Performance of students exposed to computer - aided instruction in analytic geometry : a comparative analysis / Joseph P. Lopez. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2000.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfilment of the requirements for the degree Master of Science in Mathematics Education. 56

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ABSTRACT: The main objective of this study was to compare the performance in Analytic Geometry of students exposed to computer-aided instruction and classroom information system at AMA Computer College, Quezon City. Specifically, it sought answers to the following questions: 1. Is there a significant gain between the pre-test and post-test scores of students exposed to computer-aided instruction in Analytic Geometry? 2. Is there a significant gain between the pre-test and post-test scores of students exposed to classroom information system in Analytic Geometry? 3. Is there a significant difference between the post-test mean scores of the students exposed to computer-aided instruction and classroom information system in Analytic Geometry? This experimental study made use of the pretest-posttest group design. Two sections of Analytic Geometry during the second trimester of school year 1999-2000 were the respondents of the study. The first class was assigned as the experimental group and was taught by using computer-aided instruction. The second group was assigned as the control group and was taught by the class information system. The researcher administered a diagnostic test in College Algebra and Trigonometry and pretest before the use of computer-aided instruction and classroom information system. The results of the test were analyzed by using a T-test for paired observations, hypothesis mean and T-test for dependent sample means. Data were computerized by using the Microstat software. FINDINGS: The statistical test on the hypothesis yielded the following results: 1. There was a significant gain between the pre-test and post-test scores of students exposed to computer-aided instruction in Analytic Geometry. 2. There was a significant gain between the pre-test and post-test scores of students exposed to classroom information system in Analytic Geometry. 3. There was a significant difference between the post-test mean scores of the students exposed to computer-aided instruction and classroom information system in Analytic Geometry. CONCLUSIONS: Based on the findings of the study, the following conclusions were drawn: 1. Since the post-test mean scores of the experimental group were significantly higher than the pretest mean scores, then it was concluded that computer-aided instruction was effective in increasing the student's performance in Analytic Geometry. 2. Since the post-test mean scores of the control group were significantly higher than the pretest mean scores, then it was concluded that classroom information system was effective in increasing the student's performance in Analytic Geometry. 3. Since the post-test mean scores in the experimental group were significantly higher than the post-test mean scores of the control group, then computer-aided instruction was more effective than classroom information system in increasing the students' performance towards the subject. RECOMMENDATIONS: Based on the findings and conclusions of the study, the following recommendations were formulated. 1. Workshops on the construction of computer-aided instruction should be conducted to train other instructors and to provide them with basic knowledge on programming. 2. Computer-aided instruction should be used whenever possible to facilitate classroom activities and to give teachers some time for individual follow-up of the students. 3. Computer-aided instruction should be made familiar and accessible to students in order for teachers of instructors to individualize instruction thus ensuring success in working with individual differences. 4. School administrators should allocate funds to provide financial support for the development of other computer-aided instruction subjects. 5. The computer-aided instruction that was validated in this study should be used by computer programmers in developing computer-aided instruction in other areas of mathematics.

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