Effects of computer assisted instruction on students' attitude and academic performance in Biological Science / (Record no. 35394)
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| Personal name | Vargas, Vanessa C. |
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| -- | Effects of computer assisted instruction on students' attitude and academic performance in Biological Science / |
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| Dimensions | 28 cm. |
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| -- | Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2008.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, and Education in partial fulfillment of the requirements for the degree Master of Arts in Education, Biological Sciences. |
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| Summary, etc. | ABSTRACT: |
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| Target audience note | This study sought to determine the effects of Computer Assisted Instruction (CAI), as applied to selected lessons in Biological Science, on the attitude and academic performance of BS Psychology students at the City College of Manila during the first semester of academic year 2008-2009. |
| 525 ## - SUPPLEMENT NOTE | |
| Supplement note | Specifically, it aims to answer the following questions: 1. Is there a significant difference between the academic performance of the CAI group and the Non- |
| 530 ## - ADDITIONAL PHYSICAL FORM AVAILABLE NOTE | |
| Additional physical form available note | CAI group based on the following: |
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| Text of note | 1.1 Pretest of the CAI group and the Non-CAI group |
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| Authorization | 1.2 Pretest and Posttest of the CAI group |
| 542 ## - INFORMATION RELATING TO COPYRIGHT STATUS | |
| Copyright date | 1.3 Pretest and posttest of the Non-CAI group |
| 550 ## - ISSUING BODY NOTE | |
| Issuing body note | 1.4 Posttest of the CAI group and the Non-CAI group 2. What are the attitude of the CAI group and the Non-CAI group toward Biology? 3. Is there a significant difference between the attitude of the CAI and the Non-CAI group toward |
| 555 ## - CUMULATIVE INDEX/FINDING AIDS NOTE | |
| Cumulative index/finding aids note | Biology based on the following: |
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| Linking entry complexity note | 3.1 Pretest of the CAI group and Non-CAI group |
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| Source of description note | 3.2 Pretest and Posttest of the CAI group |
| 591 ## - | |
| -- | 3.3 Pretest and Posttest of the Non-CAI group |
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| -- | 3.4 Posttest of the CAI group and the Non-CAI group The following hypothesis were formulated: 1. There is no significant difference between the academic performance of the CAI group and the |
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| Numeration | Non-CAI group based on the following: |
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| Meeting name or jurisdiction name as entry element | a. Pretest of the CAI group and the Non-CAI group |
| 648 ## - SUBJECT ADDED ENTRY--CHRONOLOGICAL TERM | |
| Source of heading or term | b. Pretest and Posttest of the CAI group |
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| General subdivision | c. Pretest and Posttest of the Non-CAI group |
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| Authority record control number or standard number | d. Posttest of the CAI group and the Non-CAI group |
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| Relationship information | 2. There is no significant difference between the attitudes of the CAI group and the Non-CAI |
| 711 ## - ADDED ENTRY--MEETING NAME | |
| Meeting name or jurisdiction name as entry element | group toward Biology based on the following: |
| 740 ## - ADDED ENTRY--UNCONTROLLED RELATED/ANALYTICAL TITLE | |
| -- | a. Pretest of the CAI group and the Non-CAI group |
| 767 ## - TRANSLATION ENTRY | |
| Title | b. Pretest and Posttest of the CAI group |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | c. Pretest and Posttest of the Non-CAI group |
| 775 ## - OTHER EDITION ENTRY | |
| Title | d. Posttest of the CAI group and the Non-CAI group |
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY | |
| Uniform title | This study was conducted at the City College of Manila, with sixty (60) BS Psychology freshman students. Two groups were formed based on their gender and IQ level. Both the CAI and Non-CAI group has 30 students each |
| 780 ## - PRECEDING ENTRY | |
| International Standard Serial Number | This study is quasi experimental. The groups were exposed to Computer Assisted Instruction for the CAI group and traditional method for the Non-CAI group. It made use of a Pretest and Posttest for Biology, prepared by the researcher and a Biology Attitude Test which was modified from a validated instrument used in the dissertation of Belecima (2995(). The statistical treatments applied were t-test for dependent and independent samples and descriptive statistics; mean and standard deviation. Likewise, Kude-Richardson Formula 20 and Item Analysis were utilized in the validation of instruments used in the study. |
| 785 ## - SUCCEEDING ENTRY | |
| Title | The findings of the study were as follows: |
| 787 ## - OTHER RELATIONSHIP ENTRY | |
| International Standard Serial Number | 1. Using t-test for independent samples, the computed value of 0.035 against the critical value of 2.00 was not significant at 0.05 level of significance . This implies that the academic performance of both CAI and Non-CAI group were similar based on the pretest results. |
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME | |
| Personal name | The critical value 2.045 was less than the computed value of 18.087, therefore, the null hypothesis of no significance of 0.05 level of significance using 29 degree of freedom was rejected, thus proving that learning took place under the CAI method. |
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | Using the t-test for dependent samples, the computed value of 15.517 was higher than the critical value of 2.045 in the pretest of the CAI Group, proving that there exists significant difference between the pretest and the posttest of the Non-CAI Group. |
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE | |
| International Standard Serial Number | Using the t-test for independent samples, the computed value of 2.978, which was higher than the critical value of 2.00, in the posttest of the CAI and the Non-CAI Groups prove that there is a significant difference between the posttest results of the CAI and the Non-CAI Group: |
| 942 ## - ADDED ENTRY ELEMENTS | |
| Institution code [OBSOLETE] | 2. Based on the results of the Biology Attitude Pretest and Posttest, the positive attitudes towards Biology common to both group are : |
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