Caitrad Revised

University of Caloocan City
College of Education
Bachelor of Secondary Education Major in English
Effectivity of Computer Assisted Instruction

and Traditional Lecture Method in
Teaching Preposition
A Thesis Presented to the Faculty of the
Bachelor of Secondary Education in English,
In Partial Fulfillment
Of the Requirements of the Subject
Language Research 2
Submitted by:
Bonite, Eloiza C.
Evangelio, Edelyn M.
Reyes, Meryll D.
Rico, Princess G.
Salonga, Sarah Jhoy T.
Suela, Rena L.
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APPROVAL SHEET
This thesis entitled “ Effectivity of Computer Assisted Instruction and Traditional
Lecture Method in Teaching Preposition” is prepared by Eloiza C. Bonite, Edelyn M.
Evangelio, Meryll D. Reyes, Princess G. Rico, Sarah Jhoy T. Salonga, Rena L. Suela in
partial fulfillment of the requirements in in Language Research II for the degree of
Bachelor of Secondary Education, Major in English, has been examined and is
recommended for acceptance and approval.
Prof. Mika Ella O. Perez

Research II Professor
Prof. Enecita F. Arlos Prof. Claire Josielyn S. Aguil

Research Panelist Research Panelist
Dr. Ramona Prado

Dean, College of Teacher Education
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ACKNOWLEDGEMENT
The researchers would like to thank their language research professor, Ms. Mika
Ella O. Perez who is always open whenever they ran into a trouble spot or had a question
about the research or writing. She guided the researchers to the right direction whenever
she thought they need it. They would also like to thank the expert who was involved in
the validation of their research instrument, Dr. Marissa B. Feliciano. Without her
passionate participation and input, the validation of the research instrument could not
have been successfully conducted. The researchers would also like to thank those Grade 7
students of sections Amiable and Assertive for the school year 2017-2018 who became
their respondents. The researchers would also like to extend their gratitude to Mrs. Fely
O. Esmedia who let them conduct their study in the two sections she handles and Bande
Family for welcoming us into their home whenever we needed a place to accomplish our
task. Finally, they would like to express their profound gratitude to their parents for
providing them with the unfailing support in any aspect and continuous encouragement
throughout the days of their studies and through the process of researching and writing
this thesis. This accomplishment would not have been possible without them. Above all,
to Almighty God for giving them the wisdom and providing all their needs.
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DEDICATION
This thesis is dedicated to Ms. Mika Ella O. Perez, whose passion for teaching
sets a new standard that is involved in education, training, and development of ability in
which one human being seeks to support the growth and development of another
especially in the publishing of our research. The researchers would like also to dedicate
this thesis to the Lord Almighty, to their family and friends, to the respondents, to their
professor, and to all the people who made this study possible. Finally, this thesis is the
fruit of the researchers’ hard work.
The Researchers.
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ABSTRACT
Title: Effectivity of Computer Assisted Instruction and Traditional

Lecture Method in Teaching Preposition
Researchers: Eloiza C. Bonite

Edelyn M. Evangelio
Meryll D. Reyes
Princess G. Rico
Sarah Jhoy T. Salonga
Rena L. Suela
Degree: Bachelor of Secondary Education in English
Advisor: Prof. Mika Ella O. Perez
School: University of Caloocan City
Academic Year: 2017-2018
This study shows a comparative analysis between CAI and Traditional Method.
The purpose is to know which is more effective and which is more recommended to use
as a teaching aid in teaching preposition. The introduction focuses on the history,
definition, and uses of CAI in teaching. Also, it focuses on the problem and its
background. Chapter 2 (Review of Related Literature and Studies) is about the study of
different researchers cited to support the research study. This includes the advantages and
disadvantages of both teaching methods and their types. Research methodology presented
the research design, respondents, sampling procedure, research instrument, collection of
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data, and statistical treatment of data used by the researches. Chapter 4 focuses on the
presentation of data that are presented in tabular form, analysis and interpretation of data.
The researchers computed the mean of the scores of the two sections and used T-test to
identify the significant difference of the two groups. Chapter 5 covers the summary of
findings which focuses on summarizing the interpretation of data. The conclusion shows
that the more effective tool is CAI than Traditional Lecture Method. For the
recommendation, it is recommended to use CAI in teaching because it will utilize
learning to its fullest potential and will give impact for student’s achievement.
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
There has been a never ending discussion as to what is the most effective way to
teach students. Of all the many guidelines made ready for the teachers to achieve
successful teaching, one that is proven advantageous is to use a wide range of pedagogies
(O’Neill, 2017). Some studies have found out that students learn more in traditional
lecture method. In the past years, traditional lecture method is a very common teaching
technique. This is presented through chalkboard, charts, whiteboard, recitation, and
memorization and relies mainly on textbook (Felipe 2013). The teacher illustrates the
concept to the students with the help of the materials mentioned. Every important thing
regarding the topic is written and the students will take note from it. After the lecture is
over, the students will revise their notes and try to memorize. The main objective of the
traditional lecture method is to pass the examination. Since this method depends solely on
the teachers, a learner tends to have a very little participation in the learning process and
is definitely going against the principle that learning is an active process. As a result,
topics discussed may be remembered for a short span of time only and is making the
learning a total waste.
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On the other hand, technology has become a part of the classroom setting as time
goes by and this becomes a “necessity” (Felipe 2010). This gives way to the beginning of
Computer-Assisted Instruction (CAI) which is an effective way to enhance learning. It is
a diverse and rapidly expanding spectrum of computer technologies that assists the
teaching and learning process. Examples of CAI applications include guided drill and
practice exercises, computer visualization of complex objects, and computer facilitated
communication between students and teachers (Nazimuddin, 2014).
Rivera and Sembrano (2009) stated that computer can be used in schools in three
genetic ways, one, as a learning tool; two, as itself the object of the study and three, as a
planning and management tool for teachers and school administrators. These three modes
are distinct but there is application which employs two or even all modes at the same
time. One visible advantage of using technology in teaching is the ability of the
Computer Assisted Instruction (CAI) materials to repeat the teaching process over and
over without deterioration.
In the Philippines, many teachers have doubts about using computers. It is
common to feel apprehension towards the machines. According to Jacob (2008) as
educators, “you are tasked with developing the minds of your students about the changes
they will be facing in the years to come”. However, the country’s limited resources make
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it difficult to maximize the student’s potential and the educators are faced with the
quandary of making education more meaningful to them.
The huge effect of these methods for effective learning urges the researchers to
conduct this study about the effectiveness between the Computer-Assisted Instruction
versus Traditional Lecture Method. Hence, this research will aim to firstly determine the
scores accumulated by the respondents in their pretest and posttest. Second, find out what
is more effective to use in teaching preposition and lastly, know if there is any significant
difference on the scores of the students taught with CAI and those who are taught with
traditional method.
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Statement of the Problem
This research is a comparative study on Computer Assisted Instruction and

