The Effects of Using Computer-Based Learning in (insert pseudonym)

by

Jessica Genotiva

Denzel Macaraig

John Carlo Naval

In partial fulfillment of

the requirements in EDUM353 Technical and

Scientific Writing

Submitted to:

Margarita Fajardo

Ateneo de Naga University

October 14, 2015

INTRODUCTION

Education has evolved to adapt throughout the years to adapt to changing times and to cater to
diverse set of learners. At the start of the 21st century, technology became even more popular and
the Internet started incorporating itself into different human activities. Today, internet is no
longer just a medium of communication or a tool used by corporations. Today, the Internet has
become a partner of education in what we call Computer-Based Learning (CBL).

Computer-Based Learning is the use of technology, primarily computers and the Internet, in
order to conduct a lesson, assessment, and/or to share learning materials to students (Williams,
2012). In (pseudonym), CBL is commonly used to subjects like Principles of Economic and
Taxation (ECOS001) wherein they make use of Aplia, an online course, to conduct quizzes,
exams, and distribute learning materials.

There have been a lot of debates whether CBL is more beneficial or is more detrimental to
education. Wang, Ryu, and Katuk (2015) note that, when learners are being exposed to the CBL
environment they may experience, difficult cognitive-affective states which are beneficial
because it could address the need of the diverse learning performance of the learners. However,
they also stated that some students may tend to hamper themselves in the process of the CBL due
to the fact that they are falling to either anxiety or boredom states.

Furthermore, one study suggests that students who study through CBL experience different
emotions. The result of this study was able to identify three kinds of emotions namely; engaged
concentration, boredom, and anxiety. It showed that 75% of the participating students were
concentrated in learning when using computers. Interestingly, it was discovered that boredom
and anxiety affect the students’ performance, especially those who are academically challenged,
positively. Firstly, boredom increases a student’s curiosity. Also, it helps a low performing
student to focus more since CBL gives an organized content of lessons which makes the student
organize his/her own tasks (Ruili, Hokyoung and Katuk, 2015).

According to Ural and Ercan (2015), web-based learning improves the academic performance,
specifically in 7th grade. This is because web-based learning provides a conducive learning
environment which is adaptable to each student’s pace of learning. They further explained that
web-based learning enables students to repeat lessons or sections which are not yet clear for
them. This feature is very useful especially to students who are hesitant to ask question to their
teachers.

However, we must never take CBL for granted. One research suggests that instructors, in a CBL
environment, must teach in a conversational manner. It is found that students see computers as
more friendly when instructions are given in a more personal way (Liew, 2013).
Whether CBL is beneficial, detrimental, or is the ultimate solution for illiteracy is completely to
the context of the people/school using it. This research will aim to identify whether or not CBL is
beneficial not just for the students, but also for the teachers and the school. Specifically, this
paper seeks to answer the questions:

1. How often do students access the Internet?

2. What are current technologies used by the students and teachers in teaching and learning?
3. What are the challenges experienced by the students in CBL?
4. How do students perceive CBL?
REVIEW OF RELATED LITERATURE

For many years, technology has been flourishing and it has undergone studies and researches
exploring its vast potentials to help our living become better. With this, technology has also been
integrated in the modern educational system and numerous researches have been conducted to
prove its effectiveness in classroom instruction. Computer-Based Learning (CBL) is now a
widely accepted mode of teaching; however, teachers and students still have varied opinions
towards its effects on education.

Several studies have proven the benefits of CBL. According to Young-Jin Lee (2015), it is found
that CBL provides teachers the opportunity to monitor their students’ progress by retrieving
records in computers and websites they use in the class. In this way, teachers will be able to
assess learning in a deeper way because they do not just look at their students’ scores, but they
also have data about their students’ activity (i.e the specific time they logged in/out or the sites
they access while accomplishing the tasks). It is also found in this research that analyzing these
records will predict students’ performances. In this study, Physics students were observed while
they answer Physics word problems in their computer-based tutors. The study was able to
formulate a dynamic statistical model that calculates the possibility of a students’ success in
getting the correct solution to the problem given. Thus, teachers are being helped not only in the
actual classroom discussion, but also in the assessment of students’ performance.

