CHAPTER I

THE PROBLEM

Introduction

The use of modern technology in present society has been

enjoying by many people for a long time. When gadgets like

computers were invented, they have brought amazing aid to

people. Before, they made use of the traditional tools, but as

this machine came, it gave advantage to make people’s lives a

lot better.

From traditional setting of classroom with chalkboard and

books that are being used to teach students, the field of

education has been enormously changed. The use of technologies

that are present in this society – laptops, projectors,

computers and educational TV have changed the educational

setting.

As avouch that technology revolutionizes relentlessly,

laptops have been also handy to the learners and teachers as

well in the present. With its increasing population of users,

multi-functionality, convenience, and connectivity have opened

the doors for learning. It is no doubt that the students utilize

this technology to help them in education. Moreover, these handy

computers keep students connected to the Internet, enhancing

their academics.
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Nowadays, students and teachers want a handy and accessible

tools for learning and teaching. It enables them to learn and

to teach respectively in their particular subjects in a more

convenient way. Modern technology helps to improve the educative

process.

Mathematics subject is a tough one specifically when one

lacks resources about it. Nowadays, students are inclined to

surf the internet to look for their queries regarding specific

topics. But not every educational site or electronic textbooks

are reliable when students look for answers. Portability is

important for a gadget, but a gadget is most praised for its

ability to connect to academic resources.

Furthermore, mathematics is a subject that hated by most

of the students because of its complexity and unknown symbols.

Through technology, the students find information about the

subject matter. It helps them to make learning faster and

interesting in some way.

According to Bonifacio (2013), ICT can be used to improve

the quality of learning. Motivation to learn, mastery of basic

concepts, and development of higher order thinking skills and

lifelong learning skills are promoted with its aid in teaching.

The primary factor that influences the effectiveness of learning

is not the availability of technology, but the pedagogical

design for effective use of ICT.

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E-journals offer unlimited accessibility to the user. No

longer does the patron have to come to the library to obtain a

copy of the article as they are available at the same time for

readers all around the world, round the clock across

geographical barriers, makes them omni present. E-journals have

revolution the information seeking activity of researchers.

Information is no longer confined within the four walls of a

physical building called library but is virtually omnipresent

in the form of e-journals (Bonifacio, 2013).

This journal helps in searching different topics in various

subjects, like English, mathematics, science, history and

others. Consequently, most of the students didn’t use this

journal in searching but they make use of the internet.

Computer aided instruction is an opportunity to tools and

resources. It makes learning more modified and crafts bridges

over the gaps between the teacher and student. The greatest

contribution of this CAI is that it gives users access to lots

of content anywhere, anytime. This software is like a book but

it just only accessible with the use of laptop or desktop.

Definitely, CAI is a useful tool and especially designed

for teaching mathematics. This tool will ensure a good scaffold

for the teachers to provide quality education. Technology is

very present in this 21st century and CAI is an application in

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which will utilize the use of technology in the classroom

setting.

This study will explore the role of technology in learning

mathematics and the effectiveness of the developed instructional

material.

Statement of the Problem

This study aimed to develop a Computer-Aided

Instructional Tool on the selected topics in Mathematics

Grade10.

Thus, this study provides answers to the following

questions:

1. What is Computer-Aided Instruction?

2. What is the level of acceptability of teachers and

students along:

a. Content quality

b. Design; and

c. Technical quality/Functionality

3. Are there significant relationships between the

respondents among the components of CAI?

4. Is there significant difference between the level of

acceptance of teachers and students?

Significance of the Study

This study is significant in developing a Computer- Aided

Instructional Tool on selected topics on Mathematics. The

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researchers believe that this study is beneficial to the

following:

Grade 10 Students. The use of Computer- Aided Instruction

Tool guarantees motivation and active participation of students

in the teaching –learning process. This will offer a learning

environment where students will have greater opportunity to

explore the lesson and consequently increase their proficiency

level and performance. Aside from the dynamic appeal of the

material, there is an assurance of learning the concepts in

Mathematics for students due to the accurate presentation of

the lessons using the developed Computer - Aided Instruction

Tool. Moreover, this Computer -Aided Instruction tool would be

an effective opportunity for enhancing the students’ proficiency

level and performance in learning mathematics.

Teachers. The results of this study may encourage

instructors who teach Mathematics to use Computer - Aided

Instruction tools in teaching. It may also encourage other

teachers to use the same mode of instruction in teaching their

subjects inside their classes. The material is a Computer -

Aided Instructional tool which will ensure the convenience of

the reference.

College of Education. This may serve as a beginning of

the development of the instructional materials to adapt to the

rapid technological change and the relentless demand for

technology integration in classroom instruction.

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School Administrators. Administrators may encourage their

institution to improve the mode of instruction with the use of

the Computer -Aided Instructional tools. It may also encourage

the administrators to integrate other Computer - Aided

Instruction tools to supplement the traditional mode of

instruction. It will also open an opportunity for the

administrators to conduct training programs in using Computer -

Aided Instruction tools as a mode of instruction to teachers

who are not proficient and skillful enough in using such

materials.

