ADDRESSING THE LEARNING DIFFCULTIES OF THE PUPILS

OF CATARMAN I CENTRAL SCHOOL IN HEKASI VI THROUGH

COMPUTER-AIDED INSTRUCTION

MARVEN Q. PICARDAL

Researcher

Submitted to:

DR. TITO M. CABILI

Research Professor
 I. INTRODUCTION

The common problem in teaching Heograpiya Kasaysayan at

Sibika in Philippine primary schools is that most pupils

find it boring, lethargic and uninteresting in many ways

especially that in most-cases, the learning environment is

teacher wherein the classroom teaching-learning activity is

mostly teacher talk or lecture. Similar scenario is also

observable among the grade six section five pupils of

Catarman I Central School, Catarman, Northern Samar. The

researcher therefore, aimed through this study to find ways

in terms of teaching approach or strategy like collaborative

learning and the integration of technology that will enhance

learning in the said subject.

A number of teacher-mediated actions using workable

teaching approaches and the use of some teaching devices in

Social Studies are being practiced not to immunize the

students from the overcrowding situation but to introduce

creative ways to surmount this phenomenon in Philippine

classrooms. This study will determine the various approaches

in the teaching of HEKASI for the elementary pupils in

Catarman I Central School of the Municipality of Catarman in

the Province of Northern Samar Philippines. Moreover,

reflections on the integration of technology in the

classroom is also included as to how public school teachers,

head teachers and school principals/officials can maximize

the use of materials in the World Wide Web (WWW) and the

“open access” resources in trying to address such

predicament of teaching HEKASI while maintaining quality,

equity, responsiveness and relevance of basic education in

the Philippines and elsewhere in the world.

With the above consideration, the researcher opted to

use computer-aided materials that will enhance learning

among pupils in HEKASI 6.

II. IDENTIFICATION OF THE PROBLEM

To accurately determine the problem, the researcher

conducted in class observations and interviews. The teacher-

researcher is well–aware that there exists a determinable

difficulty among the learners in HEKASI. Initially, the

teacher-researcher conducted an observation among the Grade

5 KEKASI pupils to come up with a point of reference whether

or not the problem is also existent in the lower grade. She

found out that during the class, the pupils exhibited lack

of interest and enthusiasm in the subject. While some pupils

participated in the discussion, most were just sitting

quietly like they were unaware about what was happening in

the classroom. She also noticed that the instructional

materials used by the teacher was primarily textbook and

chalkboard and this might be causing the lack of interest

and boredom among the pupils. The teaching strategy was also

dominantly teacher-centered and deductive which do not suit

the learners who are non-fast learners.

After the observation, the teacher-researcher arranged

an interview with the teacher. The teacher then confirms

that the pupils have constantly displayed difficulty in

learning HEKASI. She also found out that the teacher solely

relies on readily available textbooks in delivering the

lectures since she lacks resources and technical know-how in

the use of multi-media in teaching. A classroom teacher

should always be flexible, creative and innovative. If the

observed outcome of traditional instruction is poor, it

should be the proper time to innovate and one excellent way

to innovate is to integrate modern technology to instruction

and this can be made possible by devising computer-aided

instructional materials geared at the enhancement of the

pupils’ learning particularly in HEKASI 6 where the

performance of the pupils is noticeably poor.

The teacher-researcher also interviewed some pupils who

then confirmed that they indeed have difficulty in learning

HEKASI. According to them, they easily get bored of the

monotonous lecture. The researcher then noted that the

boredom and lack of interest of the pupils may be addressed

by using varied computer-aided instructional materials.

III. PROBLEM ANALYSIS

The researcher pointed out that difficulty in larning

HEKASI was the major problem identified among the Grade Six

Section Five pupils of the Catarman I Central School . The

researcher also found out there are several contributing

factors that lead to the problem and that the problem if

given appropriate intervention strategy can be appropriately

and effectively addressed.

Undoubtedly, the problem is crucial and needs immediate

attention considering that HEKASI is an encompassing social

science discipline that is essential in the knowledge,

cultural and social awareness building among the pupils so

that they can further their learning as preparations for

higher education. Once the problem is systematically

analyzed, the researcher will formulate hypothesis that seek

to find solutions to the problem.

The problem is presented schematically in the foregoing

diagram.

Schematic Diagram
 1. Lack of learner
motivation and
interest due to
lack of the
utilization of
ICTs/computer Difficulty in
aided Learning HEKASI
materials. among the Grade
2. Lack of learner VI-5 of Catarman
enjoyment in I Central School
learning due to
constant
deductive
approach in
teaching.

