Evaluating the Effectiveness of Computer-based

Instruction as a Teaching Method

College of Information and Computer Sciences Department

King’s College of the Philippines

Manuel, Ervin L.
Introduction

Over the years, technology has been upgrading rapidly since the 1980’s up until now. We
are in a generation where technology has taken part in the human lives. There have been a lot of
successful inventions that most can agree on, which made life easier. One of them is the
invention of Computers.
A computer is a machine or device that performs processes, calculations and operations
based on instructions provided by a software or hardware program. It is designed to execute
applications and provides a variety of solutions by combining integrated hardware and software
components. Computers used for learning in schools and universities have been accepted in our
modern world to make teaching and learning easier for the students, teachers, instructors and
professors.
Computers are known to be beneficial in our education and at the same time dangerous.
Computers and the Internet have spawned new classroom problems. Teachers report rampant
copy-paste plagiarism, which does nothing to hone critical thinking skills. But students still play
online and local games in class. Some of the brighter ones learn to use school-issued computers
to hack into school networks and change grades.
This research importance stems from the importance of the topic it deals with, which is
considered very important for many parties. Moreover it will enable those concerned know how
to deal with the problem of computer-based instruction as a teaching method and its obvious
consequences on school students achievement. It also enables the students to know how to avoid
using computers of the school for unnecessary and personal interest.
The study aimed to achieve the following objectives:
1) To specify the impact of computer-based instruction as a teaching method in the
student’s academics.
2) To evaluate the effectiveness of the teaching method (Computer-based instruction) in
King’s College of the Philippines on CICS students’ academic achievement.

Definition of terms
A teaching method comprises the principles and techniques used for instruction.
Commonly used teaching methods may include class participation, demonstration, recitation,
memorization, or combinations of these. The choice of teaching method or methods to be used
depends largely on the information or skill that is being taught, and it may also be influenced by
the aptitude and enthusiasm of the students. It is the method of interpersonal influence which
aims to induce learning and the development of a student by different means.
Computer-based learning (CBL) is the term used for any kind of learning with the help of
computers. Computer-based learning makes use of the interactive elements of the computer
applications and software and the ability to present any type of media to the users. Computer-
based learning has many benefits, including the advantage of users learning at their own pace
and also learning without the need for an instructor to be physically present.
Computer-based learning is also known as computer-aided instruction.
Types of Computer Assisted Instruction
(according to Chapter 2 Computer Assisted Instruction and Learning issues)
1. Drill-and-practice
Drill and practice provide opportunities or students to repeatedly practice the
skills that have previously been presented and that further practice is necessary for
mastery.
2. Tutorial
Tutorial activity includes both the presentation of information and its extension
into different forms of work, including drill and practice, games and simulation.
3. Games
Game software often creates a contest to achieve the highest score and either beat
others or beat the computer.
4. Simulation
Simulation software can provide an approximation of reality that does not require
the expense of real life or its risks.
5. Discovery
Discovery approach provides a large database of information specific to a course
or content area and challenges the learner to analyze, compare, infer and evaluate based
on their explorations of the data.
6. Problem Solving
This approach helps children develop specific problem solving skills and
strategies.

Review of Related Literature

Success and benefits of computer-based instruction as a teaching method:

According to Fletcher (1990), people remember 20% of what they hear, 40% of what
they see and hear and 75% of what they see, hear and do. The fact that the computer can exercise
various senses and present information in a variety of media can enhance the learning process.
Meskill and Mossop (1997) reported that computers encourage learning as they provide a
stimulating environment and promote enthusiasm. Computers may help the reticent student who
is afraid to make mistakes in a classroom situation. (Chun, 1994; Meskill and Swan, 1996). They
are good for online reference which useful in a language learning situation (for example, online
dictionaries (Leffa, 1992)) and can cater for students of different abilities. Also, the ability to
provide quicker (and perhaps more directed) feedback is a further benefit of CAI.

