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    21 views12 pages

    EJ1066307

    Uploaded by

    Catherine Joy Daraman

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    © All Rights Reserved
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    RESEARCH PAPERS ASTUDY OF EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION (CAI) OVER CLASSROOM LECTURE (CRL) AT ICS LEVEL By TAYYEBA KAQUSAR* BUSHRA NAOREEN CHOUDHRY** AWJAZ AHMED GUJJAR*** ABSTRACT This study was aimed fo evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level, The obj tives were fo compare the learning effects of two groups with class room lecture and computer-asslsted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exists for CAl student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study wos delimited fo three colleges of Faisalabad clly. The research was true- experimental in nature. The research design followed by researcher Is “The Pre-test - Post fest Equivalent groups Deign’. The software used for CAI group was basically the combination of alscovery environment and simulation softwares, however, the time for ariling and practice was given fo student. ! was designed fo cover all he levels of cognitive domain described by 8. S. Blooms (1956). A question paper containing 30 muttiple choice test items was compiled from the curriculum, by a representative with a number of questions from each of the cognitive levels. Findings of this research indicate that the the fofal gain in cognitive domain by CRL teaching method. This study concluded that the skis of knowledge, analysis and synthesis assured significant increase, The CAI proved to be very much effective in increasing the evaluation and application skils of students to experimental group. However, comprehension skill was not much affected by the CAl. According to the resulls ofthis study it was suggested that CAI as an effective teaching method should be applied to improve teaching quallly and by using CA It will be possible to eliminate lingual, regional and ethical biases between teacher and student. total gain in cognitive domain by CAI was significantly superior to Keywords: Computer Assisted instructions, Classroom Lecture, Bloom's Taxonomy, Classes of Bloom's Taxonorny. INTRODUCTION Computer Aided/Assisted Instruction (CAl) has existed tor ‘over four decades, but it was not widely used until the advent of the personal computer. CA started making inroads In the wotkolace when network personal computers started becoming widespread in the late 1980s, In eatly 90s CAl as an cltemative methed fo the traditional classroom training has been implemented by laige businesses with robust instructional budgets, yet there remains a need for small io medium size employer to find an efficient method for delivering effective, reasonablypriced instruction to thelr students, CAI could benefit he human resources by opening up a greater number of training topics requited for Job ‘advancement and provide new skils in using technology inthe leaming processes, Initially, the use of computer-assistedinstructional material (CA) fo enhance tracitional teaching was a novel concept. However, increasing pressures at all levels of education perpetuated a need for time-efficient, effective teaching modalities that maintained the quality of teaching. CAlwas considered to be a viable solution to these problems. The studies donot provide conclusive evidence to support or reject the effectiveness of computer-assisted instruction but were selected because of the similarities to this study. The objectives of the study were to examine the effect of computer-assisted instruction upon cognitive achievement and to measure the effectiveness in contrast of classroom lecture (CRL] method. B [tmanagers Journal on Educational Psychology, Vol. 2+ No. 4+ May -July 2008 RESEARCH PAPERS 1.Objective and expected outcomes The objective was to compare the leaming effects of two groups of learners studying the same cutticulum. One group used traditional CRL; the other used CAI format Instruction. The outcome was the ability to determine the relative feasibility of the two methods by comparing 1, To compare the effects of CAl and CRL in terms of cognitive development, 2. To ilustrate the results of learner knowledge gained through CA and crt 3. To measure the development of comprehension ski byCAland CRU. 4. To analyze the effect of CAI and CRL on the application sil of students 5, To take apart the effects of CAI and CRL with respect toanalysis and synthesis skis of students 6. To assess the effectiveness of CAI to enhance learner's ability of evaluation in comparison of CL. 2. Hypothesis Hypothesis I: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same levelhaving Traditional CRL. Hypothesis 2: There is significant difference for leainers using CAI and acquired knowledge effectively than learners in receipt of the same curriculum in a traditional CRU format. Hypothesis 8: CAI students have a significant comprehension skilinan traditional CRL students. Hypothesis 4: Significant difference existed effectively in CAls developmental abilly of increasing application in studontsthaninCRL method, Hypothesis 5: CA is significantly stonger by analysis and synthesis kill of students than CRL, Hypothesis 6: Evaluation skill Is. significantly better developedin students by CAlin comparison of CRL. The researcher intends to analyze the CAI and mostly Useable teaching method (Classroom lecture) in Pakistan with fespect to cognitive development, Most of the institutions in Pakistan, both governmental and private ever emphasized lab work and touts, which is mainly because of the economic consition of the county, On the other hand, in most institutions, practical oF lab assstence is held at the end of session, Thal is why students can understand the fact but cannot apply it in real Ife, THs study wil help fo Improve the teaching strategies and methods of our present classinstuctions by using effective CAI simulations with economical otfcioncy. It will point out tho domands of studonts leaining accordingto thek subjects, Researcher hope that her study willbe @ humble step in warding that effective teaching of science, technology cand industry Is possible by CAI softwares such as simulation ond demonstration softwares, problem solving softwares, ail ond practice softwares, tutoral softwares, discovery environments andinstuctionalgames, oc The intention of researcher's o privilege experimentation 1 students, teachers ond teaching personnel in Pakistan, $0 that effective methods of teaching take place varied by subject to subject. It means that each university experiment individually and fest any teaching method or technique in the perspective of thelr needs and economics, goal, resources, subjects andrequirements 4 Limitations and detimitations Thelimitations ofthe study are detailed below 1. Netherl£@testnorachievementtestwere conducted toselectsampies. 