Aguilar Integrated School

CHAPTER I

INTRODUCTION

Background of the Study (for TVL Track)

Rationale (for Academic Track)

The background of the study introduces the ideas and importance of

the research to the readers. The rationale tells why there is a need to do the

research. The background and rationale discusses key factors of why the

researcher want to do the research study.

*write at least 3 to 5 paragraphs of Background and Rationale of your

research study.

Example Background and Rationale:

Instructors in basic education are under pressure to provide more

effective and efficient learning environment and educational experiences to

their students. In elementary education, teaching serves as an important

vehicle for achieving institutional goals of enhancing students’ knowledge and

learning and engaging them in the learning community to prepare for future

citizen. Therefore, educators are always looking for different instructional

methods to make teaching - learning process more effective. (Yamauchi,

2008)

Engaging our students in the teaching - learning process will benefit

both the students and the teachers. It will make sure that there will be

learning after the lesson. But maintaining the interest of the students is one of

the problems encountered by the educators. Since interest of the students are

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still the same problem that the teacher faced every year and without the

student’s interest towards the subject, it will lessen the learning and as well as

the achievement level of the students.

Most of the learners get low scores during their quizzes and exams.

Aside from the low scores, based on the teacher’s statement that most of the

learners have the difficulty in participating in the class discussion resulting

that they may not really understand the lesson.

By incorporating multimedia in their instruction, teachers can capture

attention, engage learners, explain difficult concepts, inspire creativity, and

have fun. (Schroeder, 2014)

Multimedia facilitates mastering basic skills of a student by means of

drill and practice. It helps in problem solving by means of learning by doing,

understanding abstract concepts, provide enhanced access for teachers and

students in remote locations, facilitate individualized and cooperative learning,

helps in management and administration of classroom activities and learning

content, and simulate real life problem handling environments. Multimedia

Technology is used and experimented by various educational institutions of

all levels all over the world in their own designed modes. (Agarwal, 2012)

As students, it is important to find out the effectiveness of computer -

aided instruction in the academic achievement level of the grade 11 learners.

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Statement of the Problem

Statement of the problem is used to provide background information

about the research questions. It is an outline that addresses the research

questions of the researcher’s research study.

You can choose among the following Statement of the Problem format:

A. The aim of this study is to investigate the effectiveness of computer

- aided instruction in the academic achievement level of the grade 11

learners.

B. This research aims / sought to determine the effectiveness of

computer - aided instruction in the academic achievement level of the grade

11 learners.

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Specifically, the study seeks to answer the following research

questions:

Example Research Questions:

*write 3 or more Research Questions

1. What is the academic achievement level of the grade 11 learners in

their pre - test?

2. What is the academic achievement level of the grade 11 learners in

their post - test?

3. Is there significant relationship between the academic achievement

level of the grade 11 learners’ pre - test and post - test?

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Scope and Delimitation

Scope and delimitation of the study refers to the boundaries in which

the research are investigated.

* always consider the following in writing scope and delimitation (1) the

focus of the research study (2) total number of respondents / participants, (3)

who are the respondents / participants, (3) locale of the research study and

(4) the academic / school year.

Example of Scope and Delimitation:

You can choose among the following Scope and Delimitation:

A. This study focuses on effectiveness of computer - aided instruction

in the academic achievement level of the grade 11 learners. The data

collection conducted to thirty (30) Grade 11 - Science, Technology,

Engineering, and Mathematics (STEM) Senior High School students in

Aguilar Integrated School, academic / school year 2019 - 2020. The study

would be done through the utilization of survey - questionnaire to the Grade

11 - STEM Senior High School students as a survey and reference.

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B. The proposed of the study was only limited on total number of thirty

(30) Grade 11 - Science, Technology, Engineering, and Mathematics (STEM)

Senior High School students in Aguilar Integrated School, academic / school

year 2019 - 2020.

The effectiveness of computer - aided instruction in the academic

achievement level of the grade 11 learners was the focus of this research.

The information was gathered using the survey - questionnaire to the

respondents / participants. All information and conclusions drawn from this

study obtained only to this particular group of respondents / participants

C. This study focuses on the effectiveness of computer - aided

instruction in the academic achievement level of the grade 11 learners. The

data collection conducted to thirty (30) Grade 11 - Science, Technology,

Engineering, and Mathematics (STEM) Senior High School students of

Aguilar Integrated School, school year 2019 - 2020. The study will be done

through survey - questionnaire to the Grade 11 - STEM Senior High School

students as a survey and reference. By these, the researchers will be able

collect and gather data from the respondents / participants.