One study revealed that the use of technology in the classroom does not only enhance learning,
but it provides students a positive attitude towards learning. In this research, teachers used
interactive white boards in teaching Mathematics. The technology use resulted in a more
engaging and participative class (Erbas, Ince, & Kaya, 2015). It is important to note that
students’ engagement and participation are vital to a successful classroom discussion.

These claims are also strengthened by other researches. Ural and Ercan (2014) concluded that
students express positive feelings towards CBL. Compared with the previous generations,
students, today, display a more enthusiastic and appreciative attitude to CBL. It was also found
in this research that CBL encourages passive learners to be more active in the class. With this,
those who experience difficulties in the subject will be given a chance to compete with the
present well-performing students.

Another research also discussed the new forms of education made by the technological
advancements today. Alzadhan, Alhomod, & Shafi (2014) write that, with these technological
advancements, education today has been revolutionized. Today, learning is not only limited in
the four corners of a classroom, but it is accessible in other places with no teachers around. They
also added that this phenomenal change paved the way of popularizing online education wherein
students attain a degree by enrolling in an online course.
According to this research, millions of American students patronize this educational system.
Because of this, systems which operate this kind of education have to continuously develop and
improve to provide good services to its students. This research also noted that universities
consider online education a big help for them to reach out to more students who would like to
avail of their education. Furthermore, this online education poses a need to develop more
multimedia systems to be integrated to the E-Learning used in online education (Alzadhan,
Alhomod, & Shafi, 2014). With this noted, it can be concluded that CBL benefits education even
in a broader scale.

Researchers concerning students’ perceptions of CBL have also been conducted. According to
Almarabeh (2014), students of the University of Jordan are more interested in using CBL when
they see its value in their learning. These findings were also confirmed by Montrieux, et. al.
(2015). In their study, it was found that students perceive CBL as an effective way to improve
learning. The study shows that CBL is more effective if integrated in preparation of a new
learning.

Despite the benefits proven by these researches, there are studies which yielded information on
the disadvantages of CBL. It was also found by Almarabeh (2014) that the use of CBL may not
be successful in some cases. Newly introduced technologies may not be welcomed by some
users or it may be too complicated for them to use.

One study also argued that the alleged benefits that CBL offers in education are vague and
unclear. It does not specify how improvements are made in the students’ learning. It points out
that the use of technology in teaching has been implemented repeatedly, but poorly. It creates a
misconception that technology is a quick fix to the problems of education. The research aims to
compare learning with mobile devices and the traditional way of learning. Interestingly, its
results show that there is no difference between the two in terms of the quantity or quality of
learning; however, it proves that mobile learning tends to focus on students and not the
traditional teacher-centered way of teaching. The paper also enumerated the expenses of
adapting mobile learning. Schools have to spend on its developments of applications and
maintenance. Teachers must also be taught how to use them and integrate these mobile devices
in their lesson plans. Schools have to prepare the students with the new activities that they have
to integrate in their lessons. Also, having an up to date mobile devices will become necessities
for students and schools. Finally, this paper points out that technology is only a tool and not a
replacement for the holistic learning each student needs (Nouri, et. al, 2014).

Another research pointed out that the use of technology in classroom has been over glorified. It
argues that many researches assume that CBL can be successfully implemented by careful
planning. It points out that researches regarding CBL should also include the details of the
methodology used for it believes that the lessons, participants, and the schools used affect the
results of its study. It also argues that proper training to incoming teachers is very important.
This can be done through workshops, seminars, and trainings. In addition, teachers who are new
to educational technologies must also be guided and supervised by other experienced teachers
(Pietzner, 2014).

Although some papers have presented the disadvantages and misconceptions about CBL, more
schools may still integrate technology in their mode of educating. Cho et. al. (2014) notes that
schools which decide to use technology should carefully plan their implementation. In their
study, teachers, who use Tablet-PCs to teach Koreans English, noticed distractions experienced
by their students. It was found that, in order to keep the improved performance of Korean
English learners, distractions must be minimized, lessons must be presented orderly and updated.
To do these, schools need to plan well and prepare for the expenses CBL may demand for its
maintenance and development.

Indeed, perceptions towards CBL are varied across the globe. This is why it is important that
research on CBL must be focused on a more specific scale. In this paper, the study is conducted
in (pseudonym).

DEFINITION OF TERMS

Computer – Based Learning (CBL) is the technological tools and computer programs used and
required by the teacher in facilitating classroom discussions and instructions.