Figure 1. A Schematic diagram showing the problem analysis.

Lack of ICT’s/Computer Aided Instructional Materials

Relying only on textbooks and other readily available

instructional tools do not anymore suffice in this new

technological age since the learners have also evolved with

new learning needs. This is where the use of ICT’s or

computer-aided instructional materials comes in. ICT’s are

now the new trends in the teaching forefront that have been

proven to be effective and motivational to learners of any

types. Thus the lack of ICT’s in teaching HEKASI is seen to

be the major cause of the problem pertaining to the

difficulties of the learners in learning the mentioned

discipline. Although ICT’s may require preparation, it is

still practical in the sense that it can be kept for use for
a long time and can also be used by other teachers teaching

the same subject. In addition, the use of ICT’s is

undoubtedly effective in arousing and sustaining the

interest and motivation of the learners.

Constant Deductive Approach

In a traditional sense, the use of the so called

deductive approach has been useful in the past and even now

it still is useful in many instances. The problem however is

when the approach is used constantly as it deprives the

learners to use self-inquiry and self-discovery in learning.

In a subject like HEKASI which is social science, self-

discovery is not only important, it is a must. In addition,

it also provides a source of motivation as the pupils enjoy

learning when they are tasked to use their thinking in

learning and discovering things. In this study, the

inductive approach will be used to be integrated into

computer-aided instructional materials to make the learning

experience of the pupils interesting and worthwhile.

IV. FORMULATING THE HYPOTHESIS

After having identified the major problem on the

learning difficulty in HEKASI of the Grade VI-5 pupils of

Catarman I Central School, the researcher was able to

identify the underlying factors that contributed to the

problem namely:

1. Lack of learner motivation and interest due to lack

of the utilization of ICTs/computer aided materials.

2. Lack of learner enjoyment in learning due to

constant deductive approach in teaching.

To address the above cited causes of problem, the

researcher formulated the following hypothetical solutions:

1. Utilize ICT materials in the instructional process.

The ICT materials may be in form of Microsoft word,

power point presentations, audio recordings, video

clips, etc. This will eliminate the boredom and lack

of motivation on the part of the learners to pave

the way for strong motivation and interest to learn.

2. Use graphic materials like maps and pictures to be

exhibited in class using computer programs like

power point, image viewer and the like. This will

further develop and sustain the fervor of the

learners to learn.
 3. Use the inductive approach in teaching including its

techniques aided by computer-aided instructional

materials.

The researcher strongly affirms that if these solutions

are effectively carried out or implemented, the problem will

be solved accordingly.

V. COLLECTION AND INTERPRETATION OF DATA

To collect the needed data, the researcher conducted a

series of observations and interviews involving the Grade

Six and Grade Five pupils of Catarman I Central School.

Initially, the teacher-researcher conducted an

observation among the Grade 5 KEKASI pupils to come up with

a point of reference whether or not the problem is also

existent in the lower grade. She found out that during the

class, the pupils exhibited lack of interest and enthusiasm

in the subject. While some pupils participated in the

discussion, most were just sitting quietly like they were

unaware about what was happening in the classroom. She also

noticed that the instructional materials used by the teacher

was primarily textbook and chalkboard and this might be

causing the lack of interest and boredom among the pupils.

The teaching strategy was also dominantly teacher-centered

and deductive which do not suit the learners who are non-

fast learners.

After the observation, the teacher-researcher arranged

an interview with the teacher. The teacher then confirms

that the pupils have constantly displayed difficulty in

learning HEKASI. She also found out that the teacher solely

relies on readily available textbooks in delivering the

lectures since she lacks resources and technical know-how in

the use of multi-media in teaching. A classroom teacher

should always be flexible, creative and innovative. If the

observed outcome of traditional instruction is poor, it

should be the proper time to innovate and one excellent way

to innovate is to integrate modern technology to instruction

and this can be made possible by devising computer-aided

instructional materials geared at the enhancement of the

pupils’ learning particularly in HEKASI 6 where the

performance of the pupils is noticeably poor.

The teacher-researcher also interviewed some pupils who

then confirmed that they indeed have difficulty in learning

HEKASI. According to them, they easily get bored of the

monotonous lecture. The researcher then noted that the

boredom and lack of interest of the pupils may be addressed

by using varied computer-aided instructional materials.

 To address the problem, the researcher came up and

implemented an intervention strategy or action plan which

was implemented as a means to address the problem

identified. The effectiveness of the intervention strategy

was evaluated by conducting a pre-test and a post-test

before and after the said action plan was implemented.