Traditional Lecture Method in teaching preposition. Hence, this research attempts to
answer the following questions:
1. What are the scores accumulated by the respondents in terms of:

1.1. pretest
1.2. posttest
2. Which among the two methods shows more effectivity in teaching preposition?
3. Is there any significant difference in test results among the students who are
taught using CAI compare to those who are taught with traditional method?
Assumptions
1. There is no improvement on the scores of the students in their pretest and posttest
2. There is no method that is more effective than the other.
3. There is no significant difference in test results between students who are taught
with CAI and students who are taught using traditional method.
Scope and Limitations
This research is comparative in nature and is focused on applying different

methods (CAI and traditional lecture) in teaching preposition. It is constrained in
comparing the scores of the respondents on their pretest and posttest. This also covered
the effectivity of the two teaching methods and in knowing their significance difference.
The research sample is composed of 30 students coming from two sections which
belong to the Grade 7 sections Amiable and Assertive studying at Tala High School
during the school year 2017-2018.
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This study is limited to the scores gathered from two sections (Amiable and
Assertive) from Grade 7 students each included 30 respondents. Thus, whatever the
findings in this research are do not guarantee that it will be the same results when similar
tools are used to other grade level or sections of the same or of different school. In this
research, the topic discussed is focused on preposition using CAI on section Amiable and
traditional method on section Assertive. Hence, the result may not be the same with a
different topic regardless of using similar tools.
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Conceptual Framework
Input Process Output
Lesson: Preposition  Test Questions CAI is more effective than

 Experimental Traditional Method.
Respondents:
 Statistical Treatment
CAI is recommended to use
 Grade 7- Amiable as a teaching aid especially
 Grade 7- Assertive in this modern times.
Materials/Methods:
 CAI (Amiable)
 Traditional (Assertive)
Pretest
 20 items
 Multiple Choice
Posttest
 20 items
 Multiple Choice
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Significance of the Study
The findings of this study will be beneficial to the students, teachers, government
and future researchers. The findings of this study will help the students realize that there
are any other methods which might help them in improving their knowledge about a
certain idea.
For the teachers, the result of this study will help them recognize the importance
of applying various methods in teaching different lessons to their students. In addition, as
teachers who are teaching the so called ‘millennial,’ they will know the importance of
continuously equipping themselves with different strategies to offer to their students.
The government may find this research helpful by giving them the idea that
constant changes in curriculum need to be associated with changes or improvement with
the teaching materials they are providing as well.
Lastly, the end result of this research, could serve as basis for the future
researchers. This could provide them with further information on similar research which
they might need.
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Definition of Terms
CAI– is the acronym for Computer-Assisted Instruction. One of the many tools used
for teaching. It is a method wherein computers serve as a tool for teaching.
Traditional Lecture Method – teaching with the use of chalk boards and charts
made from cartolinas and manila paper. This may also be referred to as teacher-centered
where the teacher is the main source of knowledge.
Pre-test – initial test given prior to the lesson proper.
Post-test – a test given after the instruction to evaluate the learning of the students.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presented the definition of Computer Assisted Instruction and

Traditional Lecture method as perceived by various writers. This also will enumerate the
advantages and disadvantages of using such tools (Computer Assisted Instruction and
Traditional Lecture Method). Also, this chapter considered various factors that have been
developed by different writers affecting the effectiveness of Computer Assisted
Instruction and Traditional Lecture Method.
COMPUTER ASSISTED INSTRUCTION
Computer Assisted Instruction (CAI) is a self-learning technique, usually

offline/online, involving interaction of the student with programmed instructional
materials. (Casio 2012), this refers to instruction or remediation presented on a computer.
It is an interactive instructional technique whereby a computer is used to present the
instructional material and monitor the learning that takes place. CAI uses a combination
of text, graphics, sound and video in enhancing the learning process. The computer has
many purposes in the classroom, and it can be utilized to help a student in all areas of the
curriculum. This refers to the use of the computer as a tool to facilitate and improve
instruction. CAI programs use tutorials, drill and practice, simulation, and problem
solving approaches to present topics, and they test the student's understanding. Many
educational computer programs are available online and from computer stores and
textbook companies. They enhance teacher instruction in several ways (Access 2012).
Computer programs are interactive and can illustrate a concept through attractive
animation, sound, and demonstration. They allow students to progress at their own pace
and work individually or problem solve in a group. Computers provide immediate
feedback, letting students know whether their answer is correct. If the answer is not
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correct, the program shows students how to correctly answer the question. Computers
offer a different type of activity and a change of pace from teacher-led or group
instruction. Computer-assisted instruction improves instruction for students with
disabilities because students receive immediate feedback and do not continue to practice
the wrong skills.
Computers capture the students' attention because the programs are interactive
and engage the students' spirit of competitiveness to increase their scores. Also,
computer-assisted instruction moves at the students' pace and usually does not move
ahead until they have mastered the skill. Programs provide differentiated lessons to
challenge students who are at risk, average, or gifted (Access 2012).
Definition of CAI in teaching
Computer Assisted Instruction is an interactive use of technologies in the

classroom to enhance the learning process with the help of videos, graphics and sounds.
This is also referring to the use of computer as a tool that makes the learning more
interactive and more interesting. This is a narrower term for drill-and-practice, tutorial
and simulation activities. Computer Assisted Instruction, from the word itself, it is the use
of technology as a teaching aide for conducive learning. Technology, specifically,
computer, is the most common used tool in CAI which presents different instructional
materials such as PowerPoint presentation and audio visual materials that makes the
learning more meaningful and active. It covers the modern teaching which is very timely
nowadays because we are now in the 21st century and needs to give attention to the
student’s learning. It is not enough to use traditional method of teaching in our students
because some of them are not paying attention when the teacher is always the one who
talks and does the things that should be the student’s duty. They need something unique,
something catchy. That is the outcome of using CAI in teaching. But teachers need to
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know how to use this kind of instruction because if you do not know how to operate this,
you will not be an effective teacher. CAI is very important and probably, teachers are
grateful to have it because they are now facilitating the class uniformly and interactively.
Types of CAI in teaching
Information that helps teach or encourages interaction can be presented on