It is still unclear exactly what type of instruction is suitable or preferable in a given

situation. However, several findings for CAI are generally accepted. CAI students have
improved attitudes to the learning process (Bielefeldt et al., 1997). Students using CAI have
performed moderately better than the control group (using various testing methodologies) (Kulik
et al., 1984). They take about 30% less time to complete their tasks (Fletcher et al., 1990).
Schmitt (1990) reports that CAI is at least as effective as non-computer based instruction.
Kosakowski (1998) summarizes the observed benefits of CAI, which are:

 the effective use of educational technology for drill and practice of basic skills
(Kulik, 1994)
 that students learn more, and more rapidly in CAI courses (Kosakowski, op. cit.)
 that the complex multimedia technologies available give learners have more
control over the learning process,
 that students feel more successful, are more motivated to learn and have increased
self-confidence and self-esteem (Bialo and Sivin-Kachala, 1996),
 that teachers and administrators can use computers and information technologies
to improve their roles in the education process.

There are many advantages of using computers in education. The learners can precede
their own pace or skip ahead or review. Computers are useful in developing students’ positive
attitude in learning. Their motivation increase and they improve their self-esteem. Connectedly,
computer-assisted instruction gives the students an opportunity to actively participate in the
learning process, and to learn through the use of multimedia, inside and outside the classroom
anytime of their preference (Brown, 2003; Cotton, 1991; Hannafin & Foshay, 2008; Kinney &
Robertson, 2003).
Apparently, CAI also found its niche in the teaching of mathematics Mohammed,
Awoyemi, Fakomogbon and Omiola (2014) showed that multiple representations have an
important role in developing children’s understanding of logical concepts. The different ways in
which multiple representations can be used to convey logical concepts significantly (Goldin &
Shteingold, 2001; Milovanović, Takači, & Milajić, 2011) found technology to provide multiple
representations in mlogic. The use of multimedia and computer-based tools can facilitate the
learner’s thinking that are dynamically linked to the concrete and symbolic representations. In
fact, Dimailig (2012) developed an interactive skill book in Mathematics V as a remedial and
enhancement material for students in mathematics. According to her, the interactive skill book as
an approach to teaching logic was effective compared to traditional method. Similarly, in the
study of Acuña (2010), she concluded that the developed interactive multimedia device helped a
lot to increase the level of performance of second graders in terms of their achievements. In fact,
De Leon (2014) used CAI as intervention strategy in different mathematics concepts and topic.

Equal success of computer-based instruction as a teaching method with other alternative teaching
method:
It has proved harder to show the educational advantage of computer-based instruction at
higher levels of education. Jamison et al. (1974), for example, reviewed nearly a dozen small-
scale studies of computer-based instruction in college classrooms. Most of these studies were
carried out in courses operated as part of research and development projects in computer-assisted
instruction. The results of the studies defied easy summary. At the college level, Jamison and his
colleagues were therefore able to draw only the conservative conclusion that computer-assisted
instruction was about as effective as traditional instruction when used as a replacement. Jamison
and his colleagues pointed out that it is broadly correct to conclude that, at the college level,
most alternative methods of instruction are equally effective.

Design and Methodology

There have been

Population and Sampling

The target population consists of random students from the CICS department of the
King’s College of the Philippines. A convenient sample was selected totaling 20 students from
the college department of KCP.

Study Instrument
A self-administrated questionnaire was designed according to research objectives and
hypothesis. The questionnaire was validated through the school’s instructors and experts’
opinions. After improving the instrument in terms of language, style, format, and content, it was
administered on the 20 students.
A Cronbach’s Alpha was also used to measure questionnaire internal consistency and
reliability. The subjects were asked to indicate their level of agreement corresponding to each
item and were rated at five point Likert Scale: strongly disagree = 1, Disagree = 2, Neutral = 3,
agree = 4, strongly agree = 5.

Data Collection and Analysis