The Acceptability of Using CAI in Teaching Science 10

Philippine Normal University
The National Center for Teacher Education

School of Information and Knowledge Management
Taft Ave., cor Ayala Blvd., Manila
The Acceptability of using Computer-Assisted Instruction (CAI) in

teaching Science 10
Abalajen, Ma. Regine D.

abalajen.mrd@pnu.edu.ph
Nalangan, Krissah C.
nalangan.kc@pnu.edu.ph
Navarro Jr., Romeo T.

navarro.rt@pnu.edu.ph
Abstract:
The study aimed to check the acceptability of the developed Computer-Assisted Instruction (CAI) in
teaching Science for Grade 10 students. A descriptive method of research was employed in this
study in an attempt to describe the acceptability of the students in the Computer Assisted
Instruction (CAI). Results showed that the respondents rated the technical quality criteria the highest
with 4.54 and the lowest is the content with 4.38. The total mean of all the criteria is 4.46. All of the
criteria including the total mean have a verbal interpretation of “Excellent”. Results revealed that
the material is suited to the needs of the students, lessons are adequate to attain the learning
objectives, and the lessons are suited to the students. Furthermore, results showed that the
respondents have positive feedback in the developed instructional material. If further utilized and
improved, this material may be a helpful tool in teaching science.
Keywords: Computer-Assisted Instruction (CAI), acceptability
EDTECH 704 - INSTRUCTIONAL MATERIALS DESIGN AND DEVELOPMENT II: DIGITAL VIDEO AND ANIMATION
PED 701 - PEDAGOGICAL THEORY AND PRACTICE
Introduction:
The Philippine Education System continues to progress as innovations from other countries
were adopted and localized to cater to the needs of Filipino learners. One of the very significant
reforms in the Philippine Education System is the implementation of the K to 12 Basic Education
Curriculum. The aim of science education in the K to 12 Basic Education Curriculum is to develop
scientific literacy among learners that will prepare them to be informed and participative citizens
who are able to make judgments and decisions regarding applications of scientific knowledge that
may have social, health, or environmental impacts (Department of Education, 2016). In this
curriculum, science education was given emphasis. In fact, international recognitions were given to
some Filipino students who perform well in different competitions like in Robotics, International
Science and Engineering Fair, and Physics Olympiad. On the other hand, these achievements cannot
hide the fact that Filipino students show poor performance in international and national assessment
studies. Based on studies, students show low retention rates on concepts, limited reasoning and
analytical skills, and poor communication skills (Department of Science and Technology & University
of the Philippines - National Institute for Science and Mathematics Education Development, 2011).
Science is very important in the development of the nation. Many of the developed countries were
able to achieve so much in the field of science and technology because of science education (Kola,
2013). It is undeniable that there is a high need to focus on improving the quality of delivery of
science education in the country.
Instructional Materials
Lack of quality instructional material is one of the identified factors behind the low-
performance rate of Filipino students in Science. Instructional materials refer to those alternative
channels of communication, which a classroom teacher can use to concretize a concept during the
teaching and learning process. Teachers have relied on the traditional delivery of the lesson. But
recently, instructional materials help to provide variations in the ways in which messages are sent
across (Amadioha, 2009). Instructional materials aid teaching and learning activities to attain
learning objectives. The use of instructional materials would make ideas retain to the learners. These
materials contribute to the teaching and learning process for it supports the acquisition of
knowledge and arouses the interest of the learners. However, this depends on the adequacy and
appropriateness of the materials selected (Ogaga, Wallace, & Egbodo Benson, 2016). Appropriate
instructional materials will help enhance student’s innovative and creative thinking as well as help
them become enthusiastic learners (Apondi, 2015).
Advances in technology have brought instructional materials to the forefront as the more
radical tools of globalization and social development which have affected class teaching-learning
situations positively. Such technological breakthroughs as networked and non-networked projected
and non-projected, visual, audio, audio-visual electronic material are important landmarks in
knowledge transfer and high academic performance (Okobia, 2011).
Role of Computers in Education
Computers played a significant role in education. It improved the quality of teaching and
enhances the learning process with the help of various tools. Traditional methods of teaching can be
monotonous, boring and students start getting frustrated. But information technology makes the
learning process more interested in games, animated graphics, etc. (Dabas, 2018). The use of
computers and various types of software enhances learning when students use technologies in
meaningful ways. The use of educational technologies should be consistent with other features of
the curriculum—for instance, the dimensions of scientific literacy and an instructional model
(National Academy of Sciences, 1998).
There are many advantages of using computers in education. The learners can proceed at
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 (Marquez, 2017).
The computer’s capacity to allow learners choices over content as well as provide immediate
feedback on the learner’s responses makes it particularly well-suited to maintaining the motivation
of a student as he or she progresses. Computers give students a sense of empowerment and control.
Students can control the pace and repeat lessons when they feel the need to do so; thus, they can
progress at a learner defined pace and move ahead when they feel that they are ready. More
importantly, the computer's capacity to interact with the student changes the instructional process.
Traditionally, it is the teacher who controls the interaction (Usun, 2003).
The new competences and skills needed for the knowledge-based society demand the
continuous change of educational practices. Learners growing up in the digital age are far more
experienced and able to process information rapidly than were their predecessors. Therefore,
teachers should give priority to learners’ own explorative, constructive and communicative activities
instead of a teacher-centered knowledge transfer model of education (Zamfir, 2008).
Purpose of the study
The primary objective of the study was to assess the acceptability of the Computer Assisted
Instruction (CAI) developed by the researchers in teaching Grade 10 Science. Specifically, this study
aims to:
1. Evaluate the acceptability of the developed CAI for Science 10 in terms of the following:
a. Content
b. Technical quality
c. Instructional quality
Methodology
Research Design
A descriptive method of research was employed in this study in an attempt to describe the
acceptability of the students in the Computer Assisted Instruction (CAI) that was developed by the
researchers.
Participants
Participants of the study included fifty junior high school students (Grade 10) of Muntinlupa
Business High School – Sucat Annex. The researchers used purposive sampling to generate a review
of the students’ experience in using the CAI developed by the researchers.
Instruments used
The researchers used a survey questionnaire to assess the acceptability of the CAI. The
questionnaire comprises the following variables which were rated using a Likert scale with the
following constants: content, technical quality, and instructional quality.
Procedure
Data collection
After developing the Computer Assisted Instruction (CAI) for Grade 10 students, a letter of
permission to conduct the study was submitted to the Principal of Muntinlupa Business High School
– Sucat Annex, Mr. Antonio C. Gagala. Upon approval, the researchers personally distributed the
survey questionnaire to the respondents of the study. The questionnaires were also retrieved by the
researchers to ensure its 100 percent retrieval.
Data Analysis
The data gathered from the assessment of the questionnaires were tallied, tabulated,
analyzed and interpreted using the following statistical tools;
The frequency distribution was used in the presentation of the responses of the student
respondents to the quality statements in the questionnaire that were administered.
The arithmetic mean of each of the ten (10) questions was computed, analyzed, and
interpreted. The rating of the respondents on the content, technical quality and instructional quality
of the CAI material were also evaluated. The total mean score of the ratings was obtained based on
the following ranges and their corresponding interpretations. Supporting qualitative data was
reported using textual interpretation. The researchers used the five-point Likert Scale to interpret
the result such as follows:
Scale value Interpretation

