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Effects of computer-assisted instruction on the learning of angle properties of circles among upper secondary students
Author
Ong, Mei Fen
Supervisor
Fong, Ho Kheong
Abstract
The primary focus of the research is to evaluate the effectiveness of Computer-Assisted Instruction (CAI) in the mathematics curriculum, specifically achievement and attitudes towards the learning of Angle Properties of Circles among upper secondary students.
The study was carried out using a quasi-experimental pretest and posttest control group design. A total of sixty pupils from two intact lower range ability Secondary Three Express classes of a neighborhood secondary school were chosen as subjects in the study. These two classes were then randomly assigned to the two groups, namely control and experimental. The control group was taught using the Teacher-Centred Approach (TCA) mode whereas the experimental group was subjected to the Computer-Assisted Instruction mode.
Prior to the treatment, Angle Properties of Circles Pretest was administered to the pupils in both groups. In addition, pupils responded to the Attitudes Toward Mathematics Questionnaire. After the treatment, besides sitting for the Angle Properties of Circles Posttest, the pupils were asked to respond to the Attitudes Toward Angle Properties of Circles Questionnaire and Attitudes Toward Mathematics Questionnaire. In addition, pupils in the experimental group were also asked to respond to the Reactions To Program Questionnaire.
The independent samples t-test of significance was used to determine any difference in terms of mathematical achievement in the posttest over the pretest for the TCA and CAI groups. It was also used to ascertain any significant differences in terms of pupils' attitudes toward the content area and the subject in general. The data obtained from the Reactions To Program Questionnaire was discussed qualitatively.
The findings of this research supported the hypotheses and confirmed some previous research. The findings indicated that the CAI mode of instruction appeared to enhance the learning of Angle Properties of Circles both in terms of achievement and attitudes.
The study was carried out using a quasi-experimental pretest and posttest control group design. A total of sixty pupils from two intact lower range ability Secondary Three Express classes of a neighborhood secondary school were chosen as subjects in the study. These two classes were then randomly assigned to the two groups, namely control and experimental. The control group was taught using the Teacher-Centred Approach (TCA) mode whereas the experimental group was subjected to the Computer-Assisted Instruction mode.
Prior to the treatment, Angle Properties of Circles Pretest was administered to the pupils in both groups. In addition, pupils responded to the Attitudes Toward Mathematics Questionnaire. After the treatment, besides sitting for the Angle Properties of Circles Posttest, the pupils were asked to respond to the Attitudes Toward Angle Properties of Circles Questionnaire and Attitudes Toward Mathematics Questionnaire. In addition, pupils in the experimental group were also asked to respond to the Reactions To Program Questionnaire.
The independent samples t-test of significance was used to determine any difference in terms of mathematical achievement in the posttest over the pretest for the TCA and CAI groups. It was also used to ascertain any significant differences in terms of pupils' attitudes toward the content area and the subject in general. The data obtained from the Reactions To Program Questionnaire was discussed qualitatively.
The findings of this research supported the hypotheses and confirmed some previous research. The findings indicated that the CAI mode of instruction appeared to enhance the learning of Angle Properties of Circles both in terms of achievement and attitudes.
Date Issued
2002
Call Number
QA20.C65 Ong
Date Submitted
2002