Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?

Rogayan, Danilo V.; Padrique, May J.; Costales, Joshua

doi:10.21601/jdet/11334

Cited by 5 publications

(6 citation statements)

References 44 publications

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“…Overall, there is a positively very low significant correlation (rs = 0.956, α = 0.000) between respondents' perceptions of TAI and their academic performance in quarterly assessment. [80,81,82] were parallel with the findings of the current study in collectively highlighting the potential benefits of technology-aided instruction, including the use of ICT, online learning, and CAI, on quarterly assessments and overall academic performance. The positive outcomes suggest that strategic and effective integration of technology can contribute to improved learning experiences and outcomes for learners across various subjects and educational levels.…”

Section: Correlation Between the Perceptions Of Respondents On Tai An...supporting

confidence: 76%

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Lacuesta Cabling

2024

IJEHSS

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This study determined the impact of technology-aided instruction (TAI) on academic performance among 126 indigenous learners in Cabangan District, Schools Division of Zambales during the School Year 2023-2024. Employing a quantitative descriptive design and a researcher-developed questionnaire, data collected formed the bases for an enhanced instructional plan geared towards technology-based teaching to improve academic outcomes. Findings revealed that most indigenous learners, aged 11, predominantly female, with families earning P19,999 or less monthly, and spent less than an hour studying at home. Learners, guided by high school graduates, showed positive outcomes, demonstrating engagement, access to resources, individualized pacing, and real-world skills development. Notably, they exhibited very satisfactory academic performance in written works, performance tasks, and quarterly assessments. Perceptions of TAI significantly differed among indigenous learners based on age, monthly family income, and learning facilitators' educational attainment, with a rejection of the null hypothesis. A low yet positive correlation linked learners' perceptions of TAI with academic performance in written works and quarterly assessments, leading to the null hypothesis rejection. An enhanced instructional plan is proposed to implement technology-based teaching, aiming to boost academic performance. Recommendations included sustained learner engagement, active participation, access to resources, and mastery of real-world skills. Institutions are advised to ensure continued access to TAI, implement regular assessments and feedback mechanisms, and offer tailored programs addressing individual needs. Learners are encouraged to recognize the positive correlation between their perceptions of TAI and academic performance. Educational institutions should foster an environment encouraging positive perceptions, emphasizing learning engagement, resource access, individualized pacing, and real-world skills development. Active learner participation in the instructional plan, with continuous feedback and adaptability, promises refinement over time.

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Section: Correlation Between the Perceptions Of Respondents On Tai An...supporting

confidence: 76%

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Lacuesta Cabling

2024

IJEHSS

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“…Computer-assisted instruction is expected to be a useful approach for presenting visual features and concepts, hard to be grasped by students and engaging them to learn actively through observing and repeating much time the processes of cell division to deeply understand the concepts, leading to students' higher-order thinking ability development (Rogayan Jr., Padrique, & Costales, 2021). Computer-assisted instructions are easy to be accessed and free to use by anyone when a computer is available and connected.…”

Section: Discussionmentioning

confidence: 99%

Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools

Munyakazi

Mukagihana²,

Nsengimana³

et al. 2022

IJLD

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.

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“…T-test was used to indicate the difference of the two groups in both written and oral assessments before and after the peer tutoring intervention. The paired-samples t-test was utilized to know the statistical difference between the pretest and posttest scores (Rogayan et al, 2021). Table 1 shows the learners' miscues in the oral assessment conducted before the intervention in both the control and experimental groups.…”

Section: Treatment Of Datamentioning

confidence: 99%

Peer Tutoring towards Improved Reading Comprehension of Grade 10 Learners in a National High School

Robison¹

2022

IJMABER

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This study was undertaken to determine the performances of learners in reading comprehension before and after written and oral assessments thru peer tutoring strategy as a basis in formulating a reading intervention program. This used the experimental design which aimed at finding the cause-effect relationship among variables in a controlled condition. To identify the effects of peer tutoring in the reading comprehension of Grade 10 learners, two groups, the experimental and controlled, were utilized. The performances of the learners in both oral and written assessments before and after the intervention were analyzed. Learners in the control group are classified under the advanced level (M=45.47) while the learners in the experimental group are classified under the superior level (M=63.33) in the reading comprehension written test after the intervention. The control group obtained no significant difference (t=0.666; p=0.509) while there exists a significant difference in the experimental group (t=7.180; p=0.000) between the pre and post oral assessment. Based from the findings of the study, it was suggested that English teachers may infuse peer tutoring strategies tailored to the needs of their learners to enhance learners’ reading comprehension skills. The study proposed an intervention program for peer tutoring to improve the reading comprehension of Grade 10 learners.

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Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?

Cited by 5 publications

References 44 publications

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools

Peer Tutoring towards Improved Reading Comprehension of Grade 10 Learners in a National High School

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