SCOPE AND LIMITATIONS

This study aims to identify the effects of CBL on facilitation of learning in (pseudonym). The
survey questions used in the research mainly focus on the students’ perspective towards CBL and
their experiences in using it. The survey was conducted in three non-block classes taking
Principles and Economics and Taxation with the same teacher.

SIGNIFICANCE OF THE STUDY

It is hoped, that through this research, students will be able to identify the advantages and
disadvantages of using CBL in the class, specifically to the context of their university. With this,
it is hoped that students will learn how to maximize the benefits of CBL and use them to their
advantage. Once adjusted, students will achieve the meaningful learning which CBL serves for
in modern education. Similarly, teachers will also learn the advantages and disadvantages of
CBL and the students’ perception towards their use of technology in the class. Through this,
teachers will be able to modify their teaching methods and strategies in a CBL environment in a
manner that will be suitable and more comfortable to the students. For the school administrators,
the results of this research may help them in developing and integrating CBL in their school’s
education. This may also give them ideas how they could improve the existing educational
technologies being used in the school by knowing which kind of technologies students are
knowledgeable and comfortable using.
METHODOLOGY

I. Overview

This chapter provides the presentation of the methods and procedures that were used in
this paper. Generally, these methods and procedures aim to identify the effects of CBL in
(pseudonym). Specifically, these aim to identify the students’ frequency in accessing the
Internet, the current technologies they use in the classroom, the challenges they
experience in a CBL environment, and their perception towards it.

II. Research Design

(put the following information here)
 Descriptive Survey Research Design – how is this done?
 Why is this the best design to use for this research?
 Refer to research books on this

III. Research Site

The survey was conducted in (pseudonym). As of School Year 2015-2016, the school has
a population of about 6000 students and ( ) teachers. In this paper, the target population
of the survey is the three non-block classes taking Principles of Economics and Taxation.
Upon collecting of the survey forms, the total sample population resulted to 92. The
(pseudonym) was chosen to be the site of this research because it has been using a CBL
environment in facilitating learning. Teachers in this university are already fond of using
PowerPoint Presentations and/or multimedia presentations in the class. This university
already equipped each room with the necessary technical materials to support the
educational technologies used by the teachers in the class. With this, (pseudonym) is an
ideal to site the identify effects of CBL to education.

IV. Research Participants

The study used purposive sampling to determine the number of survey respondents.
Purposive sampling was used to intentionally target the classes taking Principles of
Economics and Taxation. These particular classes make use of educational website where
they can take quizzes, exams, and prepare their assignments. With this, these classes
could give the appropriate answers to the survey questions prepare because it is
guaranteed that all of the respondents have already experienced the CBL environment.
Also, the classes were composed of students aged 16 to 20 and from different colleges.
This diversity could contribute to a more represented response of student body to the
survey.
 V. Ethical Considerations

Participants were recruited by asking permission to the teacher of the said classes. Since
one of the researchers is a current student of one of the classes, it was best and most
convenient to approach the teacher personally to conduct survey in three of her classes.
Participants were informed of their rights through the cover letter given before the
distribution of the survey forms. It is said in the letter that they are assured of their
anonymity and the confidentiality of their answers. Basic information about the
researches was also included.

VI. Data Sources

The survey is a research made instrument which consists of 10 questions. 8 of them are
with multiple choices and the other 2 are open-ended questions. Instructions were given
orally. Respondents were told that the survey will take 5-10 minutes. They may have
more than one answer to the multiple choice items and forms must be submitted right
after answering all questions. They were also told that they may keep the cover letter for
themselves.

VII. Procedures for Data Collection

The three classes were recruited by asking permission personally from the teacher. One
of the researchers approached her. The teacher immediately approved, and the survey was
conducted a week after the approval. The survey was administrated by one of the
researchers. It was conducted in two different days and in the respective classrooms of
the non-block classes. The teacher asked the researcher to conduct the survey before their
class begins. Before distributing the forms and giving the instructions, she introduced
herself and discussed briefly what the survey was all about. The survey took 5-10
minutes of their class time.

VIII. Data Analysis

Gathered data are analyzed by looking into the percentage of responses of each answer
and ranking them from highest to lowest. Frequencies are also looked into. This paper
used Microsoft Office Excel in graphing the survey results.