2. Samples were selected by strated sampling procedure. 3._ his study did not examine alternatives of CAI such as intemet oraistance leaming. 4. Computer use was limited to the presentation of curiculum, 5. While computercided testing (CAN Is commercialy available, it was not used in this study. Identical papor multiple-choice tests were usedforbotn groups. 6. The curriculum topic was limited to Microsoft Word «and common hardware devices, 7. The subjects of the study were limited to Ics (computersciences) 8. The sample included girls and boys as study subjects; Tmanagers Journal on Educational Psychology, Vol 2+ No 1+ May July 2008 o RESEARCH PAPERS average age of 18 years, of different ethnic backgrounds from two different colleges. 9. Leamersuse Urduas an instructional medium, 10. The cuiculum was provided In Urdu. However, common tems and notion were used in English to maintain thelrcorrect impression, 4, Computer Assisted Instruction (CAN. CAI grew into greater favor in the mid 1990s, when the US Department of Labor-soonsored National Alliance of Business reported small and mid-sized companies should embrace new technologies such as CA, so they may use technology to cause which needed change; rather than reacting as technology changes affected them. Their report showed that CAI can assist in Increasing worker knowledge, as it can be designed fo provide consistent training innew standards, such asthe quality standard sO 9000. They also reported benefits from the individualized pace of raining, and a better abilly lo accommodate an increasingly diverse workforce (Bergman & Kaufmann, 1996), Studies by Beth Wilson (1998), shows that thoughtfully designed computer software can present muttiple, dynamically linked representation in ways that are impossible with static, inert media such as books and chalkboatds, Some of the most frullful applications of computer technology detive is capacity to present educationally powerful, dynamic visual images particulattyin science andmath. CAI hes the potential to serve @ dual purpese by enhancing the leaming experience for resident students, while opening the educational experience up to aistance students Branler, 2005), 4,4Bloom's Taxonomy In an effort to explicate the specific intentions of our educational system, Benjamin S, Bloom (1956) and his colleagues published a Taxonomy of Educational Objectives in the cognitive domain, According fo him, the taxonomy is designed to be a classification of the student behaviots which represent the Intended outcomes of the educational process (p.12). His taxonomy consists of six major classes and their associated subclasses (see Figure 1), These classes are arranged in hierarchical order from simple to complex. The most basic level, knowledge, is exemplified by the simple recall of information (2.9. specific facts, universal, methods, etc). This process Involves ile more than bringing to mind the appropriate material (p. 201). At this level, the taxonomy refers only to the knowledge itself, and ot the utlization or application of this knowledge. The other levelsin the taxonomy are distinguished from the frst level as “intellectual abilities and stil.” In other words, levels 2.00 to 6.20 require ‘organized modes of operation ‘and generalized techniques for dealing with materials andproblems' Comprehension Is the lowest level of intellectual ably and requires only that the student knows what is being communicated, With this fundamental understanding, the student is able to translate or rearrange the Information without distorting Ils original meaning Inorderto attain the next level, he student mustbe able to opply the appropriate abstraction (Le. theory, principle, Idea, or method) without being prompted. Analysis implies the ability of a student to breakdown Information into its constituent elements and to explicate the relationships between the vatious ideas expressed, This process is divided into three parts: analysis of elements, analysis of telationships, and onalyss of corganizationalprinciples. In contrast to analysis, synthesis involves the process of putting together the parts in order to form a whole, Le, creating @ novel paltein or structure. At this level, the student movesinto the role of a producer (Jones, 1990). The highest level within the cognitive domain, is evaluation, This requires the student to make both quantitative and qualitative judgments concemning the extent fo which ciiteria are satisfied by certain materials or Figure 1. Sx major classes of Bloom's Taxonomy a [tmanagers Journal on Educational Psychology, Vol. 2+ No. 4+ May -July 2008 RESEARCH PAPERS methods. Such evaluations are made on the basis of intemal evidence {.8. logical accuracy and consistency} orinterms of extemal citetia (.e, a comparative process) 4.2 Computer-Assisted Instruction and Cognitive Development How can students be tested on the ability to function at the highest levels of Bloom's classiicatory system using the MPC? In answering this question, delineation of several of the most common types of computer-assistad Instruction (CAl) and thelr relation to the taxonomy will prove usetul. (Scott. Lipscomb, 2004) Wight and Forcior (1985, p. 96) defined CAI as a learning envionment characterized by inslructional interaction between computer and student... [The teacher] sets up the learning environment and ensures that each student has the necessary ils to engage in aparticularcognttive activity, and helps fo adjust the learning activities according tothe students'needs, The instructional goal of the learning material may atfect development time as well, Development time Increases 95 the leaming goals for the matetials ascend blooms learning taxonomy trom knowledge to skllto attitude and 98 the technical complexity of the computer work incteases from basic to inteimediate, to high (Golas, 1993). Obviously many mote hours would be requited to develop on entire course. Educational psychology provides many theoretical principles to be applied in the development and evaluation of computer-assisted instructional technology. Milheim and Martin (1991) in studying leamer control motivation, attripution and informational processing theory, they identified leamer control as an important variable in developing the pedagogy of softwares, It's boneficial generally to maximize lamer control as it Increases the relevance of leaming, expectations for success and general satisfaction contributing to helghlened motivation {Keller & Knopp, 1997). 4.3 CAlsoftware for cognitive domain Many classifications of CAlavallable in market, sixspeciic types by Spiro and Jehng (1990, pp. 163-205) seem tobe mostoften utlizedfor educationalpurposes. 1. Drill and Practice instructional programs simply assist the student in remembering and utllzing information that the teacher has akeady presented, reinforcing previous leaning through

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