
Computed r
Computed
t- test
Tabled
Performance vs
Attitude
35.05
33.21
0.79
2.39*
2.02
* Significant at .05 ≥ 1.97

21. Conclusions
Since the experimental group obtained a higher performance level compared to the control group during the posttest, CAI enhanced the performance of the former group. Likewise, the attitude of students towards CAI has a great effect on their performance. Positive attitude towards CAI leads to a better performance in Chemistry

22. Recommendations
1. Computer-aided instruction can be used in the classroom to support student learning in the sciences.
2. Supervisors and administrators should encourage teachers to use CAI as an alternative approach in teaching Chemistry and other related subjects.
3. Curriculum developers and textbook writers may consider reviewing the instructional materials to incorporate CAI in science teaching.

23. 4. Opportunity should be given for teachers to attend seminars/training on the use of computers in their instruction For the students to have a positive attitude toward CAI, the teacher should continuously motivate them to enhance their performance Research on the use of CAI is encouraged to find out the applicability to other learning areas/subjects as well as to other populations of students.