IX. Summary
This chapter discussed the methodology and procedures on how data were collected for
this paper. This paper will use Descriptive Survey Research Design and purposive
sampling to determine the sample size. The survey respondents were from three classes
of Principles of Economics and Taxation. It also described the participants of the survey
and the ethical considerations given to them. The procedures which managed the
administration of survey were also described and enumerated in this chapter.
CHAPTER III

RESULTS

The following graphs shown in this chapter will discuss the results of the survey questions. They
will be arranged according and presented according to the research questions of this paper.

Figure 1 shows the result for Question No. 1. This question asks the participants where they
usually access the internet. The percentage of the result for each answer was derived from total
number of respondents which is 92. The results show that the students’ most usual place of
internet access is home with 88.04% of the responses. This is followed by computer shop with
44.56%. Next is school with 31.52%. Lastly is ‘others’ (which were identified with answers like
boarding house, phone, office, work, and dorm) with 8.69%.

Place of Internet Access

100
90
80
70
60
50
40
30
20
10 Percentage
0
House Computer School Others
Shop (Boarding
House,
Phone,Office,
Work, Dorm

Figure 1. Place of Internet Access

Figure 2 shows the result for Question No. 2. This question aims to identify how often the
respondents access the internet. The result shows that respondents usually accessed the internet
every day with 73% of the total number of responses. This is followed by thrice a week with
16%. Next is twice a week with 4%. Both with 3% are once a week and ‘others’ (identified by
answers like when needed and if there is research). And owning the thinnest space in the pie
graph is never with 0% or no responses at all.
 Frequency of Accessing Internet
3% 3% 0% Everyday
5%

Thrice a week
16%

Twice a week
73%

Once a week

Figure 2. Frequency of Accessing the Internet

Figure 3 shows the usual educational technologies used by teachers in the class. The most
commonly used technology is Powerpoint with 86.95%. Second is APLIA with 70.65%. Third is
Multimedia (i.e movies, recordings, and other audio-visual presentations) with 66.3%. Fourth is
Edmodo, another educational-social website, with 2.17%. ‘Others’ (identified as Prezi) earned
1%.

Technology Teachers Use

100
80
60
40
20 Percentage
0

Figure 3. Technology Teachers Use

Figure 4 reports the most common technology used by students to complete academic
requirements. First on the list are computers with 92.39%. Next is smart phone with 66%. This is
followed by Ipad or tablet with 32.6%. With 8.69% is ‘Others’ (Calculator, lapel, tripod, video
camera). Lastly is digital camera with 7.6%.
 Technology Students Use to
Complete Academic Requirements
100
80
60
40
20
Percentage
0
Computers Smart Ipad or Others Digital
Phone tablet (Calculator, Camera
lapel,
tripod,
videocam)

Figure 4. Technology Students Use to Complete Academic Requirements

Figure 5 shows the computer programs students are comfortable using. In this question,
PowerPoint has most responses with 82.6%. This is followed by ‘Others’ (Autocad, C++,
Microsoft, Adobe) with 32.6%. Photoshop is next with 20.65%. Paint follows with 16.3%.
Online editors come last with 15.21%.

Computer Programs Students are

Comfortable Using
100
80
60
40
20
0 Percentage
Powerpoint Others Photoshop Paint Online
(Autocad, Editors
C++,
Microsoft,
Adobe)

Figure 5. Computer Programs Students are Comfortable Using

Figure 6 shows the challenges usually faced by students when using the Internet. The result
shows that slow internet connection is the most encountered problem with 92.3%, followed by
lagging of devices with 52.17%. Next is the crashing of sites with 39.13%.lastly is ‘others’
(identified as no internet connection at home and appearance of pop-up advertisements) with
2.17%.
 Challenges in Using the Internet
100
90
80
70
60
50
40
30 Percentage
20
10
0
Slow Internet The device is Some sites Others (No
Connection lagging tend to crash Internet at
home, pop-
ups)

Figure 6. Challenges in Using the Internet

Figure 7 shows how students find teachers’ use of technology in the classroom. The result shows
that technology’s enhancement of explanation has the most number of responses with 59.78%.
Second is engaging 53.26% followed by reliable with 46.73%. Fifth is time-consuming with
17.39%. Both with 8.69% are distracting and ‘others’ (too fast, sleepy, easy to read and copy,
etc.). Last is unreliable with 5.43%.