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Research Hypothesis

Research hypothesis refers to the expectations or predictions of the

researcher on his/her research study.

There is a significant / no significant difference / relationship between

the between the pretest and posttest result of the learners by using the

computer - aided instruction to the grade 11 learners.

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Conceptual Framework

Conceptual framework illustrate the expected relationship between the

variables or ideas.

Example Conceptual Framework:

Computers are an appropriate medium to support active, interactive,

and self-directed learning. Technology can allow students to work out their

own learning strategies, develop different learning styles, express themselves

and not only demonstrate, but also use their new knowledge in many different

ways. Computers and the Internet facilitate practices by providing a

medium for discovery and exploring larger worlds and giving students

autonomy in using knowledge. Learning in a computational environment

provides a context for learning in which there is an empowering sense

of a student’s own ability to learn anything he or she wants to know, with the

gusto we only use to see when they played video games. The potential exists

to bring back an enthusiasm for learning by shaping education to fit each

student’s approach to learning

Fundamental fact about learning is that anything is easy if you

can assimilate it to your collection of models. The understanding of learning

must be genetic, it is internal; it comes from a personal, passionate interest.

The “laws of learning” must be about how intellectual structures grow

out of one another and about how, in the process, they acquire both

logical and emotional form. Purpose is the key here. A computer’s essence

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is its universality; its power to simulate because it can take on a thousand

forms and can serve a thousand functions, it can appeal to a thousand tastes.

Computers, as a medium, are flexible enough so that people, especially

young people can each create for themselves something that is emotionally

and intellectually stimulating. The Internet, as a code word for connectivity, is

a radical transformation. Creating collaborative learning communities with

students in one’s own class and students from around the country and

around the world can have a qualitative difference in their development.

(Bervell, 2013)

For this reason, the researchers wanted to ascertain effectiveness of

computer - aided instruction in the academic achievement level of the grade

11 learners.

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Significance of the Study

Significance of the study refers to the list of individuals who benefits to

the researcher’s research study.

*write more than 5 Significance of the Study.

Examples of Significance of the Study:

Students. This research will provide information to students on how

computer - aided instruction affect their learning.

Parents. This research will give ideas to parents and guardians on the

use of technology in the education of their children.

Teachers. This research will give knowledge to teachers on how

computer - aided instructions will help their learners.

Future Researchers. This study will help the researchers to be aware

and knowledgeable about the effects of computer - aided instruction to the

grade 11 learners. It will help them to be a better analyst and a future

reference.

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Definition of Terms

These are the definitions of the terms that are used in the research

study. Terms are define on how it was used in the research.

*write more than 5 Definition of Terms

Examples of Definition of Terms:

Computer - Aided Instructions. Refers to the use of personal computer

or laptop as one of the learning materials of the teachers during the

instructional period.

Pre - Test. Refers to the exanimation taken by the students without the

integration of computer - based instruction during the teaching - learning

process.

Post - Test. Refers to the exanimation taken by the students with the

integration of computer - based instruction during the teaching - learning

process.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of related literature provides data and information that are

relevant to the researcher’s research study. These are the literature or

studies that are related to the researcher’s topic.

Review of related literature should not be beyond 10 years back.

Example: The year is 2021, related studies and literature should be from

2011 to present.

*in case of no studies and literature related to your research from 10

years back, related studies and literature from the year 2005 to present are

acceptable.

Example Review of Related Literature:

Social Studies is a discipline that focuses on the holistic development

of man. This is mainly predicated on its perceived potency in promoting

proper understanding of man and his environment, the problems of the

society and how to equip the learner with skills and knowledge to deal with

those problems. Social Studies, according to Nwaubani (2010) is a value-

laden subject. It is a course of study which imbues in the learner the relevant

knowledge, values, skills, and attitudes required for effective citizenship role

in the society. The subject, therefore, helps learners in the process of

understanding problems associated with everyday living which they are likely

to encounter in their respectivecommunities (Mezieobi & Onyeanusi, 2012).

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Recognizing the positive impact CAI could have on learners’ acquisition of

relevant knowledge, skills, and attitudes, Social Studies students need to

transform their learning strategies from the traditional to the 21 st Century

learning strategies that incorporate technology. However, the application of

technology in learning depends on several factors including students’

perceptions of technology. Besides, the Government of Ghana over the years

has invested in the supply of ICT resources in schools to enable teachers and

students to use them to enhance students’ learning outcomes.