computers in the form of text or in multimedia formats, which include photographs,
videos, animation, speech, and music. CAI tools, such as word processors, spreadsheets,
and databases, collect, organize, analyze, and transmit information. They also facilitate
communication among students, between students and instructors, and beyond the
classroom to distant students, instructors, and experts. Below are the different types of
CAI;
Drill and Practice
Drill and practice software is generally used the same way that worksheets or
flash cards are used in classrooms. It provides repeated exposure to facts or information,
often in a question or game-type format. This software was the most prevalent type of
computer application for many years, since teachers were not quite sure how else
computers could be used. Drill and practice software also fit nicely into a behavioral
approach to teaching and learning since it measured student performance. It deals
primarily with lower-order thinking skills. Drill and practice applications do not utilize
the full power of computers. However, many drill and practice software titles are very
good at what they do. The computer does not get tired of providing students with the
practice and feedback they need. Most drill and practice programs also have a tracking
device so that students (and teachers) are aware of their progress. In addition, many of the
drill and practice programs have sounds and other motivating characteristics that
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encourage students. Students can progress at their own rate while using the software,
another advantage.
Tutorial
Tutorial software presents concepts or skills and then gives students the
opportunity to practice them. Drill and practice software does not include a teaching
component. Tutorials may be linear (students must go from p. 1 top. 2 and so on) or non-
linear (where they can branch off in one of several directions based on interest or need).
Older software is more likely to be linear in nature. It’s often very interactive. Students
do not just passively sit and read computer screens. Tutorials, like drill and practice
software, capitalize on individualized instruction and adjust the pace and feedback based
on the students’ progress. Students who are absent or who need remediation can often
benefit from using a computerized tutorial; provided one is available that covers what
was missed.
Problem Solving
Problem solving software allows learners to see the results of their reactions to
various events. Learners manipulate variables, and feedback is provided based on these
manipulations. The software does not necessarily utilize realistic scenarios. For example,
in the Carmen Sandi ego series, the student flies around the world getting clues to try to
track down a criminal. The process is contrived, although students develop problem
solving skills and learn geography at the same time. There is a lot of power to using
problem solving applications in the classroom, provided they match the curriculum. It is
sometimes otherwise difficult to provide feedback based on individual choices students
without the computer.
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Simulation
A simulation is a representation or model of a real event, object, or phenomenon

where learners can see the results of their actions. Sometimes it is not practical or feasible
to do the real thing, so a simulation is used to provide experiences that otherwise would
be denied. The difference between simulation software and problem solving software is
that simulation software deals with realistic situations. This is a very powerful application
of computers and the educational community can capitalize on this type of software.
Students are given the power to manipulate aspects of models or situations. They see the
results of their decisions immediately. Simulation and problem solving software address
higher-order thinking skills. One element to be aware of when using simulation and
problem solving software is that sometimes tests do not reflect what students learn
through their involvement with these packages. As we start to use software that addresses
higher-order thinking skills, we also need to consider alternative forms of assessment that
can help us to better evaluate what students know and understand.
Tool Software
Tool software is the most prevalent computer application used in education right
now. It encompasses all software that can be used as a tool for student learning. The
software itself is not the focus, but rather the student is using it to help them express their
thoughts and show their understanding. As a result, tool software is not tied to a specific
grade or content area. Tool software helps students and teachers to manage information.
The use of tool software in the curriculum is only as effective as the activity that the
teacher develops. Word processors, desktop publishing packages, spreadsheets, data
bases, graphics programs, telecommunications software, and multimedia software are
samples of tool software. It cost effective because it can be purchased for a wide range of
grade levels and content areas. Both students and teachers can use the software.
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Computer Programming
This used to be a big category of computer use in the schools, but the emphasis on
programming skills has decreased significantly. Many schools no longer even offer
programming classes, but instead are teaching students to use multimedia and other
computer tools. Logo is still taught, especially for its value in helping students understand
mathematics. It is a programming language that is not used outside of education.
TRADITIONAL METHOD IN TEACHING
Traditional education, also known as back-to-basics, conventional

education or customary education, refers to long-established customs that society
traditionally used in schools. Some forms of education reform promote the adoption of
progressive education practices, a more holistic approach which focuses on individual
students' needs and self-control. In the eyes of reformers, traditional teacher-centered
methods focused on rote learning and memorization must be abandoned in favor of
student-centered and task-based approaches to learning. However, many parents and
conservative citizens are concerned with the maintenance of objective educational
standards based on testing, which favors a more traditional approach. Depending on the
context, the opposite of traditional education may be progressive education, modern
education (the education approaches based on developmental psychology), or alternative
education. The definition of traditional education varies greatly with geography and by
historical period. The chief business of traditional education is to transmit to a next
generation those skills, facts, and standards of moral and social conduct that adults
consider being necessary for the next generation's material and social success. As
beneficiaries of this scheme, which educational progressivist John Dewey described as
being "imposed from above and from outside", the students are expected to docilely and
obediently receive and believe these fixed answers. Teachers are the instruments by
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which this knowledge is communicated and these standards of behavior are enforced.
Historically, the primary educational technique of traditional education was simple
oral recitation. In a typical approach, students sat quietly at their places and listened to
one student after another recite his or her lesson, until each had been called upon. The
teacher's primary activity was assigning and listening to these recitations; students
studied and memorized the assignments at home. A test or oral examination might be
given at the end of a unit, and the process, which was called "assignment-study-
recitation-test", was repeated. In addition to its overemphasis on verbal answers, reliance
on rote memorization (memorization with no effort at understanding the meaning), and
disconnected, unrelated assignments, it was also an extremely inefficient use of students'
and teachers' time. This traditional approach also insisted that all students be taught the
same materials at the same point; students that did not learn quickly enough failed, rather
than being allowed to succeed at their natural speeds. This approach, which had been
imported from Europe, dominated American education until the end of the 19th century,
when the education reform movement imported progressive education techniques from
Europe. Traditional education is associated with much stronger elements of coercion than
seems acceptable now in most cultures. It has sometimes included: the use of corporal
punishment to maintain classroom discipline or punish errors; inculcating the dominant
religion and language; separating students according to gender, race, and social class, as
well as teaching different subjects to girls and boys. In terms of curriculum there was and
still is a high level of attention paid to time-honored academic knowledge. In the present
it varies enormously from culture to culture, but still tends to be characterized by a much
higher level of coercion than alternative education. Traditional schooling in Britain and
its possessions and former colonies tends to follow the English Public School style of
strictly enforced uniforms and a militaristic style of discipline. This can be contrasted
with South African, US and Australian schools, which can have a much higher tolerance
for spontaneous student-to-teacher communication.
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These are materials that are used to aid in the transference of information from
one to another. It could include power point presentations (visual aids), books, articles,
materials for project development. Content that conveys the essential knowledge and
skills of a subject in the school curriculum through a medium or a combination of media
for conveying information to a student. The term includes a book, supplementary
materials, a combination of a book, workbook, and supplementary materials, computer
software, magnetic media, DVD, CD-ROM, computer courseware, on-line services, or an
electronic medium, or other means of conveying information to the student or otherwise
contributing to the learning process through electronic means, including open-source
instructional material
Instructional Materials
Mass instruction is, of course, as old as education itself, with the 'lecture' and
'expository lesson' being the dominant instructional techniques in virtually all sectors of
formal education and training throughout recorded history.
Individualized Learning
All individuals learn- whether they do it consciously or unconsciously. It is