4.21 – 5.00 Excellent
3.41-4.20 Very Good
2.61-3.40 Good
1.81- 2.60 Fair
1.01-1.80 Needs Improvement
Table 1. Scale Value and interpretation for Likert Scale
Results and Discussions
From the questionnaires gathered, the acceptability of the developed CAI was evaluated.
Table 2 shows a summary of the responses of the students on the evaluation questionnaire after
using the instructional material.
Criteria Mean Verbal interpretation

1. Content 4.38 Excellent
2. Technical quality 4.54 Excellent
3. Instructional quality 4.45 Excellent
Total mean 4.46 Excellent
Table 2. Summary of responses of the respondents
Table 2 shows that the respondents rated the technical quality criteria the highest with 4.54
and the lowest is the content with 4.38. The total mean of all the criteria is 4.46. All of the criteria
including the total mean have a verbal interpretation of “Excellent”.
Based on studies, before using multimedia courseware, the instructors should have
formulated a well – thought approached in order to incorporate these instructional materials
properly to regular class discussions. Graphics layout, audio, text orientation, and design should be
well furnished for they become an essential factor in the effectiveness of multimedia courseware
(Manuel & Lomboy, 2014).
Conclusions and Recommendations
Conclusions
The objective of the study is to check the acceptability of the developed Computer Assisted
Instruction (CAI) in Science for Grade 10. There are several criteria to be checked to verify the
acceptability of the materials. These are content, technical quality, and instructional quality.
Based on the gathered data from the questionnaires answered by the respondents, most of
them were able to navigate the material with ease and find the content of the material reliable and
useful in learning the lesson. The material was evaluated according to the following criteria -
content, technical quality, and instructional quality. All of the criteria obtained an “Excellent” rating.
The total mean is 4.46 with a verbal interpretation of “Excellent”.
The respondents have positive feedback in the developed instructional material. According
to the respondents, the material was able to cater to their needs. They find the delivery of the lesson
interesting thus, resulting in enhanced retention of the topic. The material is also appropriate in
terms of content, technical quality, and instructional quality. If further utilized and improved, this
material may be a good tool in teaching science.
Recommendation
In connection with the results revealed from the study, the following recommendations are
specified:
Teachers are encouraged to develop instructional materials in Science and in other

disciplines. The students should be familiarized with computer-aided instructional material to hone
their skills and interest in the subject. The integration of technology can greatly affect the teaching-
learning process. A similar study should be conducted in other colleges and universities.
Administrators should initiate training and seminars regarding the use of CAI and invest both
resources and time for the teachers' training. Further studies about the topic are encouraged.
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Philippine Normal University

The National Center for Teacher Education

The Acceptability of using Computer-Assisted Instruction (CAI) in

Abalajen, Ma. Regine D.

Navarro Jr., Romeo T.

Keywords: Computer-Assisted Instruction (CAI), acceptability

Role of Computers in Education

Purpose of the study

Scale value Interpretation

Results and Discussions

Criteria Mean Verbal interpretation

Conclusions and Recommendations

Teachers are encouraged to develop instructional materials in Science and in other

Apondi, J. A. (2015). Impact of instructional materials on academic achievement in mathematics in

Journal of Engineering and Techniques, 4(1), 570–574. Retrieved from

Department of Education. (2016). K to 12 Curriculum Guide. (July), 247. Retrieved from

Zamfir, A. (2008). Impact of Using Computer Applications in Education on Teaching-Learning Process.

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