Computer-assisted Instruction Package Research Articles

The effect of e-learning-assisted instruction on students’ achievement in chemistry

This study investigates the impact of e-learning on students’ achievement in chemistry, guided by three research questions and one hypothesis. Using a quasi-experimental pretest-posttest design with a non-randomized control group, 21 Senior Secondary School Two (SS2) chemistry students from four coeducational schools in Nnewi North were randomly selected. Data collection involved a Chemistry Achievement Test (CAT) sourced from WAEC past questions, a Computer Assisted Instructional Package (CAIP), YouTube, and the Chemistry Performance Test (CHEMPET). Instrument reliability, verified through Cronbach alpha procedures, yielded a value of 0.83. Analysis of the data, employing mean, standard deviations, and a significance level of 0.05 in the t-test for the hypothesis, revealed that students using e-learning performed better on post-tests and knowledge retention exams. Notably, female students outperformed males in e-learning-supported teaching. The study underscores the significant difference in performance between male and female pupils exposed to e-learning. Recommendations emphasize the importance of supporting educational computer programs like e-learning for effective teaching and learning of chemistry, calling on curriculum designers, policymakers, and educators to integrate such practical approaches.

The Effect of Cooperative Computer-Assisted Instructional Package on Upper Basic Students’ Performance in Social Studies

This study investigated the effect of a cooperative computer-assisted instructional package on upper basic Social studies students’ performance in Nigeria. The study adopted a quasi-experimental design. A simple random sampling technique was used to select two intact classes. The two instruments used were Cooperative Computer-Assisted Instructional Package and Social Studies Performance Tests. All hypotheses were tested using Analysis of Covariance at a 0.05 level of significance. The study's findings showed a significant effect of the treatment on Upper Basic students’ performance in Social Studies (F=18.92, P>0.000); there was no significant interaction effect between gender, age, and the treatment on the students’ performance. The study concluded that treatment was more effective in enhancing students’ performance than the conventional method. Accordingly, teachers should be encouraged to use Cooperative Computer-Assisted Instructional Package in teaching students to sustain gender friendliness in classroom situations.

Resuscitating students’ attitude toward mathematics via computer-based software package instruction

The poor attitude of students towards mathematics in Nigeria has constituted a threat to national development, considering the important of mathematics in all facet of life. This study determines the effect of computer-based software on student’s attitude towards mathematics-graph, using three groups taught with computer-based software, graphic organizers and conventional strategy (discussion method). Gender and computer self-efficacy were used as moderating variables to determine the existence gender disparity in attitude towards mathematics when computer-based software was used and to establish the effect of computer self-efficacy on students’ attitude towards mathematics when taught with computer-based software. The result shows that computer-based software was more effective in enhancing attitude towards graphs than graphic organizer and conventional strategy. There was also significant interaction effect of treatment and computer self-efficacy; treatment and gender; treatment, computer self-efficacy and gender on attitude towards graphs. computer-based software was found to significantly improve students’ attitude towards graphs than the conventional strategy. Therefore, computer-based software for use in teaching Mathematics in secondary schools in Nigeria. To this effect mathematics teachers should be trained on the design, development and use of computer assisted instruction package in teaching.

Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Effects of Computer-Assisted Instruction (CAI) on Students’ Academic Achievement in Chemistry Among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria

This study investigated the effects of Computer-Assisted Instruction (CAI) on students’ achievement in Chemistry among boys and girls in public secondary schools in Ondo State. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 senior secondary school two (SSS II) intact class Chemistry students selected in stages using simple random sampling technique. Three schools were selected from three local government areas from the three senatorial districts in Ondo State. The students in the experimental groups were exposed to CAI while the control group was taught with the conventional teaching method. Chemistry Achievement Test (CAT) with a reliability coefficient of 0.81 was used to collect relevant data for the study. The experimental group was treated using CAI package while the control group was treated using the conventional classroom teaching. Analysis of Co-variance (ANCOVA) and t-test were used to test the research hypotheses at 0.05 level of significance. The result from the study showed that there was no significant difference between the achievement of male and female students in both the experimental and the control groups respectively. The results showed that when exposed to CAI, female students performed better than their counterparts. Based on the findings of the study, it could be concluded that the use of CAI has not shown any better effectiveness in the achievement of students. However, the method is a modern day of imparting knowledge. In another dimension, when both males and females are taught with the use of CAI, the method appeared to favour females than males. This suggests that the method us gender-biased. Based on the findings of the research, it is recommended that the potential of computer-assisted instruction should be utilised to enhance better achievement of the students in Chemistry, most especially among females while the male students also be encouraged to key into the use of the method for the flexibility of teaching and learning.

Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Development of a computer-assisted instructional package for life skills to prevent risky sexual behaviors in early adolescents, Bangkok, Thailand.

Background: The purpose of the present study was to examine the effects of a newly developed computer-assisted instructional package for life skills (CAIFLS) specifically designed to raise awareness of risky sexual behaviors among Thai early adolescents in Bangkok. Methods: The research process included two phases: (1) the development and (2) the use and evaluation of the newly developed CAIFLS package. First, 5 teachers and 5 Grade 7 students of a Bangkok school were interviewed to collect information needed for the development of CAIFLS. The second phase was to implement learning activities through CAIFLS with a total of 87 Bangkok school students, consisting of 44 students for the experimental group who received CAIFLS for 4 sessions, and 43 students for the control group who received routine class lecture. CAIFLS instructions, lesson plans and worksheets were designed as the experiment methods. Then questionnaires of life skills assessments and student satisfaction were used to investigate the effects and the student satisfaction of CAIFLS. Results: The findings revealed that the efficiency values of the CAIFLS package were 80.2/82.5, higher than the set criteria of 80/80. Mean scores on life skills for the experimental group significant increased (p < .05), which was higher than the control group. The students also showed their satisfaction of CAIFLS at a high level (M = 4.20, S.D. = 0.29) Conclusions: CAIFLS can be used as an effective learning tool to enhance life skills to prevent risky sexual behaviors among Thai early adolescents.

Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction

Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

Effects Of A Computer-Programmed Instructional Strategy On Basic Science Students’ Learning Outcome In Two Instructional Settings In Ondo State, Nigeria

This study investigated the effects of computer-based learning on students’ academic performance and the learning setting that yields better when students are exposed to Computer- programmed Instructional Package .This research study tends to find out the efficacy of a Computer Assisted Instructional Package (CAIP) on students’ performance in Basic Science. In actualising these, Quasi-experimental pre-test- post-test research design was used. Two secondary schools were purposively selected and assigned to Experimental groups 1 and 2 in equal numbers. Students in Experimental group 1 were exposed to CAIP individually and Experimental group II in Cooperative groups. An equivalent school was selected as control. 40 students in JSS 3 were randomly selected from each of the schools. Test-retest method was used in finding the reliability of BSAT which was used for collecting data. Result was 0.78 at 0.5 level of significance. Data collected was analysed using descriptive and inferential statistics of percentages and Analysis of Covariance (ANCOVA). The result of the analysis of co-variance and the Scheffé post hoc revealed that students taught with the developed package performed significantly better than their counterparts taught with conventional method of instruction.It was also discovered that the cooperative group, where a class of forty students are grouped into 10 enhanced better and faster learning than individualised learning. Results from the instructional settings show that knowledge acquisition was enhanced in all with the cooperative instructional setting performing better than their counterparts in individualised instructional setting and conventional group(individualized=X=66.53, cooperative=X=76.75, conventional=X=59.40). Consequently, the paper recommends that cooperative instructional setting should be encouraged in learning Basic Science.

EFFECT OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS VISUAL ART IN SHAGAMU, NIGERIA

This study investigated the effects of computer assisted instruction packages (CAIP) on performances of senior secondary school students' in visual art in Shagamu. Nigeria. Gender influence on students’ performance was also examined. The sample comprised of 50 students drawn from two secondary schools. Validated researchers’ designed computer assisted instructional package and Visual art Performance test were used as treatment and test instrument. Two hypotheses were tested using Analysis of covariance. Finding indicated no significant differences between the performance of students taught with CAIP and those taught using the conventional method and gender was a factor. The findings recommended that computer assisted instructional packages CAIP should be developed for teaching difficult Visual art topics in Nigerian Senior Secondary schools. Article visualizations:

The Effect of Computer-Assisted Instructional Package for Teaching Metalwork Technology (MWT) at Nigeria Certificate in Deucalion (Technical) Level