fundamental requirement of existence. It is defined as the capacity to build knowledge
through individual reflection about external stimuli and resources, and through the
personal re- elaboration of individual knowledge and experience in the light of interaction
with others and the environment.
Types of Instructional Materials
The third type of instructional materials, that of written descriptions, includes

scientific, scholarly, reference, and methodological teaching aids, as well as textbooks,
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books of problems and exercises, books for recording scientific observations, laboratory
manuals, manuals for production training, and programmed textbooks.
Printed and Duplicated Material
This includes such objects and phenomena as minerals, rocks, raw materials,
semi-finished and finished manufactured articles, and plant and animal specimens.
Among these materials are reagents and apparatus for producing chemical and other
reactions and for demonstrating and studying such reactions during laboratory sessions.
Such supplies, instruments, and equipment are wood, metal, plastic, and glass objects,
measuring and monitoring instruments and equipment, equipment for the assembling and
finishing of various products, and machines and machine tools.
Non-Projected Display Materials
This represents the actual objects and phenomena, includes three- dimensional
materials (castings, globes, and experimental models), two-dimensional materials (charts,
pictures, photographs, maps, diagrams, and drawings), and audiovisual materials (motion
pictures, film clips, filmstrips, slide sequences, transparencies, records and tape
recordings, and radio and television broadcasts)
Audiovisual Materials
These resources of films, radio, and television, help acquaint students with the
achievements of modern science, technology, industry, and culture and with phenomena
that are inaccessible to direct observation.
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Problems in Teaching Prepositions
Prepositions perform so many complex rules; it’s the reason why prepositions are
difficult to master. In English, prepositions mark the argument of predicate and they
combine with other parts of speech to express new meanings. The choice of preposition
as an aid is largely constrained by its object (in the summer, on the beach, at noon) and
the intended meaning at the beach, on the beach, near the beach, by the beach). Since
adjuncts are optional and tend to be flexible to their position in the sentence, he tasks
facing the learner s quite difficult.
Usually the predicate is expressed by a verb, but sometimes it takes the form of an
adjective, a noun, or a nominalization that is because prepositions are also used to mark
the arguments of a predicate.
Reyes (2009) stated that the choice of the preposition as an argument marker
depends on the type of argument. It appears to have no easily definable pattern; it’s the
reason why prepositions pose such challenge to the learners. English has hundreds of
phrasal verbs, consisting of a verb and a particle (some of which are also prepositions).
To complicate matters, phrasal verbs are often used with preposition.
Advantages of CAI
CAI can dramatically increase a student’s access to information. The program can
adapt to the abilities and preferences of the individual student and increase the amount of
personalized instruction a student receives. Many students benefit from the immediate
responsiveness of computer interactions and appreciate the self-paced and private
learning environment. Moreover, computer-learning experiences often engage the interest
of students, motivating them to learn and increasing independence and personal
responsibility for education. Although it is difficult to assess the effectiveness of any
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educational system, numerous studies have reported that CAI is successful in raising
examination scores, improving student attitudes, and lowering the amount of time
required to master certain material. While study results vary greatly, there is substantial
evidence that CAI can enhance learning at all educational levels.
CAI brings with it several potential benefits as a teaching/learning medium. These

include self-paced learning, self-directed learning, the exercising of various senses and
the ability to represent content in a variety of media. As these topics will be explored in
greater detail throughout this document, only a brief overview will be given here.
Although CAI has not been studied in the EL community situation, many of the benefits
in the general CAI context should also be available in the EL one. With self-paced
learning, learners can move as slowly or as quickly as they like through a program. If
they want to repeat some task or review some material again, they can do so as many
times as they choose. The program will not tire or complain about repetitions. Learners
can skip over a topic if information is already known, making the learning process more
efficient. With self-directed learning, learners can decide what they want to learn and in
what order. As will be shown later in this chapter, learners have different learning styles
and use different learning strategies.
Disadvantages of CAI
In some applications, especially those involving abstract reasoning and problem-

solving processes, CAI has not been very effective. Critics claim that poorly designed
CAI systems can dehumanize or regiment the educational experience and thereby
diminish student interest and motivation. Other disadvantages of CAI stem from the
difficulty and expense of implementing and maintaining the necessary computer systems.
Some student failures can be traced to inadequate teacher training in CAI systems.
Student training in the computer technology may be required as well, and this process can
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distract from the core educational process. Although much effort has been directed at
developing CAI systems that are easy to use and incorporate expert knowledge of
teaching and learning, such systems are still far from achieving their full potential.
Advantages of Traditional Lecture Method
The traditional teacher-centered mode is propitious to come into play as a guide,

