Original article | International Journal of Educational Researchers 2021, Vol. 12(2) 35-42
Rael Christopher O. Plaza
pp. 35 - 42 | Manu. Number: ijers.2021.010
Published online: June 30, 2021 | Number of Views: 53 | Number of Download: 234
The integration of technology in education has significant impact in the teaching-learning process. This study determined the student’s learning in Social Studies subject using technology-based instructional tools such as PowerPoint Presentation and Computer Aided Instructional Material (CAIM). Three (3) classes from different secondary schools were the subjects of this study. Each class/group was taught separately, first by using PowerPoint Presentation and then CAIM. A pre-tests-post-tests experimental design was utilized in finding the results of the study. It revealed that there was an increase in the mean scores of the students in the two teaching strategies. Analyses showed that PowerPoint Presentation has higher students learning outcome than CAIM. Although, CAIM is the majority preference of the students but they perform better in the PowerPoint Presentation. The study concluded that there is a positive students’ learning outcome through the use of PowerPoint Presentation and CAIM; however these strategies should undergo systematic process for planning, designing and formative evaluation to assure excellent impact in teaching-learning process particularly in Social Studies subject.
Keywords: Computer-Aided Instructional Material, Powerpoint Presentation, Computer Technology
|How to Cite this Article?|
APA 6th edition
Chicago 16th edition
Abante, M. (2006). “Computer – aided instructional materials in teaching statistics in the tertiary level C. “Master’s Thesis, Amang Rodriguez Institute of Science and Technology.
Cadongonan, M.G. (2004).“Computer – assisted instruction on the selected topics in symbolic logic for BSCS students of Don Mariano Marcos Memorial State University, “South La Union Campus, Institute of Computer Science.
Corbeil, G. (2007). Can powerpoint presentations effectively replace text-books and black boards for teaching grammar? do students find them an effective learning tool? CALICO Journal, 24 (3) 631-656
DepEd (2013) Five – year information and communication, technology for education strategic plan. (DepEd ICT Strategic Plan) Retrieve from planipolis.liep.unesco.org/upload/Philippines/Philippines_ICT4E_strategic_plan.pdf.
Gilani, A., Ismael, N. & Gilakjani, P. (2012). Impact of learning reading strategy on students’ reading comprehension proficiency. The International Journal of Language Learning and Apllied Linguistics World (IJLLALW), 1 (1), 78 – 95
Hick S.(1997). Benefits of interactive multimedia courseware. Trican Multimedia Solutions Inc. Retrieved from http-server.carleton.ca
Lari, F.S. (2014). The impact of using powerpoint presentations on students’ learning and motivation in secondary schools. Procedia – Social and Behavioral Sciences 98 (2014) 1672 - 1677
Minggao, X. (2009). Based constructivism: multimedia teaching problems and countermeasures. Scientific and Technological Information, (35): p.986
Ozaslan, E.N., & Maden, Z. (2013). The use of powerpoint presentations at the department of foreign language education at middle east technical university. Middle Eastern & African Journal of Education, Research, Issue 2.
RICHA (2014). Instructional Strategies: Find the best approach to encourage independent learning. Udemy,Inc. Built on the Genesis is Framework, Retrieved from https:// blog.udemy.com
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: implications for the new millennium. Language Learning & Technology 6 (1), 165-180.
Ya-nan, Z. (2010). “Analysis of advantages and disadvantages of computer-assisted instruction in english teaching”. School of Foreign Languages, Nanyang Institute of Technology
June 2021All Articles