Researchers. This study may provide records as to the

validity of the developed Computer-Aided Instructional tool in

refining the educational achievements of students in different

subject areas of professional and general education. The study

may provide insights to other researchers in the use of Computer-

Aided Instructional tools in the mode of instruction.

Scope and Delimitation

This study focused on the development of computer - aided

instruction in teaching mathematics in University of Nueva

Caceres. It was conducted from June to October 2017. It involved

40 Grade 10 students and 10 teachers who validate the CAI with

a total of 50 respondents.

The content of the CAI only involved selected topics in

Mathematics 10.
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Theoretical Framework

The theoretical framework is a guide for the researchers

in the conceptualization of the study. This study is anchored

on the Clark’s and Mayer’s (2011) Cognitive Theory of Multimedia

Learning, Jean Piaget’s Cognitive Theory of Development and

Constructivism.

Cognitive Theory of Multimedia Learning presents principles to

guide designers of multimedia and e-learning in the presentation

of textual, graphical, video and audio information for optimal

learning. The multimedia principle states that “people learn

more deeply from words and pictures than from words alone”

(Mayer). The theory has three main assumptions in terms of

effective learning through multimedia: (1) there are two

separate channels (auditory and visual) for processing

information (sometimes referred to as Dual Coding Theory); (2)

each channel has a limited (finite) capacity (similar to

Sweller’s notion of Cognitive Load); and (3) learning is an

active process of filtering, selecting, organizing and

integrating information based upon prior knowledge. Mayer

discussed the role of three memory stores: sensory (which

receives stimuli and stores it for a very short time), working

(where we actively process information to create mental

constructs or “schema”) and long-term (the repository of all

things learned). Mayer’s theory states that the brain does not

process a multimedia presentation of words, pictures and

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auditory information in a mutually exclusive way but instead

the brain selects and organizes these elements to create

mentally logical constructs. Mayer’s research is commonly cited

to elaborate on how retention and transfer of information

happens during cognition with to the use of multimedia in the

mode of instruction. His cognitive theory of multimedia learning

is backed-up with seven main principles which are as follows:

(1) Multimedia principle: Students learn better from words and

pictures than from words alone. (2) Spatial contiguity

principle: Students learn better when corresponding words and

pictures are presented near, rather than far from, each other

on the page or screen. (3) Temporal contiguity principle:

Students learn better when corresponding words and pictures are

presented simultaneously rather than successively. (4) Coherence

principle: Students learn better when extraneous words,

pictures, and sounds are excluded. (5) Modality principle:

Students learn better from animation and narration than from

animation and onscreen text. (6) Redundancy principle: Students

learn better from animation and narration than from animation,

narration, and on-screen text. (7) Individual differences

principle: Design effects are stronger for low-knowledge

learners than for high-knowledge learners and for high-spatial

learners than for low-spatial learners.

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THEORIES

Clark and Mayer's Cognitive Theory of

Multimedia Learning

Jean Piaget's Cognitive Theory of

Development

Constructivism...

Figure 2. Paradigm of Theoretical Framework

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Another study is anchored on Jean Piaget’s Cognitive Theory

of Development which is a comprehensive theory about the nature

and development of human intelligence. The theory deals with

the nature of knowledge itself and how humans gradually come to

acquire, construct, and use it. Piaget's theory is mainly known

as a developmental stage theory.

To Piaget, cognitive development was a progressive

reorganization of mental processes resulting from biological

maturation and environmental experience. He believed that

children construct an understanding of the world around them,

experience discrepancies between what they already know and what

they discover in their environment, then adjust their ideas

accordingly. Moreover, Piaget claimed that cognitive

development is at the center of the human organism, and language

is contingent on knowledge and understanding acquired through

cognitive development. Piaget's earlier work received the

greatest attention.

Child-centered classrooms and "open education" are direct

applications of Piaget's views. Despite its huge success,

Piaget's theory has some limitations that Piaget recognized

himself: for example, the theory supports sharp stages rather

than continuous development.

According to constructivist theories, learning is a social

advancement that involves language, real world situations, and

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interaction and collaboration among learners. The learners are

considered to be central in the learning process. Learning is

affected by our prejudices, experiences, the time in which we

live, and both physical and mental maturity. When motivated,

the learner exercises his will, determination, and action to

gather selective information, convert it, formulate hypotheses,

test these suppositions via applications, interactions or

experiences, and to draw verifiable conclusions. Constructivism

transforms today’s classrooms into a knowledge-construction site

where information is absorbed and knowledge is built by the

learner.

Jean Piaget and Lev Vygotsky are two eminent figures in

the development of constructivist theories. They share the

common belief that classrooms must be constructivist

environments; however, there are differences in terms of their

theories and variations as to how constructivism should be

carried out in classrooms.