the teacher supervises the whole teaching activity, imparting systemic knowledge and
academic opinions with speculative philosophy, abundant emotional thoughts and unique
manner which effect students potentially, from which they receive wisdom and power
that is good for the development of their IQ and EQ. At the same time, with the special
training of normal university, they understand the education regulation and hold
experience of teaching content and method. Teachers can change them in accordance of
their aptitude for a better explanation. What’s more, face to face communication is a
simulative factor for students’ comprehensive quality. The traditional teaching is the most
direct and effective method. Teachers control and inspire students effectively when the
students encounter problems or arise conflicts, they take flexible teaching method
adjusting the content according to actual requirement under the general teaching
arrangement, which is not only conductive to cultivate the basic technique but also for the
good habit in forming students’ self-study ability. Teachers’ action and language become
the target imitated by learners, whose outlook towards right and wrong, attitude, value
orientation and academic level has great impact on students.
Disadvantages of Lecture Method
As professor Bruner of Harvard University points out: "the teaching process is a

continuous activity of asking questions and solving them.”Traditional college English
teaching puts teachers as the center all the time, mainly relying on class knowledge,
which emphasizes the role of teachers too much. It curbs personality and creativity of
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students and ignores the initiative and potential of the students; therefore, students are in
a passive position. This traditional teaching method mainly has the following
disadvantages: Teaching mode is single. In the teaching process the teacher is the center,
and the teaching process emphasizes system and completion but few thinking space for
students. Students are passive in the class teaching and teachers cannot take care of every
student in class who has different basis and interests. Students are listeners and put the
teacher as the center. The knowledge is limited; the resource is scarce; the learning is
passive but the knowledge is well-formed and departed from real life. The main
experience is insufficient or lack of subjective experience, which will restrict the
effectiveness of learning strategy teaching. Many students lose interest in English
because their initiative and enthusiasm cannot be fully exerted in class.
Importance of CAI
According to Davis and Stolurow, the availability of CAI has an important effect
in teaching-learning process. In order to improve the student’s achievement, schools
should implement computer technology or practice using CAI. (Patterson 2010). Using a
computer assisted instruction give a positive effect in the classroom from the early days
of implementation in the 1960’s. According to Forcier, the students became more
motivation when they used computer-based-teaching. Based on the findings of Lowe, she
believes that CAI is important because it has many advantages were that computers
provide consistency of content delivery. According to Traynor many school that has
included the CAI in their school provides students more opportunities in increasing the
quality education.
According to Cherian (2009), who recommends that the states and the school
districts should implement and utilize technology to its fullest potential and CAI’s impact
to the student’s achievement.
27
Limitations
One of the limitations of having a computer assisted instruction are the persons
who will control the computer, experts are needed. One of the experts is the Computer
Engineer who is a technical person who knows about the basic principles and techniques
of programming. Also, the Lesson Writer, it refers to the experts who are familiar with
the lesson writing, it can be an experienced teacher as long as they know the theories of
learning. Lastly, the System Operator, it refers to the person who knows the system
thoroughly. He should also know how to handle all the common failures of software and
hardware in the system.
Another limitation of CAI is the computer itself. The computer doesn’t have the
emotion, it can’t appreciate students unlike teachers, because there is an emotional
climate that the teachers can make, the interaction made by the teachers to their students
that is absent in CAI.
CAI failed to develop essential features of language competently, CAI cannot

appreciate the student creativity, and Computer Assisted Instruction is costly, it requires
money for you to have these things or to invest the materials needed.
28
Chapter 3
RESEARCH METHODOLOGY
This chapter presented the research methodology that is consist of the research
design, respondents and sampling procedure, research instrument, collection of data and
statistical treatment of data used by the researchers.
Research Design
This study made use of the comparative method and experimental method. This
will use manipulation and controlled testing to understand casual processes. One variable
will be manipulated, controlled, and will measure any change in other variables. This
study assigned two different groups which are the Grade 7- Amiable and Grade 7-
Assertive to two treatment groups. One of which will be taught with the integration of
CAI and the other with the use of traditional lecture method. This kind of set up is for the
purpose of comparing the effects of the two different meaning.
Respondents and Sampling Technique
This study used the Convenience Sampling Procedure where the researchers
performed the study based on the available population. There will be two sections from
Grade 7 students each having 30 students to take part in the discussion where the teacher
used either CAI or traditional method.
Research Instrument
The researchers made use of the ready-made test items for the students to answer.
The test questions are in the form of multiple choice and is consist of 20 items in total. As
for the class with the integration of CAI, the researchers will use laptop and projector
29
while on the class with the traditional lecture method; the researchers will make use of
the charts for prepositions and printed pictures.
Data Gathering Procedure
The researchers came up with the title “A Effectivity of Computer Assisted

Instruction and Traditional Lecture Method in Teaching Preposition.” This is the chosen
title since the researchers intended to compare the difference it made on the scores of the
students after taught with either CAI or traditional method. In addition, the researchers
want to find out if the methods in teaching are really a factor in learning. The researchers
wanted to research on its effect on preposition since this topic is very confusing not only
to the grade 7 students but to almost all who are familiar to it. The researchers want to
find out if the confusions on using prepositions if taught with CAI than traditional are
lessen.
Days after coming up with the title, the researchers started to visit the university’s
library to obtain different references that may be helpful in the study. Following the visit
to the university’s library is going to the National Library of the Philippines, to have
more of the references. Upon collecting all the desired resource materials, the researchers
started to sort out the information and organize them.
The researchers then asked for the permission of the school administrators of Tala
High School to conduct the study. Upon securing the permit from the school
administrators the researchers then execute the lesson in preposition with the use of CAI
to the Grade- Amiable and traditional method to the Grade 7- Assertive to accumulate the
scores which are essential to the research.
30
Statistical Treatment of Data
This research used Mean to find out what group got the higher scores and the T-
test of independent mean to analyze the significant difference between two different
groups in terms of their mean.
Formula for T-Test:
( m1−m2 )
t=
√( s m + s m )
2
2
2
2
m 1= Mean of first set of values

