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PRINCIPAL
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"EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN
In today's setup it is very difficult task for a teacher to take care of each and every
students. It is impossible for teacher to teach every individual according to their pace of
divergent approach to the teaching learning process. CAI helps the learner to choose a
programme of their interest, at the same time makes them aware of the different contexts
where a concept can be operationalised. While insights such as these might not be
deliberately taught, continuous learning via computers can "Train" students to this divergent
type of thinking. In computer assisted instruction the computer has been used to present
information to students, receive his response and take appropriate action, such as for remedial
information, cross questioning, help in analysing problem etc. Computer assisted instruction
(CAI) occurs often without the direct intervention of the teacher. It is certain that like other
strategies, several social and psychological variables are involved in this strategy and
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Edwards et. al. (1975), 1Tsai- Yun (1994), 2Lajoie et. al. (2001) and many others have
demonstrated the role of social and personal variables in CAI. Even the different subjects
have different type of interactions with the CAI. Biology is not the exception in this regard.
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Agarwal (1995) compared CAI & programmed Instruction in Biology. Both were effective
regardless of the sex, intelligence and SES level in concept understanding. 4Lajoie et. al.
(2001) found that in CAI students take less time and learnt to reason scientifically in Biology
course. Such studies demonstrate that there is wide scope of interaction between performance
An analogy was drawn from these studies in formulating the present problem. The
learning & thinking styles, introversion, stability were selected to study their role in CAI. It
1
Edwards et. al, (1975): "How effective is CA1 A review of the research"; Educational leadership, 33pp 147-
153, 1975.
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Tsai, Yun; (1994): "A mental analysis of effectiveness of computer based instruction in mathematics", Ph. D.
University of Okalahoma, Dissertation abstract international, Vol 56(1) July 1495p125A.
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Lajoie, S.P (2001): Constructing knowledge in the contest of bioworld; Instructional Science, 2001 Mar; Vol
29 (2) pp 155-186
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Agarwal, R. (1995): "A comparative study of conceptual understanding by programmed instruction and CAI"
Ph.D. Education, Rohilkhand University, Bareilly.
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The following will be the secondary objective-
HYPOTHESES
1. The science performance from CAI is not significantly related with extraversion
2. The science performance from CAI is not significantly related with neuroticism
3. The science perf6rmance form CAI is not significantly related with any learning
style.
METHODOLOGY
The focus of the present investigation was to evaluate the effectiveness of computer
method was used. The experiment was conducted to as certain the effect of various learner's
package was the experimental variable. The achievement through CAI program was the
criterion variable. The learning and thinking style, extraversion and neuroticism were taken
The CAI package on "Human diseases" was developed by the investigator for the
experiment.
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SAMPLE:
The CAI programme was prepared for IX class students, therefore, experiment was to
researches, usually the cluster sampling is used. This involves a complete count of the intact
group.
In present investigation cluster sampling and stratified sampling were used. Group of
250 students (129 boys & 121 girls) of class IX students were selected by cluster sampling
technique.
The study was conducted by using the experimental method. The role of learner's
variables in computer assisted instruction was to be analysed. For this purpose, the main
First of all, the role of personality was studied. Neuroticism and extraversion are the
two dimensions of personality. So, both were considered together. The stratification was done
on basis of these two traits. The high and low groups of the neuroticism and extraversion
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were identified by using Kelley's dichotomy. Then four groups were made as stable introvert,
stable extravert, neurotic introvert and neurotic extravert. The students were allocated for
above groups from boys and girls both. Thus 2x2x2 factorial design for the analysis of
Further, the subjects were identified on the basis of learning style with left
hemisphericity, right hemisphericity & integrated brain from both boys & girls. Thus, 3x2
factorial design was used for the analysis of learning styles x sex (HxS).
The cells of both factorial design were having unequal number of subjects. So,
The subjects were identified for each cell of 2x2x2 factorial design and 3x2 factorial
design. The pretest scores (X) and post test scores (Y) of these subjects were taken up for
analysis. The analysis of variance and analysis of covariance was attempted. Further, to
- Neuroticism of the subjects appeared to be negatively and significantly related with the CAI
performance. The stable subjects showed significantly higher performance than the neurotic
subjects.
- Extraversion of subjects appeared to be related with the CAI performance of the subjects.
The introvert subjects showed the higher CAI performance than the extrovert subjects.
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- The interaction effect of neuroticism and extraversion was found significant with regard to
CAI performance. The stable subjects showed higher performance at introversion level but
they were not significantly different with neurotic subjects at extraversion level.
- The interaction effect of extraversion and sex was significant with regard at CAI
performance. At extraversion level, boys and girls were not significantly different in CAI
performance but at introversion level, Girls showed higher performance than the boys.
