The URSP Research Journal | Volume 6, No.

1 | JUNE 2020
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Impact of Using Computer-aided Instruction (CAI) in the Performance

of Grade 8 Students in Araling Panlipunan

Marlex M. Estrella
Jalajala National High School
marlexm.estrella@gmail.com
Abstract
This study aimed to assess the impact of using computer-aided instruction (CAI) in the performance of
Grade-8 students in Araling Panlipunan of Jalajala National High School, school year 2017-2018. The researcher
used experimental research design. This study focused on randomly selected eighty (80) students from the two
sections as controlled and experimental group. The researcher administered teaching using traditional instruction
and computer aided-instruction. A researcher made 20-item questionnaire is used to gauge the performance of
students during pre-test and post-test.
During pre-test, controlled group got the mean percentage score of 23.50% while the experimental group
got the mean percentage score of 27.00% and that both belonged to non-mastery level. During post-test, controlled
group got the mean percentage score of 48.13% with non-mastery, while experimental group got the mean
percentage score of 68.50% with nearing mastery level. It was revealed that there is no significant difference in the
pre-test results between controlled and experimental group, since the P value of 0.136 is greater than .05 level of
significance. In terms post-test results, it was revealed that there is significant difference, since the P value of 0.000
is less than .05 level of significance.
Based on the findings, it is concluded that teaching using computer-aided instruction has better impact on
student’s performance. It is also recommended that Araling Panlipunan teachers should teach frequently using
computer-aided instruction. Teachers should increase their competencies in crafting computer-aided instruction
through seminars, training and school based learning action cell (LAC).
Keywords: computer-aided instruction, student’s performance, impact

Keywords: There should be at least three (3) keywords to assist in indexing the paper and identifying qualified
reviewers

Introduction 2010 known as Policy Guidelines on the

Implementation of the 2010 Secondary Education
Educational equipment like computers and Curriculum in the delivery of curriculum reiterates the
computer-related peripherals, have grown massively use of ICT as integral and shall pursue in school
and have invaded many areas of our lives. The so through various instructional media. Department of
called 21st century learners, the ICT citizens are fun of Education Order No. 31 series 2012 known as Policy
using it as stage to bring entertainment, Guidelines in the Implementation of Grades 1 to 10 of
communications, researches and even tool for storage. the K to 12 Basic Education Curriculum encourages to
Principals, teachers and parents are also giving efforts utilize web-based resources and video materials to
to provide the said stuff in recognition of its value in enrich and deepen students’ understanding. Essentially
students’ learning. Instructions in formats like power the demands in using computer and its peripherals to
point presentations, videos, illustrations and sounds provide CAI in teaching is high. The term “learning
are examples of media in which computer is of great through computers” as discussed by Serin (2011)
help. Teachers who are using computer-aided involves the use of computer as an aid for teacher to do
instructions capture students’ interest and extend more his/her presentations and/or to get learners to practice
focus. and drill. Computers are used to enhance interactive
In light of this, the Department of Education activities, to provide immediate feedback and facilitates
through Department of Education Order No. 76 series retention and to enable learner at diverse level to work