m2 = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.
Formula for the Mean
x̄ = (Σ xi)
n
x̄ = sample mean
Σ = add up
xi = all of the x-values
n= the number of items in the sample
31
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the findings, analysis and interpretation of data gathered
from 60 students who answered the sets of test questions given. The purpose of this study
was to compare the difference between CAI and Traditional Lecture Method in teaching
preposition in terms of the scores acquired by the students on their posttest.
Table 1
Pretest and Posttest Scores of Grade 7-Amiable
No. of Students Score 1 Score 2
(Pretest) (Posttest)
1 15 20
2 14 20
3 15 20
4 15 20
5 17 20
6 14 20
7 15 18
8 18 20
9 16 20
10 15 20
11 15 20
12 15 20
13 17 19
14 17 19
15 11 19
16 14 19
17 14 19
32
18 16 19
19 15 19
20 15 19
21 17 18
22 14 18
23 15 17
24 15 17
25 14 17
26 14 17
27 17 17
28 17 17
29 13 16
30 14 16
Table 1 presented the scores of Grade 7-Amiable on their pretest and posttest.
Student no. 1 from section Amiable got a score of 15 in pretest and 20 in posttest.
Student no. 2 got 14 in pretest and 20 in posttest. Student no. 3 and student no. 4 both
acquired a score of 15 in their pretest and a perfect score of 20 in their posttest. Student
no. 5 got a score of 17 in pretest and 20 in posttest. Student no. 6 got 14 in pretest and 20
in posttest. Student no. 7 acquired 15 points in pretest and 18 points in posttest. Student
no. 8 obtained 18 in pretest and 20 in posttest. Student no. 9 got 16 in pretest and 20 in
posttest. Student no. 10 got 15 in pretest and 20 in posttest. Student no. 11 got a score of
15 in pretest and 20 in posttest. Student no. 12 got 15 in pretest and 20 in posttest.
Student no. 13 got 17 in pretest and 19 in posttest. Student no. 14 got 17 and 19 in his
pretest and posttest respectively. Student no.15 got 11 in pretest and 19 in posttest.
Student no.16 obtained a total of 14 points in pretest and 19 in posttest. Student no. 17
33
got 14 in pretest and 19 in posttest. Student no. 18 got 16 in pretest and 19 in posttest.
Student no. 19 got 15 in pretest and 19 in posttest. Student no.20 got 15 in pretest and 19
in posttest. Student no. 21 got 17 in pretest and 18 in posttest. Student no. 22 got 14 in
pretest and 18 in posttest. Student no. 23 got 15 in pretest and 17 in posttest. Student no.
24 got 15 in pretest and 17 in posttest. Student no. 25 got 14 in pretest and 17 in posttest.
Student no. 26 got 14 in pretest and 17 in posttest. Student no. 27 and student no. 28 both
got 17 in their pretest and posttest. Student no. 29 got 13 in pretest and 16 in posttest.
Student no. 30 got 14 in pretest and 16 in posttest.
As presented in the data, 28 of the students in section Amiable improved their

scores on their posttest, but there are two students whose score remained the same.
Table 2
Pretest and Posttest Scores of Grade 7-Assertive
No. of Students Score 1 Score 2
(Pretest) (Posttest)
1 17 20
2 15 20
3 18 19
4 15 19
5 11 19
6 13 19
7 12 19
8 13 19
9 14 19
10 14 18
34
11 14 18
12 12 18
13 14 18
14 13 18
15 10 18
16 13 17
17 12 17
18 16 17
19 9 17
20 15 17
21 11 16
22 12 16
23 16 16
24 14 16
25 14 16
26 13 15
27 12 14
28 14 15
29 14 14
30 13 14
Table 2 presented the scores of Grade 7-Assertive on their pretest and posttest.
Student no. 1 from section Assertive got 17 in his pretest and 20 in his posttest.
Student no. 2 got 15 in his pretest and 20 in his posttest. Student no. 3 obtained 18 in his
pretest and 19 in his posttest while student no. 4 obtained 15 in his pretest and 19 in his
posttest. Student no. 5 acquired 11 in his pretest and 19 in his posttest. Student no. 6 got a
total of 13 points in his pretest and 19 in his posttest. Student no. 7 got 12 in his pretest
and 19 in his posttest. Student no. 8 got 13 in his pretest and 19 in his posttest. Student
35
no. 9 acquired 14 points in his pretest and 19 in his posttest. Student no. 10 got 14 in his
pretest and 18 in his posttest. Student no. 11 from section Assertive got 14 in his pretest
and 18 in his posttest. Student no. 12 got 12 and 18 in his pretest and posttest
respectively. Student no. 13 got 14 in his pretest and 18 in his posttest while student no.
14 got 13 in his pretest and 18 in his posttest. Student no. 15 obtained 10 points in his
pretest and turns 18 in his posttest. Student no. 16 acquired 13 in his pretest and 17 in his
posttest. Student no. 17 obtained a score of 12 and 17 in his pretest and posttest
respectively. Student no. 18 got 16 in his pretest and 17 in his posttest. Student no. 19 got
9 in his pretest and 17 in his posttest. Student no. 20 scored 15 in his pretest and 17 in his
posttest. Student no. 21 got 11 in his pretest and 16 in his posttest. Student no. 22
obtained 12 in his pretest and 16 in his posttest. Student no. 23 got 16 in his pretest and
16 in his posttest. Student no. 24 acquired 14 in his pretest and 16 in his posttest. Student
no. 25 got 14 in his pretest and 16 in his posttest. Student no. 26 got a total of 13 in his
pretest and 15 in his posttest. Student no. 27 got 12 in his pretest and 14 in his posttest.
Student no. 28 got a total of 14 and 15 in his pretest and posttest respectively. Student no.
29 got 14 in his pretest the same in his posttest. Student no. 30 acquired 13 in his pretest
and 14 in his posttest.
As presented in the data, majority of the students in section Assertive has an

improvement on their scores except for two students whose scores remained the same on
their posttest.
36
No. of Amiable Assertive
Students
Pretest Posttest Pretest Posttest
1
University
15
of20 Caloocan
17
City20
2 Bachelor of
14 Secondary Education 15
20 Major in English
20
3 15 20 18 19
4 15 20 15 19
Table 3 5 17 20 11 19
6 14 20 13 19
Mean scores of
7 15 18 12 19
Grade 7- Amiable
8 18 20 13 19
and Assertive
9 16 20 14 19
10 15 20 14 18
11 15 20 14 18
12 15 20 12 18
13 17 19 14 18
14 17 19 13 18
15 11 19 10 18
16 14 19 13 17
17 14 19 12 17
18 16 19 16 17
19 15 19 9 17
20 15 19 15 17
21 17 18 11 16
22 14 18 12 16
23 15 17 16 16
24 15 17 14 16
25 14 17 14 16
26 14 17 13 15
27 17 17 12 14
28 17 17 14 15
29 13 16 14 14
37
30 14 16 13 14
N= 30 µ= 15.10 µ=18.67 µ= 13.43 µ= 17.27

