Computer-Aided Instruction (CAI): Does It Uplift the Mathematical Attitude and Performance of Students?
DOI:
https://doi.org/10.5281/zenodo.18168125Keywords:
Computer-Aided Instruction (CAI), Mathematics Performance, Student Attitude, Educational Technology, Quasi-Experimental Study, Grade 7, Pedagogical Intervention, Philippines, Academic Achievement, Technology IntegrationAbstract
This quasi-experimental study examined the impact of Computer-Aided Instruction (CAI) on the mathematical attitude and academic performance of Grade 7 students at Hinunangan National High School in Southern Leyte, Philippines. Against a backdrop of persistently low national achievement in mathematics, this research was motivated by the need to explore technology-driven pedagogies that resonate with 21st-century learners. The study was grounded in Vygotsky’s Zone of Proximal Development and Skinner’s Operant Conditioning theories, positing that interactive, technology-mediated learning could provide enhanced scaffolding and positive reinforcement. A descriptive comparative design was employed with 111 participants, divided into an experimental group (n=53) that received instruction via researcher-developed Computer-Aided Instructional Materials (CAIMs) and a control group (n=58) taught using conventional lecture methods. Data were collected using a validated 40-item Mathematics Achievement Test and the Silance and Remmers standardized attitude scale, administered in pre-test and post-test phases.
Quantitative analysis revealed a statistically significant advantage for the CAI group. The experimental group achieved a Mean Percentage Score (MPS) of 61.13%, classified as "Average," which was substantially and significantly higher than the control group's MPS of 41.29% (t=5.183, p=0.000). In terms of attitude, both groups showed improvement, but the gain was markedly greater for the experimental group. Their average attitude score increased significantly from 3.60 ("Likes Math") to 4.45 ("Likes Math"), representing a more positive shift than that observed in the control group. However, Pearson correlation analyses found no significant relationship between post-intervention attitude scores and academic performance within either group, suggesting these constructs improved independently under the CAI intervention. Complementing these findings, a qualitative interview with the implementing teacher affirmed the positive impact on student engagement and attentiveness but concurrently identified critical logistical barriers to implementation, including unreliable electric power, insufficient computer units, time constraints, and limited teacher training in CAI development.
The study concludes that CAI is a potent pedagogical tool for simultaneously uplifting both the performance and disposition of students toward mathematics in a public secondary school setting. The findings strongly support the integration of CAI into the mathematics curriculum. However, the successful and sustainable adoption of this approach necessitates that educational administrators proactively address the accompanying infrastructural, technical, and professional development challenges to fully realize its transformative potential in the classroom.
Downloads
References
Acero, V. D., Javier, E. A., & Castro, H. O. (2006). Methods of research. Rex Book Store.
Artigo, S. A. (2017). Implementation of K to 12 language arts multiliteracies curriculum.
Barrow, L., & Markman, L. (2009). Technology's edge: The educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, 1(1), 52–77.
Belen, H. F. (1982). Essentials of teaching industrial and related subjects. Colcol Publishing Co.
Bialo, E. R., & Sivin-Kachala, J. (1996). The effectiveness of technology in schools: A summary of recent research. School Library Media Research, 25(1).
Birgin, O., Baloglu, M., Cathlioglu, H., & Gurbuz, R. (2010). An investigation of mathematics anxiety among sixth through grade students in Turkey. Learning and Individual Differences, 20(5), 654–658.
Burch, K., & Kuo, Y. (2010). Traditional vs. online homework in college algebra. Mathematics and Computer Education, 44(1), 53–63.
Capper, J., & Copple, C. (1985). Computer use in education: Research review and instructional implications. Center for Research into Practice.
ChanLin, L., Chao, J., Horng, J., Chang, S., & Chu, H. (2006). Factors influencing technology integration in teaching: A Taiwanese perspective. Innovations in Education and Teaching International, 43(1), 57–68. https://doi.org/10.1080/14703290500467467
Charles, C. M. (1998). Educational research (3rd ed.). Addison Wesley Longman.
Christman, E. P., & Badgett, J. L. (2000). The comparative effectiveness of CAI on collegiate academic performance. Journal of Computing in Higher Education, 11(2), 91–103.
Chuang, T., & Chen, W. (2009). Effect of computer-based video games on children: An experimental study. Educational Technology & Society, 12(2), 1–10.
Division CAI orientation manual. (2007). Division of Southern Leyte.
DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). Guilford Press.
Fernandez, B. B. (2006). Learning difficulties in college algebra [Unpublished master's thesis]. Southern Leyte State University-Tomas Oppus.
Fine, D. (2003). A sense of learning style. Principal Leadership, 4(2), 55–60.
Fitzgerald, G. E., & Koury, K. A. (1996). Empirical advances in technology-assisted instruction for students with mild and moderate disabilities. Journal of Research on Computing in Education, 28(4), 526–554.
Goron, E. P. (1997). The achievement of secondary students in mathematics I of the Bato School of fisheries in relation to selected variables: Proposed guidelines for improvement [Unpublished master's thesis]. Saint Joseph College.
Government House. (2008). Discussion paper: Environmental scan issues and drivers discussion. Retrieved December 17, 2008, from https://education.ca/media/821494/escandiscussionpaper.doc
Grootenboer, P., & Kay, T. (2011). Pre-service primary school teachers’ views on mathematics and mathematics education. In Mathematics education for a knowledge-based era (pp. 232–238). National Institute of Education.
