MSU – Iligan Institute of

Technology
Tibanga, Iligan City, Lanao del Norte

Interactive Computer-Aided
Instruction for Primary Math
March 21, 2011

Encabo, Shiella Marie G. • Galenzoga, CesaJo M. • Sechong, Sheila May P.

• “…poor in Mathematics and Sciences.”
 – Galves, Lucky
• 44% of elementary students and 36% by the
secondary level, score poorly in science
and math areas.
 Introduction

Information and Communication

Technologies ( ICTs )
Simulation games (e.g Speed Math,
QuickMath)
Computer-aided instruction (CAI)
 Alternative Learning System (ALS)
Development of Multimedia
Technology


  Interactive Computer-Aided
Instruction (ICAI) for Primary
Math is an alternative learning
tool that will help supplement
the classroom learning
environment.
 Concerns

lack of educational resources

lack of interactivity
 Objective

 This study aims to develop

a multimedia content for basic
education specifically grade 2
Mathematics.



 Research Objectives

 Specific Objectives
1. To develop a common teaching method
of teachers that will support
different learning styles of
pupils
2. To adapt a basic teaching technique
that will serve as the basis for
the development of the CAI.
3. To design a graphical user
interface for Grade 2 pupils.
4. To evaluate the instructional
design through survey of
teachers and pupils in
mathematics.
 Scope and
Limitation

 development of multimedia
content
 limited to the current teaching
topics (lesson plan)
 a supplement material for the
student for learning primary
math
 Math operations: Multiplication,
Division, Addition, and
Subtraction
 Significance of
Research

 support and guide for

teachers
 increase the attention span and
interest of student
 allow students to actively
participate in the learning
process
 additional learning resource

 Approach

 The methodology used:

 ADDIE Model
 Software Development Methodology

 A DDIE
Analyze


 gather books and lesson plans

from different teachers
 we identified common specific
topics to be integrated to
our ICAI.
 Consultation of teachers 
 Story Board
Main


Multiplication
window

Topic 1 Topic 2 Topic 3 Topic 4

( intro ) ( lesson 1 ) ( lesson 2 ) ( lesson 3 )

Navigation tool for the main page of

Multiplication

Cat zooming-out
 D
A DIE

 Design
 Story board (sample)
 Conceptual possible characters
 Animation and transitions
 D
AD IE

 Develop
 Flash Pro 8
 Some editing tools for
graphics
 sounds were downloaded for
free (e.g. http://fxhome.com/sounds/)
 ActionScript 2 . 0
 Audacity 1.3 ( beta ) for
recording and sound editing
 I
ADD E

 Implement
 divided modules from the particular
storyboard to the members
 recorded voices for the conceptual
characters


•
•
 ADDIE

 Evaluate
 done through qualitative
measurement
 (giving questionnaires for
teachers’ comments and
reactions)
 We got some initial comments
from 6 different teachers.
 test to actual users.
DEMO
 Software
Development
Methodology
 SDM

 Analyze
 Requirement Analysis


DATA GATHERING

BRAINSTORMING

RECORDING
 SDM

 Data Analysis and System

Design
• The design stage was the process of
specifying how learning will occur.
The researchers prepared story
boards which served as the
blueprint for the project.



Storyboard
 Storyboard
Subtraction with Regrouping
-movie sequences-

Scene #1
Video Description: Title “Subtraction with
Regrouping” slowly appears one after the
other.
Venue: A boy in a boat moves from one
direction then to the next, again and again.

Scene #2
Video Description: A boy image and a
narration tells the pupil what tot subtract.
He/she must put the correct answer in
order to proceed.
Venue: clouds with a boy at the left

Back
• Flash Pro 8
• Audacity 1.3 Beta for sound editing and
voice recording
 Software Development
Methodology…
 Implement
 Code construction
 (using ActionScript2 .0)
Evaluation

 Testing and Evaluation




Activity Duration
(in weeks) Schedule
Jun July Aug Sep Oct
Requirement 4
Analysis

Data Analysis 4
and System
Design

Implementation 8

Testing 4

Deployment 2
 Results and Observations

asked six Grade 2 teachers to

evaluate the ICAI
5 students were tested (1 boy, 4
girls)

 The results were tallied for data

analysis and categorized as qualitative and
quantitative measurements.
 Teacher Evaluation Qualitative
No of Teachers
Respondents

Computer Skills

Figure 6.1 Bar Graph showing the choices of the teachers

respondents regarding the level of computer skills in using the
design
No of Teachers
Respondents

Recommendation

Figure 6 . 2 Bar Graph shows the

recommendations
 Quantitative

Figure 6.2 Presentation of Content

Figure 6.3 Evaluation for user interaction considerations
 Pupil ’ s Observation
Results

All of them were asked to perform

the operations.

3 of the pupils have knowledge on

using computers because this 2
played computer games through a
computer sealed in a wooden box.