Notwithstanding the huge investment made in ICT in education, the literature

reviewed showed a limited application of technology by some Senior High

School teachers and students especially, in Northern Ghana. Little work has

been done on students’ perception of CAI and the extent to which Senior High

Schools in the North East Region of Ghana use technology for learning. It

was against this background that this study was conducted to fill the gap in

the literature and to examine Senior High Schools students’ perception of CAI

as tools for learning, and whether gender and school location influenced

students’ use of CAI during Social Studies learning. (Muchiri, 2019)

omputer aided instruction (CAI) encompasses a broad range of

computer technologies that supplement the classroom learning environment

and can dramatically increase a student’s access to information. CAI

programs, which can include directed drills, practice exercises, and

communication between students and teachers, can adapt to the abilities and

preferences of individual students and increase the amount of personalized

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instruction a student receives. Students also benefit from the immediate

feedback provided by computers and most of them appreciate the self-paced

learning environment. At its best, CAI engages student interest, motivates

them to learn, and increases their personal responsibility for learning.

Criticism of CAI generally focuses on two issues. First, it is argued that

much of the available software lacks an adequate foundation in educational

theory. Second, it is argued that the software is difficult to implement and use.

Most CAI studies focus either on educational effectiveness for a particular

subject or the student’s experience in using the software. Extant studies do

not show a clear pattern of support for either of those issues.

This paper reports on two separate uses of CAI at a small, private

university: in a principles of financial accounting course and in a principles of

microeconomics course. Although both instructors used CAI to supplement

the student’s in-class experiences, each used different computer programs

and different methodologies. This paper describes the educational use of CAI

in these two different courses and the implementation and use results

experienced by the instructors. Also, in addition to educational effectiveness

and the student’s experience, this study reports on the impact that using CAI

has on student evaluations of both the course and the instructor. (Collins,

2008)

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research plan:

A. Research Design

B. Sampling Procedure

C. Data Collection/Data Gathering Instrument

Research Design

Research design refers to the strategy that the researcher used in

his/her study.

Example of Research Design:

Experimental pretest - posttest method of research was used in this

research. An experimental pretest - posttest design is where participants are

studied before and after the experimental manipulation. In an experimental

pretest - posttest research method, there is only one group and all of them

are in the experimental condition. The experimental pretest - posttest was

used to run a pretest - posttest experiment to see if the manipulation, the

thing that the researcher looking at, has caused a change in the participants.

(Martin D., 2018)

This study utilized quantitative data which gathered through a pre - test

and post - test.

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Sampling Procedure

Sampling procedure is the method in identifying and selecting the

respondents/participants or the research study.

- What sampling method – probability or non-probability? And what

sampling techniques were used?

Example Research Sampling:

This research used simple random sampling. The simple random

sampling means that every case of the population has an equal

probability of inclusion in sample. (Gronhuag, 2005). Researchers used

simple random sampling in order to give fair opportunity among the

population to be one of the respondents of the research study.

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Data Collection / Data Gathering Instrument

Data collection refers to the instrument that the researcher used in

gathering data.

Example of Data Collection:

The instrument used in this study is survey - questionnaire. This

served as the instrument in gathering data.

The study made used of survey - questionnaire to determine the

effectiveness of computer - aided instruction in the academic achievement

level of the grade 11 learners.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

This chapter presents the findings of the study based from the analysis

of data obtained through the use of gathering instruments. Data were

analyzed and interpreted in the light of the relevance to the study.

Table 1 Result of Pretest, Posttest, Mean and the Gain Points

Total Total Total

Respondents Pretest Posttest
Pretest Posttest Gain
1 7 7 5 19 9 9 8 26 7
2 8 7 6 21 10 8 10 28 7
3 6 8 6 20 9 8 9 26 6
4 5 4 5 14 8 7 9 24 10
5 8 7 6 21 9 9 10 28 7
6 7 6 6 19 10 8 8 26 7
7 7 8 7 22 9 10 10 29 7
8 7 9 8 24 10 10 10 30 6
9 6 5 6 17 9 8 9 26 9
10 8 8 9 25 10 10 10 30 5
11 9 8 9 26 9 10 9 28 2
12 5 7 6 18 8 9 9 26 8
13 6 6 7 19 8 9 9 26 7
14 7 6 8 21 9 10 10 29 8
15 6 5 7 18 8 8 9 25 7
16 5 7 6 18 9 9 8 26 8
17 5 6 7 18 9 8 8 25 7
18 6 7 6 19 9 8 9 26 7
19 4 4 5 13 8 7 9 24 11
20 6 6 7 19 9 8 9 26 7
21 7 7 5 19 9 8 8 25 6
22 5 7 5 17 9 8 10 27 10
23 5 8 5 18 9 10 10 29 11
24 7 6 6 19 10 8 9 27 8
25 6 7 5 18 9 10 10 29 11
26 4 7 5 16 9 9 8 26 10