This study identified the effects of using Computer-Assisted Instructional (CAl) package for teaching Metalwork Technology (MWT) at the Nigerian Certificate in Education (Technical) level. Two research questions and two research hypotheses were formulated to guide the study at 0.05 level of significance. The study used post- test only type of quasi experimental research design. Two hundred and eighty students of 200 level NCE (Technical) programme were used as respondents in the study from seven institutions in the North-central geo-political zone of Nigeria. One hundred and forty students each were assigned to the control and experimenta1 groups respectively. Both the control and the experimental groups were taught MWT using the lecture and CAI package methods respectively and administered with Metalwork Technology Achievement Test (MWTAT) in a post-test. The data from the post-test were analyzed using the mean and standard deviation to answer the two research questions and t-test statistics was used to test the two hypotheses in the study. The study found that the subjects in the experimental group performed better than their counterparts in the control group in the post-test with mean score of 23.76. The subjects in the Federal Colleges of Education and Polytechnics performed better than those in the State Colleges of Education and Polytechnics. The study also found significant differences in the performances of the control and the experimental group and between those in the Federal-owned and State- owned institutions. Some recommendations made in the study include Colleges of Educations and Polytechnics offering NCE (Technical) programme should have well equipped computer centers for teaching and learning metalwork technology. Institutions should adopt the CAl package for teaching students metalwork technology.

The Effect of Computer-Assisted Instructional Package for Teaching Metalwork Technology (MWT) at Nigeria Certificate in Deucalion (Technical) Level

This study identified the effects of using Computer-Assisted Instructional (CAl) package for teaching Metalwork Technology (MWT) at the Nigerian Certificate in Education (Technical) level. Two research questions and two research hypotheses were formulated to guide the study at 0.05 level of significance. The study used post- test only type of quasi experimental research design. Two hundred and eighty students of 200 level NCE (Technical) programme were used as respondents in the study from seven institutions in the North-central geo-political zone of Nigeria. One hundred and forty students each were assigned to the control and experimenta1 groups respectively. Both the control and the experimental groups were taught MWT using the lecture and CAI package methods respectively and administered with Metalwork Technology Achievement Test (MWTAT) in a post-test. The data from the post-test were analyzed using the mean and standard deviation to answer the two research questions and t-test statistics was used to test the two hypotheses in the study. The study found that the subjects in the experimental group performed better than their counterparts in the control group in the post-test with mean score of 23.76. The subjects in the Federal Colleges of Education and Polytechnics performed better than those in the State Colleges of Education and Polytechnics. The study also found significant differences in the performances of the control and the experimental group and between those in the Federal-owned and State- owned institutions. Some recommendations made in the study include Colleges of Educations and Polytechnics offering NCE (Technical) programme should have well equipped computer centers for teaching and learning metalwork technology. Institutions should adopt the CAl package for teaching students metalwork technology.

Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability coefficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p 0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of

Effectiveness of Computer Assisted Instructional Package as Remedial Teaching for Learning disabled Children

The study determined the effectiveness of Computer-Assisted Instructional package (Games/Simulations) as Remedial teaching for learning disabled children among fifth grade students. Two null hypotheses were tested. The study adopted the pre-test-post-test-control group design. Simple random sample of sixty four (64) students were drawn from seven schools in Meerut, Uttar Pradesh, India. The researcher developed computer assisted instructional package (Game/Simulations) for Learning Disabled Children which was used as an instrument for experimental group while control group were exposed to traditional teaching method. The instrument for data collection was DTLD Test. The t-test statistics was used to analyse the hypothesis. The findings revealed that experimental group performed better than the control group.

Computer assisted instruction (CAI) as remedial teaching on diagnostic test of learning disability (DTLD) for fifth grade students

A experimental study investigated whether computer-assisted instruction package (games/simulations) as remedial teaching for learning disabled children among fifth grade students and whether computer assisted instruction help equally both boys and girls. The study adopted the pre-test-post-test-control group design. Simple random sample of sixty four students were drawn from seven schools in Meerut, Uttar Pradesh, India. The researcher developed computer assisted instructions package (game/simulations) for learning disabled children which was used as an instrument for experimental group while control group were exposed to traditional teaching method. The instrument for data collection was Diagnostic Test of Learning Disability DTLD Test. The t-test statistics was used to analyse the hypothesis. The findings revealed that experimental group performed better than the control group. The study found to be computer assisted instruction method was better than traditional method on fifth grade learning disabled students (boys and girls).