Table 3 shows the mean scores of Grade 7- Amiable and Assertive.
The table shows that the mean score of Grade 7- Amiable that is taught using CAI
which is 18.67 is higher than that of Grade 7-Assertive that is taught with Traditional
Lecture Method which got a mean of 17.27. Thus, this means that CAI shows more
effectivity when used in teaching preposition. Furthermore, there is a significant
difference on the scores of the students who are taught with CAI and students who are
taught with Traditional Lecture Method. (Refer to the appendix for the figure.)
38
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
Summary of Findings
The scores of the respondents in posttest are higher than the scores of their pretest
regardless of what method used.
The purpose of this study was to know which is more effective between CAI and
traditional method in teaching. In this study there are two groups that served as the
respondents, the Grade 7- Amiable and Grade 7- Assertive. The Grade 7-Amiable
students were given a pretest about prepositions with the mean of 15.1. After that, the
researchers used computer Assisted Instruction in teaching prepositions. The Grade 7-
Assertive were also given a pretest about preposition with the mean of 13.43. The
researchers used traditional method. After teaching prepositions, the researchers
conducted a post test on both sections. Grade 7 Amiable got a higher mean of 18.67 than
Grade 7- Assertive with a mean of 17.27. The researchers used t-test to compute the
overall results of the pretest and post test conducted.
39
There was a significant difference in the test results among the students who are
taught using CAI because of its mean and the bell curve that showed how spread out the
scores were.
Conclusion
The researchers concluded that after teaching preposition regardless of the method
used, the scores garnered in posttest by Amiable and Assertive are higher than pretest,
The researchers concluded that the more effective teaching is no other than CAI.
Based on the test results of the pretest and posttest given, Grade 7- Amiable got the
higher result than Grade 7- Assertive because they used CAI as a teaching aid. Therefore,
CAI is more effective than Traditional as seen on the results. This proves that CAI can
improve the learning environment and enhance the learning process and it is an open door
for self-paced, individualized instruction and student-centered learning. It might create
opportunities to access worldwide information resources and develop knowledge within
new contexts.
The researchers concluded that there is a significant difference in test results

between the students who are taught using in CAI compared to those who are taught with
Traditional method based on its mean and the bell curve shown.
Recommendation
40
The result shows that it doesn’t matter what tools; CAI or Traditional, can be
used for a better outcome because based on the table, both group Amiable and Assertive
got higher scores in posttest. It is recommended that teachers should know and explore
different strategies suit for student’s need.
The study has shown that CAI can yield a better outcome for the performance of
the students. To utilize learning to its fullest potential and to give impact for student's
achievement, it is recommended to use CAI in teaching. The school should provide
technology that can be used to enhance one's learning and to motivate learners. Teachers
should attend seminars and trainings with regards to CAI. They should know how to
operate computers and manage in a CAI classroom. When it comes to students, they
should also know how to use the computers and other technologies but they should also
know how to manage themselves in studies. Most especially in this fast changing world,
schools need to adjust and update those things that are needed to pay attention especially
the tools and method that can be used in teaching. The curriculum should be aligned to
the needs of the students to be able to achieve the learning they deserve.
It is recommended for the future researchers to apply the method that is more
effective which is the CAI because it can make a significant difference when it comes to
the result.
41
REFERENCES
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about
incidental focus on form and their classroom practices. Applied Linguistics, 25,
243–272.
Bright, J. (1965). Patterns and skills in English. Arusha, Tanzania: Longman.
Brooks, N. (1960). Language and language learning. New York: Harcourt Brace &
World.
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical
study of the learning of linguistic generalizations. Studies in Second Language
Acquisition, 15, 357–386.
Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language
teaching. TESOL Quarterly, 25, 459–480.
42
Celce-Murcia, M. (2002). Why it makes sense to teach grammar through context and
through discourse. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar
teaching in second language classrooms (pp. 119–134). Mahwah, NJ: Lawrence
Erlbaum.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book (2nd ed.). Boston:
Heinle & Heinle.
Collins, L., Halter, R., Lightbown, P., & Spada, N. (1999). Time and distribution of
time in L2 instruction. TESOL Quarterly, 33, 655–680.
Cook, V. (1989). Universal grammar theory and the classroom. System, 17, 169–182.
Corder, S. P. (1967). The significance of learners’ errors. International Review of
Applied Linguistics, 5, 161–169.
DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and
practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on
form in classroom second language acquisition (pp. 42–63). Cambridge, England:
Cambridge University Press.Bruner, The process of education Culture and Education

Press, 1982.
Chen Shu, The Relations between Culture and Foreign Language Teaching, Ghostwritten
Paper Foreign Language Teaching, 1998, (2):1-4.
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He Gaoda, Zhou Jianxia, Listening and Speaking in Advanced Normal University of

English Major, Computer-assisted Foreign Language Education, 1996(4):728.
Robert Makin, Emotional Management--a high EQ Executive, Guangzhou: Zhongshan

University Press, 1999.
Wang Haizhen, Su Xiaojin, Multimedia and College English Teaching, Computer-

assisted Foreign Language Education, 1994.
Xuan Weibo, Yu Yelu, Understanding Human Communication: Men, Women, Messages

and Media Beijing: Outlook in China Press, 1985.
Yang Yang, The Research on Multimedia Assist Teaching in Junior School, Computer-
assisted Foreign Language Education2001, (3):50-51.
Zhu Zhiting, Informationalized Education and Education Reformation-Computer and

Education, Xinan Normal University Press, 1991
Essays, UK. (November 2013). Traditional Versus Modern Methods of Effective

Teaching Education Essay. Retrieved from https:// www.
ukessays.com/essays/education/traditional-versus-modern-methods-of-effective-teaching-
education-essay.php
44
APPENDIX B
January 29, 2018

Dr. Marissa Feliciano
Principal, Tala High School
Madam:
Good day!
We are currently enrolled at the University of Caloocan City taking up Bachelor of

Secondary Education major in English. As a requirement of the said course, we are
conducting a research study titled “A Comparative Study Between Computer Assisted
Instruction and Traditional Lecture Method in Teaching Preposition”.
In this regard, we are respectfully seeking permission from your good office to allow us
to administer test questions to Grade 7 Students in Tala High School to elicit outputs
regarding the aforementioned study.
Thank you in advance for your usual kindness and support.
Very truly yours,
Edelyn M. Evangelio Meryll D. Reyes