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27 5 6 6 17 9 8 9 26 9
28 6 5 5 16 10 9 9 28 12
29 6 5 5 16 9 9 10 28 12
30 5 5 7 17 9 10 9 28 11
TOTAL 184 194 186 564 271 262 274 807 243
MEAN 6.13 6.47 6.20 18.80 9.03 8.73 9.13 26.90 8.10

Figure 1 Bar Chart of the Result of Pretest and Posttest

30

25
25

21
20
Number of Students

15

10

6
5
5
2
1
0 0 0 0 0 0
0
1 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30

Total Pretest Total Posttest

According to Zhao, et al. (2011) learning is an active process in which

learners construct new ideas or concepts based on their experiences and past

knowledge.

In Table 1, it shows the pretest, posttest, the mean result of the respondents

and the corresponding gain points. The total pretest mean is 18.80 and the total

posttest mean is 26.90. In Figure 1, Pretest result shows that 6.67% or 2 among the

learners scored 11 to 15 points, 70% or 21 among the learners scored 16 to 20

points, 20% or 6 among the learners scored 21 to 25 points, and 3.33% or 1 among

the learners scored 26 to 30 points. Posttest result shows that 16.67% or 5 among

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the learners scored 21 to 25 points, and 83.33% or 25 among the learners scored 26

to 30 points. It implies that majority of the learners passed the test and have

increased knowledge about the given topics covered by the test. These shows that,

using computer - aided instruction is effective to enhance the respondents’ learning.

Table 2. T - Test: Paired Two Sample for Mean

P - Value Level of
Mean SD T - Value Interpretation
(two-tail) Significance
Pretest 18.8 2.88 - reject Ho
-19.59 2.86627E-18 0.05 - there is Significant
Posttest 26.9 1.67 Difference

Computer - aided instruction provides the concrete materials support needed

in and innovative modern way to support deeper reasoning, explaining, and problem

solving. (Resnick, 2010). In Table 2, it show the T - Test result using the Microsoft

Excel. The result shows that there is a significant difference between the pretest and

posttest. This means that using computer - aided instruction enhanced the learning

process of the learners.

Table 3 Percentage

Percentage

0.698884758 69.88847584

Table 3 shows the probable percent increase to the score of the learners.

This shows that using computer - aided instruction may increase the academic

achievement of the learners by 69.89%.

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CHAPTER V

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Findings

Findings refers to the key points from the gathered data.

This study determined the effectiveness of computer - aided instruction

in the academic achievement level of the grade 11 learners:

Examples of Findings:

This study determined the effectiveness of computer - aided instruction

in the academic achievement level of the grade 11 learners. Posttest result

shows that 3.33% or 1 among the learners scored 26 to 30 points, and

83.33% or 25 among the learners scored 26 to 30 points. It implies that

majority of the learners passed the test and have increased knowledge about

the given topics covered by the test.

The study shows that using computer - aided instruction may increase

the academic achievement of the learners by 69.89%.

The result shows that using computer - aided instruction have a

significant in the teaching - learning process of the learners.

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Conclusions

Conclusions refers to the key points from the research findings.

Based on the findings of this study, the following conclusions were

deduced:

Examples of Conclusions:

1. Using computer - aided instruction have a great impact in the learning

process of the learners.

2. Learners are different. Computer - aided instruction facilitated by the

teacher is at most important.

3. Using computer - aided instruction can enhance the learning of the

learners.

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Recommendations

Recommendations refers to the suggestions that will help to solve the

problems from the research findings.

*it is the professional recommendations of the researcher.

In the light of findings and conclusions, the following recommendations

were forwarded:

Examples of Recommendations:

1. Schools should allocate funds in purchasing materials or equipment to

be used by the teachers and as well as the learners.

2. Giving training courses to teachers regarding the use of multimedia in

teaching educational subjects provided that these courses will be

available over the academic year.