In connection with Jean Piaget’s extensive research on

developmental psychology, it explains the learning process by

schemes (the organization of information on how things work),

assimilation (the placing of new information into schemes), and

accommodation (transforming existing schemes or creating new

ones). The motivation for learning is the predisposition of the

learner to adapt to his environment, hence to institute

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equilibrium between schemes and the environment. Continuous

interactions among existing schemes, assimilation,

accommodation, and equilibrium create new learning.

While based from Lev Vygotsky who is known for his theory

of social constructivism, believes that learning and development

is a collaborative activity and that children are cognitively

developed in the context of socialization and education. The

perceptual, attention, and memory capacities of children are

transformed by vital cognitive tools provided by culture, such

as history, social context, traditions, language, and religion.

For learning to occur, the child first makes contact with the

social environment on an interpersonal level and then

internalizes this experience. The earlier notions and new

experiences influence the child, who then constructs new ideas.

Vygotsky’s (1978, p. 56) example of being able to point a finger

displays how this behavior, which begins as a simple motion,

becomes a meaningful movement when others react to the gesture.

Conceptual Framework

This study entitled Math-Tech: a computer-aided instruction

in teaching mathematics aimed to develop a supplementary

material on selected topics in Mathematics Grade 10 specifically

about Statistics and Polynomial Functions. This will explore

the role of technology in teaching and learning mathematics.

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In formulation of the conceptual framework, the research

used the inputs (Independent Variable), process or throughput

and the outputs (Dependent Variable).

The input of the study included the developed instruction, its

functions, content, design, and how the program will be used in

teaching mathematics, it effectiveness, and measures that can

be proposed to improve computer aid teaching strategies in

mathematics.

In conducting the research, the following processes or the

throughput were used from the beginning. The researchers

formulated the title and submitted to the adviser for comments

and suggestions. Thereafter, suggestions and comments were

integrated. The program was developed and thoroughly enhanced.

The program was pre-tested and thereafter validated by the

teachers. Two kinds of questionnaires (for teachers and

students) were formulated and revised based on the researchers’

adviser’s corrections. The final copy was reproduced according

to the number of respondents.

The final copy after validation was administered. After a

week, the answered questionnaires were retrieved tabulation and

computation of data using the percentage and weighted mean

followed. The data in the form of table or graph were presented,

interpreted and given implications. The output of the study is

the computer aided instruction (CAI) in teaching Mathematics.

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INPUT PROCESS OUTPUT

Developed Formulation of a
Instruction, Its Title
Functions, Content, Revision
Design, And How Program was
the Program Will developed and
thoroughly
Be Used In Developed
enhanced. Program
Teaching was pre-tested and Computer-Aided
Mathematics, Its thereafter validated Instruction in
Effectiveness, Its by the teachers. Teaching
Importance, And Formulation of a Mathematics
Measures That Can Questionnaire
Be Proposed To Reproduction of
Improve Computer Copies of the
Aid Teaching questionnaire
Strategies In Administration of
Questionnaires
Mathematics.
Retrieval of
Questionnaires
Tabulation of Data
Statistical
Computation and
Interpretation
Statistical Tool
Used

Figure 1. The Conceptual Framework of the Study

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Definition of Terms

For the purpose of clarification and better understanding

of this research work, the following terms were defined as used

in the study.

Computer Aided Instruction (CAI). It is the Computer-Aided

Instruction. In this research it pertains to the web-based

application which contains instructional materials in selected

topics in Mathematics 10.

Content Quality. It is the characteristic of the CAI in

terms of the relevance of its content to the topic being

discussed. It will be evaluated through the use of rubrics with

the scale of 4 (Outstanding), 3 (Satisfactory), 2 (Good) and 1

(Poor).

Instructional Quality. It is the characteristic of the CAI

in terms of its instructional capabilities, its usability inside

the classroom instruction. It will be evaluated through the use

of rubrics with the scale of 4 (Outstanding), 3 (Satisfactory),

2 (Good) and 1 (Poor)

Math-Tech. It is the name of the CAI developed for the

subject Mathematics.

Software. It is the program that runs in the computer and

performs certain functions. In this research, those are the

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application software such as Adobe Master Collection CS6,

iSpring Converter, and MS Office.

Software Evaluation Form. It is the modified evaluation

form consisting of two parts: Content quality and Technical

quality using 4 rating scale (4) Outstanding (3) Satisfactory

(2) Fair (1) Needs Improvement.

Technical Quality. It is the characteristics of the CAI in

terms of usability and its ability to satisfy the user’s needs.

It will be evaluated through the use of rubrics with the scale

of 4 (Outstanding), 3 (Satisfactory), 2 (Fair) and 1 (Needs

Improvement).

Adobe Muse. It is the platform used in the CAI developed.

It means that the CAI was created with the browser - supported

programming language.
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