Effects of Computer Assisted Instruction in Nupe Language on Pupils’ Achievement in Mathematics in Bida Local Government Area of Niger State, Nigeria

The study investigated the effects of computer assisted instruction package in Nupe Language on primary school pupils in Bida local government area of Niger State. Two research questions and two hypotheses were formulated for the study. The design adopted for the study was quasi experimental. Two hundred and two (202) primary school pupils from four selected schools in Bida local government area were used as research sample. The experimental group was exposed to computer assisted instruction package in Nupe language while the control group was taught the same topics with conventional method in English Language. A 40 item Primary School Mathematics Achievement Test (PSMAT) with a reliability coefficient of 0.80 was used to collect data for the study. The data were analyzed using Analysis Of Variance (ANOVA). The hypotheses were tested at 0.05 level of significance. The findings of the study showed that Pupils taught mathematics with computer assisted instruction package in Nupe language performed better than those taught with conventional teaching method and gender has effect on their mathematics achievement scores. It was recommended that mathematics teachers should continuously use computer packages in teaching mathematics as it guarantees improvement in students' achievement in mathematics.

Teaching Reaction Mechanisms Using the Curved Arrow Neglect (CAN) Method

A new method for teaching organic reaction mechanisms that can be used in a computer-assisted Instruction (CAI) environment is proposed and tested. The method concentrates on the intermediate structures that are assumed to be on the reaction coordinate and that can be evaluated and graded by currently available computer techniques. The "curved arrows" that show the electron flow in a reaction mechanism are neglected since they cannot be evaluated and graded with currently available computer techniques. We have termed this strategy the "curved arrow neglect" method for teaching organic reaction mechanisms (i.e., the CAN method). By allowing students to practice organic reaction mechanisms using the CAN method, student performance in drawing traditional reaction mechanisms, in which students had to include the "curved arrows" on their written classroom exams, was significantly enhanced. This CAN method for describing reaction mechanisms can be used in any CAI package currently available or to be developed. It requires only proper incorporation of the individual chemical structures of the CAN mechanism into an appropriate learning format (e.g., flash cards, CAI technique).

Teacher versus the computer for instruction: a study

Computer assisted instruction (CAI) was tested for effectiveness within a small group of midwifery students. The topic covered was ‘Interpretation of a cardiotocograph (CTG)’ which is normally taught in a one hour tutorial session. Nine pre-registration students were chosen at random to be taught either by tutorial or a CAI package that had been written for medical students. A test of CTG interpretation was given to the whole group before instruction and the test was repeated, two weeks after instruction. The scores of the CAI group improved in the post-test compared to their pre-test scores, whereas the tutorial group showed no improvement. However, the pre-test revealed a higher level of prior knowledge in the group receiving the tutorial, compared to the group who were allocated to CAI. We conclude from the study that the CAI package was effective as the knowledge of the group given CAI improved and the improvement was maintained over a two week period. As the prior knowledge of the groups receiving CAI and tutorial instruction was different, we cannot compare the methods of Instruction. The similarity of some of the pre-test results led us to believe that there may have been bias due to collaboration. Although only four students were in one group and five in the other, improvement was significant for the CAI group (Student's t-test P=O.04 for post-test compared to pre-test This study has given us information with which to proceed to a study of larger numbers of students in which greater precautions will be taken to prevent collaboration motivated by inadequate knowledge in the pre-test.

Implications of Learning Strategy Research for Designing Computer-Assisted Instruction

AbstractThis study presents a comprehensive synthesis of research on learning strategies, focusing on the practical use of these strategies in CAI design. It has been pointed out that computer-assisted instructional packages, which include software and printed materials, are poorly designed. Cognitively oriented educational psychologists have recommended that the uses of learning strategies in textbooks and/or during study will help students learn effectively. However, there is a need for more research on how to use learning strategies in CAI design. This study identifies 13 learning strategies on which a substantial amount of research has been done and presents possible ways to incorporate these learning strategies into CAI design. Several future research topics in this area are also included.

TEPACIS: a Teaching Package on CDS/ISIS

The widely-used software package, CDS/ISIS, has a reputation for being difficult to learn. A new computer-assisted instruction package, TEPACIS, aims to make the task easier.