Republic of the Philippines

Marikina Polytechnic College

Marikina City
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Chapter I

Introduction

This chapter deals with the background of the study, the conceptual framework,
the statement of the problem, the significance of the study, and the scope and
delimitations of the study.

Background of the Study

Quality education means quality teaching. Methods, materials and

teacher’s competency greatly effect student’s achievement. Administrators should
provide teachers with sufficient equipment and facilities that will be used as a tool for
the improvement of instruction by providing students with sophisticated media and
through the teacher’s quality instruction, pupils can acquire knowledge and became
competitive graduates in the future.

The world is exposed to the rapid changes of modern technologies which

might enable to produce more robotic equipment and gadgets. The computer has an
edge over other learning aids. In a practice session, it gives immediate flashbacks and
replies appropriate learning for mastery of lessons. It can do graphics and multimedia
presentations which enable students to visualize other high abstract of concept. It can
make such displays accessible, accurate and flexible.

In accordance with the E-commerce law, RA #8792 Part 1, section. ‘the

state recognizes the vital role of technology in a nation building the need to create an
information-friendly environment which supports and ensures the availability, diversity
and affordability of technology products and services the need to develop, with
appropriate training programs and institutional policy changes human resources for the
information technology age.’ Relative to this, the impact of technology usage in teaching
literary requires a through logical understanding in order to develop a more complexive
and effective strategies in teaching. Teachers should be computer literate, should be
ready to face the challenge of instructional technology that could enhance learning and
potential skills in analysis and logic.

Technology can help teachers in an actual teaching-learning session by

providing a great aid for an effective education process. A teaching session with the
computer is learner-centred. It engages one in an active interaction to solve, search for
patterns, conjecture, analyse or experiment. Also, it can establish rapport relationship
between the teacher and students. Hence, instead of simply receiving ideas from the
teacher, the students take on more personal activity and responsibility in learning
different subjects. Thus, becoming a teacher is hard task and challenging. Teachers
must be qualified to motivate students to facilitate learning and to provide effective
teaching.

In the era of technology, it aids plenty of resources to enhance the teaching

skills and learning ability. Now it is easy to provide audio-visual education. With this
vivid and vast technique as part of the curriculum, learners are encouraged to regard
computers as tool to be used in all aspect of their studies. In particular, they need to
make use of the new multimedia technologies to gather information, communicate
ideas, and describe projects and order information in their work.

The integration of technology in teaching is focused in ensuring quality in

educational system. One of the important reasons for integrating Computer.-Aided
Instructional Materials in teaching, students must be familiar with the use of technology,
since all jobs in the society of the future will be dependent on it. Also, technology must
be used in teaching in order to improve its quality and make it more effective.

The main purpose of the researchers is to level up the instruction and sustain
the interest of the students through the use of Computer Aided Instructional Materials in
teaching English as Second Language. Base on the study, a classroom becomes a
dusty museum of things that used to be vital and thrilling but are no longer of the
moment. Another reason, since many of the students are having a hard time to learn the
second language because of the traditional way of teaching it, as a leading tool,
Computer Aided Instructional Materials can be the best tool to resolve the barriers for
the students to learn English.

According to Pallavi Chawla, Special Educator, 80% of the students in a

classroom are visual spatial learner. Meaning they think based on pictures. The
remaining are element of movement is collaborated along with visuals. The remaining is
auditory sequential leaner. Visual thinking and learning utilize graphical ways of working
with ideas and presenting information. Research in both educational theory and
cognitive psychology tells that visual learning is among the very best methods for
teaching students of all ages how to think and how to learn.

As teachers, it is a challenge to adapt teaching methods and classroom

practices that will meet the needs of the students. The world is becoming more
technologically advanced, one must understand and anticipate the effects of these
technologies to the student’s lives and embraced technology through using Computer-
Aided Instruction Materials as a learning tool in teaching session, to motivate and
capture the student’s interest which culminates in a vivid and interesting lessons for the
pupils. Thus, the teaching-learning process becomes effective and acquires
comprehensions with the lesson and improves thinking skills in the ESL that prompted
the researchers to conduct the study.

Computers have influenced every sphere of people’s lives in one way of

another. Computers are making human life easier and more comfortable. Computer
system used to design and manufacture books and other printed materials. On the other
hand, Computer aided Instructional Materials diverse and rapidly expanding spectrum of
computer technologies that assist the teaching and learning process. Computers can
also help students visualise objects that are difficult or impossible to view. CAI tools,
such as word processors, spread sheets, databases, collect, organize, analyse and
transmit information.

They also facilitate communication between students to students, instructions

and beyond classroom to distant students, instructors and experts.

Arnold (2012) states that Computer aided Instructional Materials systems can
be categorized based on who controls the progression of the lesson. Early systems
were linear presentations of information and guided drill, and control was directed by the
author of the software. In modern systems, and especially with visualization systems
and simulated environments, control often rests with the students or with the instructors.
This permits information to be reviewed or examined out of sequence.