Researcher Researcher
Eloiza C. Bonite Princess G. Rico
45
Sarah Jhoy T. Salonga Rena L. Suela

Noted:
Mika Ella O. Perez

Thesis Professor
APPENDIX C
(Test Questions for Pretest)
Name:
Grade and Section:
Direction: Encircle the letter of the correct answer.
1. The book is _____ the chair.
a. below b. on
c. under d. beside
2. The book is _____ the vase.
a. in b. below
c. behind d. before
3. The book is ____ the cabinet.
a. inside b. beside
46
c. behind d. above
4. The book is ______
the pencil and vase.
a. between b. under
c. in d. below
5. The book is ______
the pencil.
a. behind b. In
c. on d. beside
Direction: Choose the appropriate preposition to be used in each sentence.
1. When we get ready for dinner, I have to take my books ____ the table.
a. Off b. from c. out d. of
2. Every weekend, we put the trash can _____ for garbage collection.
a. Up b. At c. into d. out
3. You have to leave your shoes ____ the door when you enter the house.
a. In b. Over c. to d. by
4. It was long walk, so he began moving slowly ____ the town.
a. For b. towards c. until d. at
5. David cleaned his room by staffing everything ____ his bed.
a. In b. on c. under d. along
6. Kathleen apologized ______ her brother’s poor behavior.
a. For b. in c. off d. at
7. We often go fishing _____ the rivers bank.
a. Towards b. inside c. along d. around
8. There is no doubt that Adam is very good _____ telling jokes.
47
a. At b. over c. of d. with
9. The lecture will be held right ____ the tutorial.
a. At b. before c. over d. ahead
10. He was caught by the teacher for cheating ____ the exam.
a. During b. after c. near d. outside
B. Encircle the letter of the correct answer.
1. __________ is a word used to link nouns, pronouns, or phrases to other words within a
sentence.
a. Preposition b. Conjunction
c. Adverb d. Noun
2. Before, after, during, and until are examples of ________.
a. Place prepositions b. direct prepositions
c. time prepositions d. movement prepositions
3. Around, between, against are examples of _____.
a. Place preposition b. direct preposition
c. time preposition d. movement preposition
5. Prepositions are located before a noun or pronoun. This statement is_______
a. false b. true
c. not always true d. none of the above
48
APPENDIX D
(Test Questions for Posttest)
Encircle the letter of the correct answer.
1. What part of speech tells location, time, or direction?

a. noun b. pronoun c. conjunction d. preposition
2. Which of the following is not a type of preposition?
a. preposition of place b. preposition of things
c. preposition of time d. preposition of movements
3. Above, below, beside and behind are prepositions of _______?
a. time b. direction c. place d. things
4. Before, since, after, and for are prepositions of _________?
5. Along, across, up, and through are prepositions of ________?
6. The airplane crashed ten minutes _________ it departs.
a. before b. during c. after d. for
7. The car passed _______ the tunnel.
a. along b. through c. above d. under
8. I’ve been studying _______ 7 years.
a. for b. during c. across d. along
9. The puppy jumped _______ the fence.
a. past b. down c. through d. over
10. I will stay here ________ sunset.
a. on b. since c. until d. above
49
11. Put the dog ________ its house.

a. under b. along c. inside d. across
12. There is a “no smoking sign” painted _______ the wall.
a. through b. on c. past d. during
13. Look ______ the flowers.
a. at b. since c. until d. from
14. Are you the new student ______ Korea?
a. in b. until c. to d. from
15. We have fun ______ the concert.
a. during b. across c. past d. down
50

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University of Caloocan City

Effectivity of Computer Assisted Instruction

A Thesis Presented to the Faculty of the

Bachelor of Secondary Education in English,

University of Caloocan City

Of the Requirements of the Subject

Salonga, Sarah Jhoy T.

This thesis entitled “ Effectivity of Computer Assisted Instruction and Traditional

Lecture Method in Teaching Preposition” is prepared by Eloiza C. Bonite, Edelyn M.

partial fulfillment of the requirements in in Language Research II for the degree of

Bachelor of Secondary Education, Major in English, has been examined and is

recommended for acceptance and approval.

Prof. Mika Ella O. Perez

Prof. Enecita F. Arlos Prof. Claire Josielyn S. Aguil

Dr. Ramona Prado

fruit of the researchers’ hard work.

Title: Effectivity of Computer Assisted Instruction and Traditional

Researchers: Eloiza C. Bonite

Degree: Bachelor of Secondary Education in English

Advisor: Prof. Mika Ella O. Perez

School: University of Caloocan City

Academic Year: 2017-2018

as a teaching aid in teaching preposition. The introduction focuses on the history,

the research design, respondents, sampling procedure, research instrument, collection of

recommendation, it is recommended to use CAI in teaching because it will utilize

THE PROBLEM AND ITS BACKGROUND

technique. This is presented through chalkboard, charts, whiteboard, recitation, and

learning a total waste.

Computer-Assisted Instruction (CAI) which is an effective way to enhance learning. It is

practice exercises, computer visualization of complex objects, and computer facilitated

communication between students and teachers (Nazimuddin, 2014).

over without deterioration.

In the Philippines, many teachers have doubts about using computers. It is

common to feel apprehension towards the machines. According to Jacob (2008) as

quandary of making education more meaningful to them.

Statement of the Problem

This research is a comparative study on Computer Assisted Instruction and

1. What are the scores accumulated by the respondents in terms of:

Scope and Limitations

This research is comparative in nature and is focused on applying different

Input Process Output

Lesson: Preposition  Test Questions CAI is more effective than

Significance of the Study

Pre-test – initial test given prior to the lesson proper.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the definition of Computer Assisted Instruction and

COMPUTER ASSISTED INSTRUCTION

Computer Assisted Instruction (CAI) is a self-learning technique, usually

Definition of CAI in teaching

Computer Assisted Instruction is an interactive use of technologies in the

Types of CAI in teaching

Information that helps teach or encourages interaction can be presented on

Drill and Practice

A simulation is a representation or model of a real event, object, or phenomenon

TRADITIONAL METHOD IN TEACHING

Traditional education, also known as back-to-basics, conventional

All individuals learn- whether they do it consciously or unconsciously. It is

Types of Instructional Materials

The third type of instructional materials, that of written descriptions, includes

Printed and Duplicated Material

Non-Projected Display Materials

Problems in Teaching Prepositions

CAI brings with it several potential benefits as a teaching/learning medium. These