Haladyna, T., Shaughnessy, J., & Shaughnessy, M. (1983). A causal analysis of attitude toward mathematics. Journal for Research in Mathematics Education, 14(1), 19–29.
Hannafin, R., & Foshay, W. (2008). Computer-Based Instruction's (CBI) rediscovered role in K-12: An evaluation case study of one high school's use of CBI to improve pass rates on high-stakes tests. Educational Technology Research and Development, 56(2), 147–160. https://doi.org/10.1007/s11423-006-9007-4
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., De Haan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S. M., & Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521–522. https://doi.org/10.1126/science.1096022
ICT’s basic education congress manual. (2006, September 6-7). Cebu City, Philippines.
Johari, A. (1998). Effects of inductive multimedia programs including graphs on creation of linear function and variable conceptualization. In Proceedings of selected research and development presentations at the National Convention of the Association for Educational Communications and Technology (AECT) (pp. 177–182). Research and Theory Division.
Keefe, J. W. (1997). Learning style theory and practice. National Association of Secondary School Principals.
Kinney, D. P., & Robertson, D. F. (2003). Technology makes possible new models for delivering developmental mathematics instruction. Mathematics and Computer Education, 37(3), 315–328.
Kogce, D., Yildiz, C., Aydin, M., & Altindag, R. (2009). Examining elementary school students’ attitudes towards mathematics in terms of some variables. *Procedia - Social and Behavioral Sciences, 1*(1), 291–295.
Kulik, J. A., & Kulik, C. C. (1991). Effectiveness of computer-based instruction: An update analysis. Computers in Human Behavior, 7(1–2), 75–94. https://doi.org/10.1016/0747-5632(91)90030-5
Leander, K. (2007). “You won’t be needing your laptops today”: Wired bodies in the wireless classroom. In M. Knobel & C. Lankshear (Eds.), New literacies sampler (pp. 25–48). Peter Lang Publishing.
Liao, Y. (2004). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2), 216–233. https://doi.org/10.1016/j.compedu.2004.12.005
Lupdag, A. D. (1984). Educational psychology. National Book Store.
Mahmood, T. F. P. T. (2006). Factors that influence students in mathematics achievement. International Journal of Academic Research, 3(3), 49–54.
National Center for Education Statistics. (2008). Percentage of high school dropouts among persons 16 through 24 years old (status dropout rate, by income level, and percentage distribution of status dropouts, by labor force status and educational attainment: 1970 through 2007). https://nces.ed.gov/programs/digest/d08/tables/dt08_110.asp
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. https://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
Olusi, F. I. (2008). Using computer to solve mathematics by junior secondary school students in Edo State Nigeria.
Papanastasiou, C. (2008). A residual analysis of effective schools and effective teaching in mathematics. Studies in Educational Evaluation, 34(1), 24–30.
Park, S., Gyumin, L., & Kim, M. (2008). Do students benefit equally from interactive computer simulations regardless of prior knowledge? Computers & Education, 52(3), 649–655. https://doi.org/10.1016/j.compedu.2008.11.014
Patual, R. L. (n.d.). The students’ achievement in math IV in relation to selected variables in the secondary schools of Hinundayan district [Unpublished master's thesis]. Saint Joseph College.
Reid, S. (2002). The integration of information and technology into classroom teaching. Alberta Journal of Educational Research, 48(1), 30–46.
Richardson, J., & Kemp, C. (2005). Comprehensive approach to adolescent literacy. Principal Leadership, 5(6), 22–27.
Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children and Computer Technology, 10(2), 76–101.
Rosello, A. M. (2009). The effects of Computer-Assisted Instruction (CAI) on the students’ interest and performance in mathematics II: Enhancement of math II curriculum using the CAI [Unpublished master's thesis]. Saint Joseph College.
Sahu, A. (2011). Teaching philosophy: On some aspects of teaching style and student advocacy.
Sasseville, B. (2004). Integrating information and communication technology in the classroom: A comparative discourse analysis. Canadian Journal of Learning and Technology, 30(2).
Schnackenberg, H., & Sullivan, H. (2000). Learner control over full and lean computer-based instruction under differing ability levels. Educational Technology Research and Development, 48(2), 19–35. https://doi.org/10.1007/BF02313399
Soe, K., Koki, S., & Chang, M. (2000). Effect of Computer Assisted Instruction (CAI) on reading achievement: A meta-analysis.
Tapia, M., & Marsh, G. E., II. (2004). The Attitude towards Mathematics Inventory (ATMI).
Thomas, M., & Tall, D. (2005). Long-term conceptual benefits from using a computer in algebra teaching. In Proceedings of the 12th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 601–608).
Ticod, L. D. S. (2010). Effects of media multitasking on the academic performance and interpersonal sensitivity of secondary students [Unpublished master's thesis]. Southern Leyte State University-Tomas Oppus.
Tillman, P. (2004). Computer Assisted Instruction (CAI) and reading acquisition: A synthesis of the literature.
Walter, O., & Hart, J. (2009). Understanding the complexities of student motivations in mathematics learning. Journal of Mathematical Behavior, 28(2–3), 162–185.
Warschauer, M. (1996). Computer learning networks and student empowerment. Research Note No. 10. University of Hawaii Second Language Teaching and Curriculum Center.
Wiersma, W. (2000). Research methods in education: An introduction (7th ed.). Allyn & Bacon.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