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on their pace. This innovation is definitely favorable to attended several seminars and training related to
meet learning outcomes and students’ performance information and computer technology. This figure
along with other basic resources in school. As cited by means that majority of teachers are using computer
Tolbert (2015) computer-aided instruction was defined aided instruction and attending capability
as the use of computer in education to teach and learn enhancement. In school year 2016-2017 and 2017-
while providing instruction in remediation to test 2018, the students got the mean percentage score from
comprehension. According to Mann (2009) computer June to October of 60.16% and 63.19% in Araling
aided-instruction or computer-assisted instruction Panlipunan, which means it is below the target of
(CAI) frequently means different things to different mastery level. With this condition, the researcher is
people and that method used active developer is very much interested in conducting this study to assess
associated with a particular definition of multimedia the impact of using computer-aided instruction (CAI)
learning. Multimedia learning just computer-aided in students’ performance in Araling Panlipunan. The
instruction utilizes computer desktop, laptop, media result of this study will provide concrete data for
player and others. Whitworth (2007) stated that in curriculum supervisor and school head in the impact of
social studies classrooms, using technology, students CAI in students’ performance. It will serve as gauge as
may gain access to expansive knowledge, broaden their to continue the frequent use of CAI in teaching and
exposure to diverse people and perspective and engage learning episodes. It may add reason among
in critical thinking activities necessary for citizenship stakeholders to increase their support in school’s
education. pursuit to provide facilities and equipment related to
In a study conducted by Ragasa (2008) information and computer technology.
comparing the results using two methods of teaching, it This study focused on randomly selected eighty
was determined that the achievement posttest of the (80) students from Grade 8-Aguinaldo as controlled
treatment group whom though using computer aided group and students from Grade 8-Rizal as experimental
instruction has higher estimated marginal means as group under Araling Panlipunan subject of Jalajala
compare to controlled group taught using traditional National High School for the school year 2017-2018. It
method. In the comparison conducted by Alvarez made used of researcher made twenty-item
(2010) focusing on the pre-test and posttest results questionnaire in determining their performance in
using computer aided-instruction and its effects on Araling Panlipunan during pre-test and posttest.
student’s achievement in science and technology III, it Specifically this study aimed to determine performance
was found out there is no significant difference on the of grade 8 students in Araling Panlipunan in pre-test
mean scores of both controlled and experimental group. and posttest using two methods, teaching using
The posttest results on the other hand revealed traditional instructions and computer-aided instructions.
improvement in students performance and that there is Likewise, it sought to answer if there is any significant
a significant difference between controlled group difference that exists between pre-test and posttest
taught not using computer-aided instruction and results using two methods of teaching, teaching using
experimental group taught using computer-aided traditional instruction and computer-aided instruction.
instruction.
Teachers of Jalajala National High School
(JNHS) create, store, implement and adhere the use of Theoretical Framework
computer in teaching Social Studies among students. This study was anchored on the Theory of
JNHS also provided computer laboratory, and acquired Effective Computer-based Instruction for Adults.
more televisions, DLPs and speakers to be utilized in According to Lowe (2004) this theory presents
teaching. Teachers are doing sort of sharing and components that impact effectiveness of computer
banking of computer-aided instruction over time. It based-instruction for adults. It includes learning
was observed that many teachers are using the said outcome, self-directedness, computer self-efficacy,
equipment in the delivery of instruction as students learning goal level, instructional strategy design,
thrive to meet the expected aftermaths. According to computer based instruction (CBI) design and external
data, about twenty-seven (27) or 75% out of thirty-six support. The learning outcomes deals with meeting
(36) teachers are using computer-aided instruction in goal through relevant instruction carried out through
their weekly teaching. About thirty (30) of them computer. Self-directedness deals on approach
allowing learners to become motivated in assuming

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ones responsibility and collaborative control of mental validity of researcher made twenty-item questionnaire.
and contextual processes for meaningful educational Necessary lesson plan, power point presentation, video-
results. Computer self-efficacy deals on ones capacity clip printed materials and assessment tools as part of
to successfully engage in CBI. The learning goal level teaching using computer-aided instructions were turned
deals as necessary performances enabling effective over to Grade 8 Araling Panlipunan Teacher in
cognitive and psychomotor domains towards the preparation for the conduct of research. Considering the
desired outcomes. Instructional design speaks of three (3) learning competencies in preliminary weeks of
essential process for content in terms of sequencing, fourth quarter, the teacher started teaching using two
presenting, decision-making and delivery. CBI design methods, teaching using traditional instructions and
talks about programming content and design, while teaching using computer-aided instruction for
external support deals process and design outside the controlled and experimental group respectively. Pre-
CBI. test and post-test are administered as gauge of their
This study and the abovementioned theory is performance. Both test are retrieved and subjected for
related since both speaks instruction using computer. It data analysis and interpretation.
also focuses with learning outcome set to achieve The researcher also sought the parental consent
before administering two methods of teaching and as for students who joined the study and explained well
measured by researcher’s made questionnaire during that all data derived from their participation will be
pre-test and post-test. The computer-aided instruction treated with high level of confidentiality and will be
played a vital role in achieving the learning outcome utilized to serve the aim of the study.
subjected into analysis and interpretation. The
instructional strategy design coincides on how the Findings
prepared instruction and materials that utilized Upon implementation of the study, the
computer realized during the two-week teaching and researcher came up with the following presentation of
learning episodes between controlled and experimental data, analysis, findings and reflections.
group. Part of this research is the preparation of two-
week lesson plan, power point presentation, and printed Table 1. Performance of Grade 8 Students in Araling
text, illustrations, downloading of video-clip, exit forms Panlipunan during Pre-test and Post-test Using Two
and assessment tools. The respondents whom Methods of Teaching
instruction aided by computer determined efficacy in
terms of their mean percentage score. Group Methods Mean Percentage Mastery Difference
of ore (MPS) Level
Teaching Pre-test Post-
Methodology Used test
This study used the experimental method of
Controlled traditional 23.50% 48.13% Non- 24.63%
research. According to Matira (2016), experimental instruction mastery
research is a research design wherein the researcher
manipulates one or more independent variable or Experimental computer- 27.00% 68.50% Nearing 41.50%
aided mastery
grouping variables and then observes the impact of that instruction
manipulation on one or more dependent or outcome (CAI)
variables. The basic question posted in this research
concerns on what extent a particular intervention causes Table 1 shows the performance of grade 8
a particular outcome. The researcher found this design students in Araling Panlipunan during pre-test and post-
suitable since this study have grouping variables for test using two methods of teaching. In terms of pre-test
controlled and experimental and it sought to determine controlled group got the mean percentage score of
particular effects or outcomes in students’ performance 23.50% while experimental group got the mean
in teaching using traditional instructions and teaching percentage score of 27.00%, both group are under non-
using computer-aided instruction. mastery level. In terms of post-test, controlled group
The researcher sought permit from the school got the mean percentage score of 48.13% under non-
head and district supervisor to conduct the study. mastery level, while experimental group got the mean
Teachers from Bayugo National High School and percentage score of 68.50% under nearing mastery
Bagumbong National High School determined the level. Comparing pre-test and post-test results,
controlled group got the difference of 24.60% while