The basis in rating the pupils in the pre-test and

post-test in HEKASI 6 for the evaluation was the following.

(50 items)

Adjectival Rating Score Range Interpretation

Excellent 43-50 Very High

Very Good 35-42 High

Good 27-34 Average

Satisfactory 19-26 Low

Poor 18-below Very Low

VI. FORMULATION AND IMPLEMENTATION OF THE ACTION

PLAN/PROGRAM
 After the problem has been identified, the researcher

formulated an intervention program aimed at addressing the

major problem and sub-problems identified.

Objectives Activity Persons Time Budget Performance

Indicators
Involved Frame
1. To Use ICT’s Teacher 30 100 Successf
address in the and minutes
the delivery pupils per pesos ul
lack of of session
learner
motivat lectures, for a
ion and discussio period
interes ns and of 5
t due reinforce success
to lack ment ive
of the activitie days
utiliza
s. Parts
tion of
ICTs/co of the
mputer textbook
aided are
materia rigged
ls. into
capsules
using
power
point and
other
computer
programs
so as to
eliminate
boredom
and lack
of
interest
on the
part of
the
pupils.
2. Arouse Use Teacher 10 100 Successf
the graphic and minutes
interes presentat pupils per pesos ul
t of ions, session
the
learner audio and (in the
s and video motivat
elimina clips in ion
te the phase.)
playing motivatio
and n phase
lack of
with the
motivat
ion. use of
computer
projector
to arouse
and
sustain
the
interest
of the
learners.
3. Lack of Integrate Teacher 20 100 Successf
learner problem- and minutes
enjoyme solving, pupils per pesos ul
nt in self- session
learnin
g due discovery (in the
to and motivat
constan learner ion
t centered phase.)
deducti activitie
ve s in the
approac
evaluatio
h
n and
reiforcem
ent
activitie
s with
the use
of
computer
and/or
 power
poit.

VII. EVALUATION

The implementation of the intervention program was

assessed by means of conducting a teacher constructed test

after one week on implementing the intervention program. A

50-item pre-test/post-test composed of a standard Grade Six

HEKASI multiple choice test highlighting questions in

cognitive and critical thinking skills.

Forty three Grade Six Section Five pupils served as the

subjects of the study. The mean score comparison of the

pupils in the pre-test and post-test are presented in the

following table:

Pre Test Verbal Post- Verbal Overall

Mean Interpretation Test Interpretation Interpretation

Score Mean

Score
14.2 Poor 32.3 Good Significant

Increase

The data exhibited in the table show that performance

of the pupils in the pre-test before the implementation of

the intervention plan was poor as shown in the mean score of

14.2 in the pre-test. The performance of the pupils had a

significant increase in the post-test with a mean score of

32.2 verbally interpreted as good.

The results of the pre-test and post-test mean that the

implementation of the intervention plan was effective in

enhancing the performance of the pupils in HEKASI. This

implies that the use of ICT or computer-aided instructional

materials was adequate in addressing the learning difficulty

in HEKASI of the Grade VI-5 pupils of Catarman I Central

School.

VII. CONCLUSIONS

In the light of the findings of the study, the

following conclusions were drawn:

The use of ICT’s or computer-aided instructional

materials is effective in eliminating boredom and lack

motivation or interest to learn on the part of the pupils.

This implies that ICT’s are not only innovative but also

practical and effective means of reinforcing learning.

ICT’s especially power point and graphic presentations

like pictures and video clips are crucial in sustaining

interest and motivation among the pupils. This implies that

graphic instructional materials through ICT’s are useful in

keeping young learners interested in the teaching-learning

process.

Self-directed or self-discovery teaching approach is

useful in creating an enjoyable learning atmosphere as it

paves the way for learner-centered atmosphere and develops

the learners’ inquisitive nature which is essential in

holistic learning.

VIII. RECOMMENDATIONS

Parallel to the findings of the study, the following

recommendations are forwarded:

The DepEd should further encourage the teachers to

devise or create ICT instructional materials since

innovation is a must to enhance the quality of education and

learning. To do this, the DepEd should initiate training-

workshops for teachers in the creation and design of ICT’s.

The teachers of any subject must utilize multi-media

through computer programs like power point and medial player

in the teaching learning process as this is effective in

arousing and sustaining the motivation and interest of the

pupils.
 Teachers must be flexible in employing the different

approaches. He/she must also use the inductive approach to

create a learner-centered made more fun by the use of ICT’s.