Republic of the Philippines

Marikina Polytechnic College

Mayor Chanyungco St., Sta. Elena, Marikina City

Prepared by: Group 10

Project Title: COMPUTER-AIDED INSTRUCTIONAL MATERIAL IN STATISTICS

PHASE 1: NEEDS ANALYSIS

I. Objectives

This study aims to:

 identify the computer aided instructional material for MPC 4th year students;
 develop a computer aided instructional material in statistics for MPC 4th year
students; and
 appreciate the importance of in making computer aided-instruction for MPC 4th year
students.

II. Theories and Related Literature

Lowe and Holton(2005) presents a theory of critical components that affect the effectiveness of
computer-based instruction (CBI) for adults in order to provide a framework for research to explain or
predict effective learning by adults using a desktop computer. Their study turns out the following
outcomes; (a) the characteristics of self-directedness and computer self-efficacy of adult learners play an
important role in designing CBI for adults; (b) CBI design is interwoven with the units of self-directedness,
computer self-efficacy, learning goal level, instructional design, and external support; (c) learning goal
level affects instructional design strategy and the instructional control component of CBI design; (d)
external support and instructional support are needed to provide a positive CBI experience; and (e) the
theory draws together the isolated variables researchers consider important in the adult learning process
and aligns them to provide effective CBI

Bochniak (2014) presented a CAI and studied its effectivity on a modified, quasi-experimental,
nonequivalent control-group design. They conclude that CAI was more effective than the other
classroom's mathematics instruction in developing Math fluency

Sosa, Berger, and Saw (2007) investigate the effectiveness of computer-assisted instruction (CAI)
in statistics education at the college level in the United States. It comes out that different modes of CAI
programs produced significantly different effects on students' achievement in learning statistics. Expert
systems and drill-and-practice programs were the most effective modes and were followed by
multimedia, tutorials, and simulations. Computational statistical packages and web-based programs were
the least effective modes. The teacher-made CAI programs were significantly more effective than the
commercially-developed CAI programs. The effectiveness of CAI program in teaching statistics did not
differ significantly according to the study characteristics of the publication year, the publication source,
the educational level of participants, the level of interactivity of CAI program, the instructional role of CAI
program, and the sample size.

Ylidiz (2017) study aims to examine the effect of instructional materials developed on the basis of
4 stage constructivist model on the success of 6th grade students in the subject of decimal fractions. For
this purpose, a worksheet on decimal fractions, a conceptual change text and an analogy map were
developed. These instructional materials were administered to 62 students selected from two different
6th grade classes in a primary school in Trabzon in 2008-2009 school year. Semi-experimental method
was used in this study. At the end of the study, it was seen that the instructional materials developed
increased students’ success.
 Pistorius (1992) Describes the computer-assisted instruction (CAI) model used for the
development of courseware that forms part of the tutorial package for the computer concepts course at
the University of South Africa. The courseware design model which was followed consisted of five phases:
preparation for the project, predesign, design, programming and formative evaluation, and summative
evaluation

Self (1974) propose a student model consisting of a set of programs to represent the student's
knowledge state. Teaching proceeds after a comparative evaluation of student and teacher programs, and
learning is represented by direct modification of the student model. The advantages of an explicit
procedural model are illustrated by considering a program which maintains such a model.

III. Methodologies

The students would like to develop a computer-aided instructional material in Applied Statistics
for Technology especially, an interactive instructional material. Since the evaluators are involved in the
21st century, the students decided to make a computer-aided instructional material.

The interactive computer-aided instructional material will have different exercises and games
from different topics. It is used in order to provide mastery of the lesson with the efficacy and it
provides analogies on real-life situation I order to relate to subject matter.

The developers estimated the progress of this instructional material will be longer within 9
weeks.

IV. Description

The instructional material shows the Introduction of the Nature of Statistics and Frequency
Distributions and Graphs which is included in the subject Applied Statistics for Technology taken by the
former 3rd year Mathematics major students.

The lesson shown in an interactive computer-aided instructional material were based on the
syllabus of Applied Statistics for Technology given by Mr. Reynaldo C. Rivera, Jr., Mathematics Professor.
The five topics are (1) Variables and Types of Data, (2) Data Collection and Sampling Techniques, (3)
Organizing Data, (4) Histograms, Frequency Polygons and Ogives, and (5) Other Types of Graphs.

The interactive computer-aided instructional material is a teaching approach that integrates

computer software, programs with other teaching materials in the classroom. Other terms used for CBI
are: Computer-Based Training, Computer-assisted Instruction, Computer-assisted learning. There are
many ways CBI can be used in the classroom or as stand alone learning tools. Teachers used CBI for drills
and practices, tutorials, simulations, and instructional games.

The instructional material will be developed with the use of PowerPoint software.

References:

1. Lowe, J. S., & Holton, E. F. (2005). A Theory of Effective Computer-Based Instruction for Adults.
Human Resource Development Review, 4(2), 159-188. doi:10.1177/1534484305276301
2. Sosa, G., Berger, D., & Saw, A. (2007). Effectiveness of Computer-Based Instruction in Statistics: A
Meta-Analysis. PsycEXTRA Dataset. doi:10.1037/e655882007-001
3. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1028&context=dissertations
4. Yıldız, C., Taşkın, D., Köğce, D., & Aydın, M. (2011). The effect of instructional materials developed
in relation to decimal fractions on success. Procedia - Social and Behavioral Sciences, 15, 859-863.
doi:10.1016/j.sbspro.2011.03.199
5. https://classroom.synonym.com/computerbased-instruction-education-6081722.html
6. Pistorius, M., Plooy, N. D., Alexander, P., & Villiers, C. D. (1992). Computer-assisted instruction
development model for a computer concepts course. Computing & Control Engineering Journal,
3(1), 13. doi:10.1049/cce:19920010
7. Self, J. A. (1974). Student models in computer-aided instruction. International Journal of Man-
Machine Studies, 6(2), 261-276