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experimental group have difference of 41.50% 1. During pre-test, both the respondents
respectively. from controlled and experimental group
It can be noted that teaching using computer- performed with non-mastery level. During
aided instruction (CAI) has better impact in students’ the post, respondents from experimental
performance as compare to teaching using traditional
group taught using computer aided
instruction. The post-test revealed that experimental
group after teaching using CAI, the students performed
instruction performed better with nearing
nearing mastery level as compare to controlled group mastery level compared to controlled group
whom students performed under non-mastery level. taught using traditional instruction who still
Table 2. T-Test on the Significant Difference performed with non-mastery level.
between the Pre-Test and Post-Test Results 2. There is a significant difference in the
Pre-test Post-test performance of the respondents between
Group Mean SD P- Mean SD P-
value value
controlled and experimental group during
Controlled 4.70 1.70 0.136 9.63 4.14 0.000* post-test using both methods of teaching.
Experimental 5.40 2.39 13.70 3.29 Teaching using computer aided-instruction
*p < 0.05
resulted with favorable impact in the
Table 2 shows the t-test on the significant respondents’ performance in Araling
difference between the pre-test and post-test results Panlipunan.
between controlled and experimental group. It can be
gleaned from the table above, that there is no Recommendations
significant difference in the pre-test results between Based on the findings and conclusions, the
controlled and experimental group using two methods
following recommendations are hereby presented:
of teaching, since the P value of 0.136 is greater than
.05 level of significance, therefore the null hypothesis 1. Araling Panlipunan teachers should
which states that there is no significant difference that frequently administer computer-aided
exist in the pre-test results between controlled and
instruction in teaching Araling Panlipunan
experimental group using two methods of teaching, is
failed to reject. The two groups of respondents are 8 and to the rest of the grade level.
found on the same level of understanding before the 2. Continuous enhancement of teachers’
lesson was taught and before administering the two
knowledge and skills in crafting lessons
methods of teaching. The post-test results between
controlled and experimental group using two methods
using computer aided instruction in the
of teaching revealed significant difference, since the P form of power point presentations, printed
value of 0.000 is less than .05 level, therefore the null materials, video-clip, mp3 format, offline
hypothesis which states that there is no significant and on-line application and other
difference that exist in the post-test results between application may be conducted within
controlled and experimental group using two methods schools and other educational venue.
of teaching is rejected. It can be noted that the impact
in using computer-aided instruction in the performance 3. Instructional leaders and supervisors
experimental group is better comparing to the may continuously encourage teachers to
performance of controlled using trading instruction or apply computer aided instruction in their
without using computer aided instruction. daily teaching and learning episodes.
4. Future Researchers may replicate this
Conclusions study with bigger number of respondents
and consider other factors like perception
Based on the presentation, analysis and
of students, problems encountered in the
interpretation of data, the following conclusions
delivery of CAI, administering more types
were generated:

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of assessment and even conducting Ragasa, C. Y. (2008, November 1). A Comparison

qualitative analysis to supplement relevant of Computer Assisted Instruction (CAI) and
conclusions. Traditional Method of Teaching of
Teaching Statistics University of the East,
References Manila:. Retrieved December 10, 2017
Alvarez, M. D. (2010). The Effect of Computer- from
aided Instruction on the Academic https://www.jse.amstat.org/v16n1/ragasa.ht
Perofmance of Third Year Students in ml
Science and Technology III at Cawayan
Integrated Shool, Division of Nothern Serin, O. (2011). The effects of computer based-
Samar. Retrieved January 5, 2018 from instruction on the achievement and
https://www.academia.edu/326799/_THE_ problem solving skills of science and
EFFECT_OF_COMPUTER- technology students. TOJET The Turkish
AIDED_INSTRUCTION_ON_THE_ACA Online Journal of Educational Technology,
DEMIC_PERFORMANCE_OF 10(1). Retrieved January 5, 2018 from
THIRD_YEAR_STUDENTS_IN_SCIENC https://www.tojet.net/artciles/v10il/10119.p
E_AND_TECHNOLOGY_AT_CAWAYA df
N_INTEGRATED_SCHOOL_DIVISION_
OF_NORTHERN_SAMAR Tolbert, E. J. (2015). The Impact of Computer-
aided Instruction on Student Achievement.
Lowe, J. S. (2004). A theory of effective computer- Retrieved December 10, 2017 from
based instructions for adults . Retrieved https://digitalcommons.gardner-
November 4, 2017 from webb.edu/education_edt
https://digitalcommons.lsu.edu/gradschool_
dissertations/1143 Withworth, S. A. (2007). Secondary World history
teacher's integration of technology into the
Mann, B. (2009, February). Computer-Aided classroom: a mixed method approach.
Instruction. Retrieved November 25, 2017 Retrieved Novermber 25, 2017 from
from https://scholarcommons.usf.edu/etd.
https://www.researchgate.net/publication/2
28176284

Proposed

Area
Person Time Source Success
Thrust Objectives Programs/ project Budget
Involved Frame of Fund Indicator
Staff 1.Increase Project APSLAC Principal June 15- Php MOOE Conducted
Development teachers’ (Araling Panlipunan - AP 30, 2018 1,500.00 and properly
competencies School’s Learning Action Coordinator documented
in crafting Cell) AP AP-SLAC
CAI Teachers
1. Conduct of skills Invited
inventory in ICT among Speaker
AP Teachers.
2. Crafting of AP-SLAC
Plan.
3. Conducting AP-SLAC

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4. Atten seminars and

training related to ICT
5. Viewing of AP Class
Demonstration using CAI
6. Sharing of thoughts
7. Awarding of
Certificates
Curriculum 2. Enrich PROJECT EAPI Principal July 1-15, Php MOOE Teachers
Development Araling (Enrich Araling AP 2018 1,500.00 produced
Panlipunan Panlipunan Instructions) Coordinator and stored 40
Instructions 1. Revisit previous year’s AP CAIs for
least mastered skills in Teachers lesson
Araling Panlipunan execution.
2. Consolidate the data
and craft computer aided
instructions
3. Presentation and
critiquing of CAI
4. Banking of CAI
through flash drive, CDs
and book binding.

Students’ 3. Increase PROJECT GE-CAI Principal August 1- Php MOOE At least

Development students (Go for Excellence AP 30, 2018 2,500.00 and proposed an
achievement through Computer Aided Coordinator and Canteen action
in Araling Instructions) Supply September Fund research ,
Panlipunan 1. Continue the Action Officer 1-30, GCs was
Research about Impact of AP 2018 created, CAI
CAI to Students Teachers were shared
Performance in Araling and quiz bee
Panlipunan using CAI
2. Creating GC in every was
grade and section and conducted
sharing of ppt, word,
pictures and videos
3. Using power point
presentation in quiz bee
during History Month and
AP Month

Facilities 4. Add CAI PROJECT AMM-CAI Principal October 1 Php MOOE Procured and
Development peripherals (Acquire More Materials Custodian - 15,000 and maintain any
(flat for utilization of SPT December Donations of flat
televisions, Computer Aided AP 31, 2018 television,
speakers, Instructions) Teachers speaker, cord
extension 1. Include in PIA and AIP or DLP.
cord and the acquisition of any of
DLPs) flat televisions, extension
cords, speakers and dlp.
2. Look for possible
sponsors/projects or alot
budget as possible.
3. Procure the items,
install, entrust and
maintain.

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