Design Development and Summative Evaluation of Computer-Assisted Instruction (CAI) On Selected Topics in High School Physics

Ligaya  B. Diculen,

Design Development and Summative Evaluation of Computer-Assisted Instruction (CAI) On Selected Topics in High School Physics

Abstract:

This research study aimed to develop, validate and test the effectiveness of Computer-Assisted Instruction (CAI) modules on selected topics in high school physics entitled Work, Power, Energy and Simple Machines.

The research and development cycle (R & D cycle) and the pretest-posttest quasi-experimental design were used in the development and testing the effectiveness of the CAI modules, respectively. Author ware was the main authoring system used in developing the modules. Five (5) physics professors and physics teachers, two (2) computer experts and fifteen (15) fourth year students from various high schools evaluated the CAI modules before their effectiveness was finally tested. The CAI Evaluation Guide made by Ong (1990) was modified by the researcher and used by the evaluators in rating the CAI modules.

The effectiveness of the CAI modules was verified in two public high schools: the Sarrat National High School (SNHS) and the Mariano Marcos State University, Laboratory High School (MMSU-LHS), Batac Campus.

Thirty (30) fourth year students from SNHS and another thirty (30) fourth year students from MMSU-LHS were randomly chosen to represent the experimental and control group, respectively. The research instruments used were all pilot-tested and validated to ensure their validity and reliability. The gathering of data was conducted last January to march SY 1998-1999. The t-test for independent samples, Two-Away Analysis of Variance, the stepwise regression analysis were used to analyze the data.

The research study revealed the following findings: (1) The student evaluators, physics professors. Physics teachers and computer expert evaluators unanimously rated each category of every module: objectives, subject matter, clarity of explanation, design characteristics, adaptability, relevance and test items are highly favorable; (2) No significant difference was observed between the physics knowledge gained and science process skills developed by the students who underwent CAI method and those in the traditional method.