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Feb 17, 2023
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Abstract
The study aimed to determine the effectiveness of computer-aided instruction (CAI) on students’ conceptual understanding in Life Science. The objectives of the study is to develop lesson plans with computer-aided instruction packages; assess the developed lesson plans in terms of congruency of objectives, learning experiences, assessment of learning outcomes, features of computer-aided instruction packages, and to determine the effect of CAI on students’ conceptual understanding. The study utilized the pre-experimental method. The study involved 27 students who took a Bioenergetics Achievement Test (B.A.T) before and after CAI. It was found out that developed daily lesson plans are excellent; congruency of lesson objectives (WM = 4.80), learning experiences (WM =4.76), assessment of learning outcomes (WM =4.79), and features of computer-aided instruction (WM =4.39). The test of the difference between the pre-test and post-test scores showed a significant result (t26=-14.30, p<0.01), and it was supported with the positive increase on the Learning Gain Score (LGS=3.18) which showed an increase in conceptual understanding and mastery in the learning competencies. Hence, there is sufficient evidence to show that the students’ scores improved significantly after being taught in computer-aided instruction. Therefore, the developed lesson plans with the integration of computer-aided instruction are excellently and effectively improved the students' conceptual understanding and mastery of the learning competencies.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Mahawan, A. M., & Celedonio, M. A. (2023). Effectiveness of Computer-Aided Instruction on Students’ Conceptual Understanding in Life Science. International Journal of Multidisciplinary: Applied Business and Education Research, 4(2), 388-401. https://doi.org/10.11594/ijmaber.04.02.06
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White, C.S., & Hubbard, G. (1998). Computers and Educa-tion. New York: Macmillan Publishing Company
Achuonye, A. (2011). Using computer in science class: The interactive effect of gender. Journal of African Studies and Development, 3(7), 131–134.
Bernardo, A.B., Limjap, A., Prudente, M., & Roleda, L., (2008). Students' perceptions of science classes in the Philippines. Asia Pacific Education Review, 9(3), 285-295.
Brecht, H.D. & Ogilby, S. M., (2008). Enabling compre-hensive teaching strategy: Video lectures. Journal of Information Technology Education, 7(1) 10. http://www.informingscience.org/jite/vol7/jite/Vol.7,2/6/10.
Broto, A. S., (2016). Statistics Made Simple (2nd Edition) Quezon City, Philippines. National Bookstore.
Corpuz, E. 1998. Effects of a computer instruction pro-gram on college students' performance in solving simple problems in mechanics, Master's thesis, De La Salle University, Manila.
Carido, C., & Bautista, J. (2000). Correlation analysis of admission test and academic performance in mathematics of freshmen students in Notre Dame University. N.D.U. Faculty Journal, 1.
Desberg, P. (1994). Hypre interactive C.A.I.: Using Hy-percard to Develop Computer-assisted Instruction. Massachusetts: Allyn & Bacon.
Diculen, L. B.. (2002). Design development and summa-tive evaluation of computer-assisted instruction (C.A.I.) on selected topics in high school physics. MMSU CTE Research Journal, 1(1). http://ejournals.ph/form/cite.php?id=9287
Fetalvero, E. G., 2017). Consensus-based education: Its effect on college students' achievement in Bioen-ergetics as moderated by gender and learning styles. Journal of Baltic Science Education, 16(4), 533-548. https://search.proquest.com/openview/4313ed8bcbe4529bd58f1c22e17e351f/1?pq-origsite=gscholar&cbl=4477238
Finky, D. L. (2005). Integrated course design. Manhattan, KS: The IDEA Center. http://ideaedu.org/wpcontent/uploads/2014/11/Idea_Paper_42.pdf.
Gredler, M. E. (2004). Games and simulations and their relationships to learning. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communi-cations and Technology (2nd ed), 571-82, Mah-wah, NJ: Lawrence Erlbaum Associates.
Hennessy, S., Deaney, R., & Ruthven, K., (2015). Situated expertise in integrating use of multimedia simula-tion into secondary science teaching. https://doi.org/10.1080/09500690500404656.
Huppert, J., Lomask, S. M., Lazarowitz, R., & Lomask, S. M. (2010).: Students' cognitive stages, science process skills and academic achievement in mi-crobiology. International Journal of Computer Simulations in the High School, 37–41. http://dx.doi.org/10.1080/09500690110049150
Imam, O., (2010). Reading skill predictors of students' performance in Mathematics and Science. Un-published Doctoral Dissertation, Notre Dame Uni-versity, Cotabato City, Philippines.
