International Referred Research Journal ISSN-0974-2832 VOL.

II * ISSUE15 April, 2010

Research PaperEducation

A STUDY OF EFFECTIVENESS OF DIFFERENT MODES OF COMPUTER ASSISTED INSTRUCTION IN TEACHING SCIENCE.

April, 2010

* Dr. Y. G. Singh

* Associate Professor K.M. Asghar Husain College of Education, Akola. (M.S.)

A B ST R A C T
(In this study the special Instruction strategies like Computer Assisted Instruction in teaching Chemistry to overcome the differences in the students learning rates. The researcher suggest the development of software packages which will help the students to learn at their own compe tency.) Introduction : Nowadays the crucial task in the field of education is the improvement in the teaching learning process. For this purpose educational researcher have tried to experiment with the innovative methods of instruction. Inspired by the scientific inventions and technological development in every sphere of life. Creative teachers try to replace the traditional methods of teaching with novel emerging instructional paradigms. So the nature of modern innovations is a short of departure from the conventional mode of delivering lesson and evolving new strategies for effective delivery of curricular content. Children of today are the future citizens and they are going to be pillars of the country. Hence, it is essential that each pillar is as strong as the other. The warrants special instructional strategies like Computer Assisted Instruction. Computer Assisted Instruction : Various methods of Computer Assisted Instruction that can facilitate learning more effectively like Tutorial, Drill and Practice and Simulation. Tutorial : It attempts to put the computer into the role of a teacher instructions and individual learner, links to prior learning and it involves ample opportunities for the learners to develop connective networks through examples & questions. Drill and Practice : It allow the students to move at their own competence with immediate feedback & it has its own advantage to the learners. Simulation : It is significant in the science curriculum and enhance classroom experience.. Need and Importance of the Study : Computer have an important role to play in the school of our nation. The National Policy on Education (1986) emphasized the introduction of technology in education. Computer Assisted Instruction (CAI) is becoming an increasingly popular technique for education. In school students face a lot of problems in learning. It raises the importance of individualizing the instruction & computer do serve this purpose. CAI is proved to be the effective way of providing instruction in science. It is imperative to ascertain whether CAI modes are effective in school setting. Keeping these points in view the present study was under taken. Topic of the Study : 1) A study of Effectiveness Among Different Modes of Computer Assisted Instruction In Teaching

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International Referred Research Journal ISSN-0974-2832 VOL. II * ISSUE15 April, 2010 The data thus obtained was analyzed using t-Test.. Science. Objective of the Study : Hypothesis - I (1) To find out the different modes of Computer Table - 1 : The means of the scores of the Assisted Instructional Strategy i.e. Tutorial, Drill - Prac- Experimental Group-I and Experimental Group-II as tice and Simulation in Science at Std. IX. (2) To de- measured by the criteria Reference Test * At 0.01 sigvelop a Criterion Referenced Test in the content areas nificant level. From the table-1, it is clear that the calbeing instructed tosubjects of control & Experimental culated t - value is 3.70 is more than table value 2.58 at Groups. significant level 0.01. So null hypothesis is rejected Hypothesis of the Study : because the mean value of the experimental group-II (1) There is no mean significant difference between was found to be higher than that at the experiment the CAI strategies like Tutorial and Drill-prac tice in group-I. Hence it is concluded that CAI in Drill & instructional objectives in Science Std. IX. (2) There is Practice mode is more effective than Tutorial mode. no mean significant difference between the CAI strat- Hypothesis - II egies like Tutorial and Simulation in instructional obTable - 2 : The means of the scores of the jectives in Science Std. IX. (3) There is no mean sig- Experimental Group-I and Experimental Group-III as nificant difference between the CAI strategies like measured by the criteria Reference Test.* At 0.01 sigDrill &Practice and Stimulation in instructional objec- nificant level. From the table-2, it is clear that the caltives in Science Std. IX. culated t - value is 6.30 is more than table value 2.58 at Methodology of the Study : significant level 0.01. So null hypothesis is rejected The study adopts the Quasi Experimental because the mean value of the experimental group-III Design. Three groups each of 40 students studying at was found to be higher than that at the experiment Std. IX in three different schools. CAI mode like Tuto- group-I. Hence it is concluded that CAI in Simulation rial was adopted in experimental group-I, Drill & Prac- mode is more effective than Tutorial mode. tice in experimental group-II and Simulation to the ex- Hypothesis - III perimental group-III. Software packages in different Table - 3 : The means of the scores of the modes of CAI like Tutorial, Drill & Practice and Simu- Experimental Group-II and Experimental Group-III as lation in the content area States of Matter in Science measured by the criteria Reference Test.* At 0.01 sigfor Std. IX had already been developed and validated. nificant level. From the table-3, it is clear that the calA separate pre-test was developed and administered culated t - value is 2.65 is more than table value 2.58 at to establish homogenity among all the three groups. significant level 0.01. So null hypothesis is rejected All the three groups were taught the same contents because the mean value of the experimental group-III through the respective instructional strategy Criteria is more than experimental group-II. Hence it is conon Reference Tests were developed in the said con- cluded that CAI in Simulation mode is more effective tent areas and were used as post test. than Drill & Practice mode. Analysis & Interpretation :

Tabile 1
Groups compared E.I. E.II Instructional N strategy Tutorial 40 M SD D 6D t-Value

32.47 42.80

11.22 13.65

10.33 2.79

3.70*

Drill & Practice 40

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International Referred Research Journal ISSN-0974-2832 VOL. II * ISSUE15 April, 2010

Tabile 2
Groups compared E.I. E.III Instructional N strategy Tutorial Simulation 40 40 32.47 51.38 11.22 15.32 18.91 3 6.30* M SD D 6D t-Value

Tabile 3
Groups compared E.II. E.III Instructional N strategy Drill & Practice 40 Simulation 40 42.80 51.38 13.65 15.32 ages in Science should be planned, d e v e l o p e d , evaluated & imple mented with the help of a team of experts constitating curriculum planners, educational technologists, computer experts and science teachers. 8.58 3.24 2.65* M SD D 6D t-Value

Implications of the Study : (1) CAI in Simulation is more effective than the Tu torial and Drill & Practice modes on teaching Science at Std. IX. (2) More software packages can be developed for the whole syllabus which will help the students to lean at their own Computer. (3) The CAI pack-

R E F E R E N C E
(1) Anderson, RC & Fault G.W. : Educational Psychology, 1973. Dedd. Mead & Co., New York. (2) Husen, Torsten & Postleth waite T.M.: The In ternational Encyclopedia of Education Vol.5(tL) Pergeman Press Ltd. Headington Hill Hal Oxford. (3) Merill, P.F. (1985) : Computer in Education (Second Edition) Allyn & Bacon,New York. (4) Robert, A leavey : Principal of Solid States of Physics. (5) Vardhini (1983) : V. P. Development at a Multimedia Vs. Instructional Strategy for Teaching Science at Secondary Level, Ph.D. Edu., MSV, 1983. (6) Physics, NCERT : Introduction to Physics, NCERT, New Delhi.

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