3. Audiovisual presentations and demonstrations in all subjects may also

enhance the learning of the learners.

4. Further study on computer - aided instruction is recommended to

establish and verify the result of this study.

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BIBLIOGRAPHY
These are the references that are used in your research study.

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Literature and Studies Cited

Lashley, L. (2017). The Effects of Computer-Aided Instruction in

Mathematics on the Performance of Grade 4 Pupils. University of
Guyana, South America.

Resnick, L. (2010, April). Nested learning systems for the thinking

curriculum. Educational Researcher, 39, 183-197.

Schroeder, B. (2014). 10 Reasons to Use Multimedia in the Classroom.

http://www.christianschoolproducts.com/articles/2012-December/Feat
ured-Articles/10-Reasons-to-Use-Multimedia-in-the-Classroom.htm.

Shulman, L. S. (2010). Taking learning seriously. USA: The Magazine of

Higher Learning. Advance online publication.
doi:10.1080/00091389909602695

Zhao, N., Valcke, M., Desoete, A., Verhaeghe, J. (2011). The quadratic
relationship between socioeconomic status and learning performance
in China by multilevel analysis: Implications for policies to foster
education equity. International Journal of Educational Development,
2011.

Websites

http://journals.sagepub.com/doi/full/10.1177/2158244017712775

https://www.researchgate.net/publication/228176284_Computer-

Aided_Instruction

https://www.sciencedirect.com/science/article/pii/S0065245808605847

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APPENDICES
- Appendix is a section where you found the letter to conduct research

study, curriculum vitae and research questionnaire.

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Appendix A

Republic of the Philippines

Department of Education
Region I
Schools Division Office Pangasinan I
AGUILAR INTEGRATED SCHOOL
Aguilar, Pangasinan

LETTER OF REQUESTING PERMISSION TO CONDUCT THE STUDY AND

ADMINISTER INTERVIEW

GLORY T. JOVEN, Ed.D.

Principal II
Aguilar Integrated School
Aguilar, Pangasinan

Madam,

Warm Greetings!
We are presently conducting a research study entitled “FACTORS
AFFECTING THE STUDENTS IN CHOOSING INFORMATION
COMMUNICATION TECHNOLOGY STRAND IN AGUILAR INTEGRATED
SCHOOL” Academic / School Year 2019 - 2020 at Aguilar Integrated School,
Aguilar, Pangasinan in partial fulfillment of the requirement of Practical
Research 1 / 2.
In this connection, we have the honor to request permission from your
good office to administer interview to the Grade 11 Information
Communication Technology and incoming Grade 11 Information
Communication Technology Senior High School Students in Aguilar
Integrated School, Aguilar, Pangasinan,
Your positive approval to this request is very much appreciated.
Thank you very much and God Bless!

Sincerely,
JUAN DELA CRUZ
PEDRO DELOS SANTOS
MARIA CHRISTINA FERNANDEZ
(Researchers)

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APPENDIX B

Passport Size
CURRICULUM VITAE
Picture

PERSONAL DATA

NAME : JUAN DELA CRUZ

AGE : 17
SEX : Male
DATE OF BIRTH : January 1, 2000
ADDRESS : Poblacion, Aguilar, Pangasinan
CIVIL STATUS : Single
CONTACT NUMBER : +639123467890
EMAIL : juan@gmail.com

EDUCATIONAL BACKGROUND

Secondary: Senior High School:

Aguilar Integrated School
Aguilar, Pangasinan
(2019 - 2020)

Junior High School:

Enrico T. Prado National High School
Aguilar, Pangasinan
(2018 - 2019)

Elementary:
Anonang Elementary School
Aguilar, Pangasinan
(2014 - 2015)

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ANNEX

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TIMETABLE

- Time Table is used to monitor the progress and to check the

projection of your research study.

November

February
October

January

March
ACTIVITIES

Selecting Topic

Writing Research Title

Writing Statement of
the Problem
Stating Research
Questions
Presenting Title
Proposal
Developing
Introduction
Selecting Relevant
Literature
Synthesizing Related
Studies
Presenting Review of
Related Literature
Writing Scope and
Delimitation
Choosing Research
Design
Writing Sampling
Method

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Plans Data Collection

Presenting Research
Methodology

Data Collection

Analyzing and
Interpreting Data
Drawing Conclusion
and Recommendation

Listing References

Presenting Research
Report

Research Presentation

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