Imam, O. A., Mastura, M. A., Jamil, H., Ismail, Z., City, C., Avenue, S., & City, C. (2014). Reading comprehen-sion skills and performance in science among high school, 29, 81–94.
Jamwal, G., (2012). Effective use of interactive learning modules in classroom study in computer science. All Graduate Plan B and other Reports,318. https://digitalcommons.usu.edu/gradreports/318
Keles, E., & Kefeli, P., (2010). Determination of student misconceptions in "photosynthesis and respira-tion" unit and correcting them with the help of C.A.I. material. Procedia Social and Behavioral Sci-ences, 2, 3111-3118. https://doi.org/10.1016/j.sbspro.2010.03.474
Kose, S., (2008). Diagnosing student misconceptions: using drawing as a research method. World Ap-plied Science Journal, 3(2), 283-293. https://www.researchgate.net/publication/239919266_Diagnosing_Student_Misconceptions_Using_Drawings_as_a_Research_Method
Lapada, A. A., & Lapada, A. A., (2017). Audio-visual aided instruction in science among high school students in the Philippines. International Journal of Educa-tion and Research, 5(7), 139–156.
Limjap, A., Santos, G. N., Rose, M., Lapinid, C., & Roleda, L., (2017). Gearing K to 12 Philippine Science for National Development and ASEAN Competitive-ness, (March Edition). https://doi.org/10.1166/asl.2017.7497
McFarlene, A., & Sakellariou, S., (2002). The role of I.C.T. in science education. Cambridge Journal of Educa-tion, 32(2), 219-232
McKeachie, W. (1999). Teaching Tips. (10th ed.) Boston: Houghton Mifflin
Meltzer, D.E. & Manivannan, K., (2002). Transforming the lecture-hall environment: The fully interactive physics lecture. American Journal of Physics, 70(6), 639-654.
Mishra, S., (2001). Designing online learning. Vancouver, Canada: Commonwealth of Learning. http://outerlimitresearch.wikispaces.com/Research
Navarra, T. (1997). Personality traits and performance in science of students in selected Notre Dame high schools. Unpublished Master's Thesis. Notre Dame University, Cotabato City, Philippines.
Parker, J.M., Andreson, C.W., Heidemenn, M., Merrill, Merritt, B., Richmond, G., & Urban-Laurian, M., (2012). Exploring undergraduates' understanding of photosynthesis using diagnostic question clus-ter. CBE-Life Science Education, 11, 47-57. https://www.lifescied.org/doi/pdf/10.1187/cbe.11-07-0054
Rutten, N., Joolingen, W. R. Van, & Veen, J. T. Van Der. (2012). The learning effects of computer simula-tions in science education. Computers & Educa-tion, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Smetana, L. K., & Bell, R. L. (2012). Simulations to sup-port science instruction and learning : A critical review of the literature. International Journal of Science Computer, 37–41. https://doi.org/10.1080/09500693.2011.605182
Svandova, K., (2014). Secondary schools' misconcep-tions about photosynthesis and plant respiration; Preliminary results. Eurasia Journal of Mathemat-ics, Science and Technology Education, 10(1), 59-67. https://www.researchgate.net/profile/Katerina_Gazova/publication/287299200_Secondary_School_Students'_Misconceptions_about_Photosynthesis_and_Plant_Respiration_Preliminary_Results/links/56b8879708ae44bb330d2ca8.pdf
Tambade, P. S., & Wagh, B. G., (2011). Assessing the ef-fectiveness of computer-assisted instructions in physics at undergraduate level. Eurasian Journal of Physics and Chemistry of Education, 3(2), 127–136.
Tanner, K., & Allen, D., (2005). Approaches to biology teaching and learning: Understanding the wrong answers-teaching toward conceptual change. Cell Biology Education, 4, 112-117. https://www.lifescied.org/doi/full/10.1187/cbe.05-02-0068
Tatar, E., & Oktay, M., (2007). Students' misunderstand-ing about the energy conservation principle: a general view to studies in literature. International Journal of Environment and Science Education, 2(3), 79-81. https://files.eric.ed.gov/fulltext/EJ901271.pdf
Tenizo, E. (2006). The factors related to the science edu-cation performance of fourth year students in the public high schools in Region XII. Unpublished Doctoral Dissertation, Notre Dame University, Co-tabato City, Philippines.
Tubeza, P. (2009). We aren't better than we were 10 years ago. http://www.undp.org.ph/?link=news&news_id=231&fa=1
Underwood, J.D.M. & Underwood, G. (1990). Extending Children's Minds. Massachusetts: Basil Blackwell Ltd.
White, C.S., & Hubbard, G. (1998). Computers and Educa-tion. New York: Macmillan Publishing Company