- Subjects with the right hemisphericity showed significantly higher CAI performance than
- Girls with integrated brain showed significantly CAI performance than the girls with Left
hemisphericity.
- The girls were significantly higher on CAI performance than the boys.
DISCUSSION OF FINDINGS:
The present study was conducted to analyse the effectiveness of computer assisted
The role of learner's characteristics varies according to the nature of learning strategy.
Each strategy has their own characteristic which facilitates different type of student abilities.
The first finding of this study was that the stable subjects were significantly higher in
CAI performance than the neurotic subjects. The age of the subjects in this study was
between 13 to 15 yrs. The subjects were preparing for their high schools examination. At this
stage, the anxiety may hinder the learning; therefore, stability might have contributed the
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The introverts are conscientious, acquire condition responses, easily and able to carry
out repetitive task persistently in comparison of extraverts. So, computer assisted instruction
seem to help the introverts by providing the sufficient practice and to carry out the task for
long time. Hence, the introvert subjects appeared to show higher to CAI performance than
The interaction effect of neuroticism and extraversion was significant. The stable
subjects showed higher performance at introversion level but not significantly different with
neurotic subjects at extraversion level. The stability and introversion both appeared to
The interaction effect of extraversion and sex was also significant. The boys and girls
were not significantly different in CAI performance at extraversion level but girls were better
than boys at introversion level. The girls are able to carry out repetitive task easily in
comparison of boys. Therefore this result might have appeared. 5Frances, Katz & Evans
(1996) also found that introverts have positive attitude towards computer than extroverts.
Regarding the learning and thinking styles the subjects were divided into three styles
on the basis of cerebral hemisphericity. The subjects with the left, right and integrated brain
show the different type activities what they can perform in natural way. The finding of this
study indicated that the subjects with right hemisphericity showed the higher CAI
performance than the subjects with left hemisphericity. The study was related with the
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Francis, L; Katz, Y..I. and Evans, T; (1996):"The relationship between personality attitude towards computer
an investigation among female undergraduate students in Israel". British, Journal of Education and technology,
27:3 pp 161-170
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Torrance and Reynolds, C.R (1979) developed the rationale that the teacher directed
learning tends to favour students with a left hemisphere style of learning, while self directed
learning favours right hemispheric learners. Moreover, the CAI package was based on
Biology topic which was having more pictorial messages. The interpretation of complex
visual pattern has been found to be pre-dominantly the right hemisphere function. Therefore,
The girls with integrated brain showed higher performance than the girls with left
brain. The integrated brain indicates the similar functioning of both the hemispheres to
discuss such type of finding more studies are required under different conditions to have
The discussion of findings provides some insight into the computer assisted
The obtained findings suffer from the delimitations already mentioned in the first
chapter of this report. Besides, this sample of this study was from Almora (Uttarakhand).
The statistical techniques and design used for analyzing the data have their own
limitations. The interpretations and inferences of the study suffer by these limitations.
The Biological (Science ) learning experiences was provided to the subject through
CAI programme on topic " Human disease " of class IX C.B.S.E. Board English medium.
The learning experience may differ form subject to subject and a topic to another topic. The
findings of this study may be applicable to the learning experience of similar nature. These
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Torrance, E.P. & Reynolds, C.R. (1979): Norms Technical Manual for your style of learning and Thinking,
Form C.. Athens, Georgia: Gerorgia Studies of Creative Behaviour, Department of Educational Psychology,
University of Georgia.
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may not be applicable to other sciences. Thus, the findings of this study suffer from the above
unavoidable limitations.
The findings of this study may be considered to support the view that success of
different type of students in related to the structure of learning strategy. On the basis of the
findings different type of students may be suggested to use learning packages on CAI
The class room teacher may also make use to the findings of this study to deal with
the class room problems of various types of students. The teacher may provide a CAI
Biology subjects become very easy and interesting through interactive and realistic
picture & diagrams. The topic of "human diseases "and other topics related to the subject
teaching learning situation. On the basis of the findings of the study, their strategy further can
be improved by applying other techniques like picture clipping, animation, video related to
the topic, etc. It may be useful to control individual differences to wider extent. So, that all
In home studies and correspondence course / distance education, this developed CAI
programme can assess to those who are unable to attend regular school, college and other
courses.
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This programme may be helpful to teach the students effectively where there is a lack
Where there are large numbers of learners and it is not possible to educate too much
number of learners at a time, this CAI programme may be able to teach the learner through
computer.
Where the groups of students are heterogeneous, this programme is able to provide
It can be used for further researches in order to compare the CAI programme and
characteristics were formulated in this study, Some suggestions with regard to further
- It should not be confined only to IXth class students, similar study can be conducted
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- It is suggested to evaluate the effectiveness of CAI and traditional method in
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