After the testing sessions, they greatly expressed that they

want to use CAI in the future time and they had each a
favourite lesson-clip on their own, when asked what their
favourite lesson-clip out from they performed and they said,
“I love the addition part!”, “no, I like the subtraction better”,
“mine’s multiplication!”, and one kid said, “I like division!”.
 Recommendation

1.Since there is no single ICAI project

that will be sufficient for the need
of all Grade Two pupils, the
researchers recommend the following:

a.Enhancement of the animation /

images
c.Additional topics of mathematics
developed
c. Exploration of other subjects
2. Also, since software development is a
continuous process, further
improvements can still be
incorporated to the proposed ICAI
project:
a. The coverage of Addition to Division can be
extended to include other topics for Grade Two
pupils
b. Future researchers can develop ICAI Modules for
other Grade level as a supplement to traditional,
teacher-directed instruction
c. ICAI project for other subjects as well as for
other exceptionalities
d. Incorporate the use of logins and having a back-
end for storing scores from lessons and player-
list.
3. Considerations of incorporating
local content.
Thank You!!!
 Bibliography

 Articles and Journals Online



§ Existing Literature on Computer-Aided Instructions.

Retrieved July 13, 2010 from Web site:
http://www.lotsofessays.com/viewpaper/1683801.ht
ml.
§ Galvez, Lucky. (2009, May 15), Tools inTeaching
Basic Math. Retrieved from
http://www.slideshare.net/internscpu/trends-in-math-
teaching
§ Horton, William. Stairway to Expertise. Retrieved
August 11, 2010 from
http://www.writersua.com/articles/stairway/index.ht
 Bibliography

•
Articles and Journals Online


§ Math Learning Disability. Retrieve July 13, 2010 from

http://www.buzzle.com/articles/math-learning-
disability.html
§ Subramanian Savithri. Local Content Creation. Retrieve
July 12, 2010 from
http://www.unescobkk.org/fileadmin/user_upload/ict/e-
books/ICT_for_NFE/Local_Content_Creation_-
_Savithri_Subramanian_et_al..pdf
§ Tinio, Victioria L.. ICT in Education. Retrieve July 12,
2010 from
http://www.apdip.net/publications/iespprimers/ICTinEducati
on.pdf
 Bibliography

§
 Articles and Journals Online


§ Tinio, V. L. (2002). Survey of Information and Communication

Technology Utilization in Philippine Public High Schools [Online].
Retrived February 7, 2003 from the Foundation for Information
Technology Education and Development Web site:
www.fited.org/edventure/ictuse.doc.
§ The E SkwelaProject. Retrieved July 13, 2010 from eSkwel “ang
kwelang skwela” Web site:
http://eskwela.wikispaces.com/Project+Description.
§ Zhang, D. et al. (2006). Instructional video in e-learning: Assessing the
impact of interactive video on learning effectiveness. Retrieved August
11, 2010 from
http://www.qou.edu/homePage/arabic/researchProgram/eLearningResear
chs/instructional.pdf
§ Zoran Jeremi and Vladan Devedži. Design Pattern ITS: Student Model
Implementation. Retrieve July 12, 2010 from
 Bibliography

Book


§ Childcraft. (1993). Volumn XVI:

“Parent Guide and Index”, p. 38-39.
•
 Bibliography

 Websites


§ Blackwell, J. et al. (1997, February 20), SEEDS:

Multimedia Applications in Education. Retrieved
from http://web.viu.ca/seeds/mm/index.html
§ Explicit Teacher Modeling. Retrieve July 12, 2010
from http://fcit.usf.edu/mathvids/strategies/em.html
§ ICT applications in Literacy. Retrieve July 12, 2010
from
http://nationalstrategies.standards.dcsf.gov.uk/node/1
02715
§ Instructional Design. Retrieved June 27, 2010 from
Web site:
http://en.wikipedia.org/wiki/Instructional_design.

 Bibliography

Websites


§ Instructional Strategies. Retrieved July 12, 2010 from

http://www97.intel.com/in/ProjectDesign/InstructionalStrateg
ies/Modeling/
§ John Keller's ARCS Model of Motivational Design.
Retrieved June 27, 2010 from Web site:
http://www.nwlink.com/~donclark/hrd/learning/id/arcs_mode
l.html.
§ Life Skill Approach. Retrieve July 13, 2010 from
http://www.unicef.org/teachers/teacher/lifeskil.htm
§ Literacy Program. Retrieved August 7, 2010 from
http://www.tagumcity.gov.ph/literacy
%20program/litaltereducation?viewpage=true&pageID=13
•
 Bibliography

Websites


§ Multimedia Content. Retrieve July 12, 2010 from

http://www.ntchosting.com/multimedia/multimedia-
content.html
§ Instructional Strategies. Retrieved July 12, 2010 from
http://www97.intel.com/in/ProjectDesign/InstructionalStrateg
ies/Modeling/
§ Robert Gagnè'sNine Steps of Instruction. Retrieved June 27,
2010 from Web site:
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_
id.html.
§ The ADDIE Model. Retrieved July 13, 2010 from
Wikipedia Web site:
http://en.wikipedia.org/wiki/ADDIE_Model.