Also, in the book ‘Computers Today’ authored by Donald H. Sanders, he

mentioned the interaction between the computer and a student may take place in the
following ways, the computer presents instructional information and questions and
perhaps ask questions of his or her own, the computer then accepts, analyse and
provide immediate feedback to the student’s responses and maintain records of the
student’s performance for evaluation purposes.

Computer- aided Instructional Materials 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, motivate them to
learn and increase independence and personal responsibility for education. Although it
is difficult to assess the effectiveness of any educational systems, numerous studies
have reported that CAI is successful in raising examination scored, improving student
attitudes, and lowering the amount of time required to mater certain material. While
study results vary greatly, there is substantial evidence that CAI can enhance learning
at all educational levels.

Conceptual Framework

The Conceptual Framework which guided the researchers in the study are shown
in Figure 1 and Figure 2.

INPUT PROCESS OUTPUT

 Course Development of Developed

Syllabus in Computer-Aided Computer-Aided
ENG 212 Instructional Instructional
 References Materials in ENG Materials in ENG
212 212

Figure 1. Conceptual Framework for the Development of Computer-Aided Instructional Materials

in ENG 212 (Teaching English as Second Language)

The input consists of the selected topic in ENG 212 (Teaching English as Second
Language) reference materials and internet which were utilized in order to produce the
well-structured Computer-Aided Instructional Materials, the process shows the
development of Computer-Aided Instructional Materials in ENG 212 based on the
course syllabus.

Statement of the Problem

The study aimed to develop and evaluate Computer-aided Instructional

Materials in ENG 212- Teaching English as Second Language (ESL) during the
academic year 2016-1017 at Marikina Polytechnic College.

Specifically, this study sought answers to the following questions:

1. What selected topics in ENG 212 could be developed into Computer-aided

Instructonal Materials based on the course syllabus?

2. How do the BTTE students, Instructors evaluate the developed Computer-aided

Instructional Materials in ENG 212 in terms of the following criteria:

A. Content
 a. Organization

b. Clarity

c. Appropriateness

d .Comprehensibility

e. Usefulness

B. Instructional Materials

a. Instructional Appeal

b. Audibility

c. Utilization

3. Are there significant differences in the evaluations of the group of evaluators on the
developed Computer-Aided Instructional Materials in ENG 212?

4. What suggestions were offered by the respondents in order to further improve the
study?

Significance of the Study

Once of the most important aspects in developing and evaluating Computer-

aided Instructional Materials is its application to the teaching and learning process. It
serves as learning too knowledge and concept regarding the subject matter. This study
is significant because of the benefits that could offer to the following groups:

Administrators

Through this developed Computer-aided Instructional Materials, the school

administrations could provide a remedy in filling up the inadequacy of instructional
material as well as the approaches, method, and strategies to achieve the mission and
vision of the institution. The results of the study would help them realize that every
classroom in Languages Department needs at least one projector in order to facilitate
the subject.

Professors
This study will help them realize that there are other effective methodologies that can be
utilized in teaching ESL like Computer-Aided Instructional Materials.

Students

The result of this research can be a great help for them to enhance their cognitive skills
and abilities through the activities presented in the Computer-aided Instructional
Materials to be more responsive individuals and would help them work towards self-
regulation, self-direction and self-advocacy. It may also catch their attention because of
the graphics presented in every slide.

Future Researchers

The results of this study will help the future researchers in their quest for another
research study in their respective field of specialization. This study will guide them to
design their meaningful Computer aided Instructional Materials that will help their
students to cope with the changing technologies, and it will guide them also to conduct
their post-test and pre-test.

School community as a whole

This study would address the needs of the society in globalization. It will help them to
realize that they can produce other Computer-aided Instructional Materials in different
subjects.

Scope and delimitations of the study

This study focused on the Development and Evaluation of Computer-aided

Instructional Materials in ENG 212- Teaching English as Second Language for BTTE
English majors- Sophomores of Marikina Polytechnic College in Academic 2016-2017
during the first semester, midterm period.

This descriptive research tried to determine the needs of the respondents by

producing a developed Computer-aided Instructional Materials in ESL preferably to the
second year BTTE students. The researchers used a course syllabus to develop a
Computer-Aided Instructional Materials in ENG 212 Teaching English as Second
Language. The selected topics from Mid-term Period only were evaluated by the groups
of respondents. The respondents were 50 second year students from BTTE classes and
ten Language teachers.
Definition of Terms used in the study

In order to arrive at a common understanding, the following terms used in the

study are hereby defined:

Prominent- This refers to something important and well-known

Instantaneous- Happening very quickly

Elicited– to get (a response, information, etc.) from someone

Expertise – special skill or knowledge

Embark – to begin a journey especially on a ship or airplane

Sheer – to turn suddenly

Quantifiable – to find or calculate the quantity or amount or something

Descriptive – Using words to describe what something or someone is like

Spectrum – a complete range of different opinions, people, etc.

Spatial – of or relating to space and the relationship of objects within

Sequential – happening in a series or sequence

Culminates – to be the end\d or the final result of (something)

Vivid – very bright in colour

Prompted - to be the cause of (something)