What Students Feel When Teachers Use Technology

70
60
50
40
30
20
10 Percentage
0

Figure 7. What Students Feel When Teachers Use Technology

Figure 8 shows students’ perceptions towards replacing teachers with technology. 21.97% of the
students voted for the affirmative while 73.62% disapproved.

Students' Perceptions Towards Replacing Teachers

With Technology

Yes
21.97%

No
73.62%

Figure 8. Students’ Perceptions Towards Replacing Teachers With Technology

Table 1 summarizes the reasons, behind the result of graph 9, given by the students. Most of the
students who answered yes (12 responses) attributed their answer with the developments and
advancements of technology happening today. Those who voted no (51 responses) mostly see the
need of human interaction in learning.
Table 1. Summary of the Reasons for the Results of Figure 8

REASONS FOR SAYING YES FREQUENCY

Technology is advancing and is capable of
teaching. 12
Yes, but teachers are still better or needed. 4
Yes, but it may be unreliable. 1
Technology is better and more reliable. 2
We spend much time in technology. 3
Without Explanation 6
REASONS FOR SAYING NO
Teacher-Student interaction is still needed. 51
Computers are unreliable 4
Technology is a only tool in learning. 3
It poses a threat to a teachers' career. 1
Teaching is a passion 1
Students will not study well. 1
Without Explanation 2
DISCUSSIONS AND IMPLICATIONS

This paper primarily aims to study the effects of the Computer-Based Learning in Ateneo de
Naga University. Specifically, it aims to determine how often the students access the Internet, the
challenges they face using it, the current technologies both teachers and students use and
students’ perception towards CBL.

To answer the first research question, Figures 1 and 2 showed respectively that the usual place
where students access the Internet is House with 88.04% of the responses and students access it
every day with 73.62% of the responses.

In the survey conducted, it was found that most students access the Internet at home and every
day. With this result, it may be concluded that students in (pseudonym) have an easy access to
the Internet. Because of this, students enjoy the convenience of using Internet and accomplishing
their school requirements at their homes. Students also use various technologies, such as
computers, Ipads/tablets, and smart phones, in completing their academic requirements. This
could mean that students own the necessary equipments in accessing the Internet; therefore, they
also have the knowledge and skills to operate these gadgets. This may be related to students’
positive attitude towards CBL found by Ural and Ercan (2014). It may be concluded that,
because of Internet’s wide accessibility to students and their knowledge in technology, students
feel positively towards CBL. With their knowledge about technology, it is easier for them to
gather information and submit school requirements of better quality.

Second research question is answered by Figures 3, 4 and 5. It is found that Microsoft

PowerPoint, with 86.95% of the responses, is the most commonly used technology by teachers.
On the other hand, students commonly use computers, with 92.39%, to complete their academic
requirements. Also, students are usually more comfortable with PowerPoint too as expressed in
Figure 5. It shows that PowerPoint earned 82.6% of the responses.

It is also important to note the computer programs used commonly by teachers and students. The
survey says that, according to the respondents, teachers usually use Microsoft PowerPoint in
teaching. Similarly, when the respondents were asked about the computer programs they are
comfortable using, the result shows that it is also Microsoft PowerPoint which has the most
number of responses. However, in the students’ perspective, second to the PowerPoint is the
‘Others’, with answers like Autocad, C++, and Adobe. From these results, it could be concluded
how teachers and students actually use technology in teaching and learning.

It can be concluded that teachers use the PowerPoint because it could be the most common and
easiest program to make a presentation. With this, it could be the reason that students also make
use of the PowerPoint because it is also what their teachers use them and also because it is easy
to operate. However, the survey says that there are other programs present which students are
also comfortable – programs which could be more helpful and attractive to students. This could
mean that teachers may not have the knowledge and skills of operating newer and better
programs that could facilitate learning inside the class. In a broader perspective, it could mean
that (pseudonym) community might not be updated with the new technologies which could be
incorporated in classroom teaching and could yield better student performances.

For the third research question, Figure 6 answers what the most common challenge a student
experiences when using the Internet. Figure 6 shows, that the most common challenge is the
slow Internet connection with 92.3% of the responses.

Despite the advantages that students of (pseudonym) enjoy in CBL, they still face challenges in
using technology and the Internet. It is found in the survey that the most pressing problem of
CBL to the students is the slow Internet connection. This is a problem which poses adverse
effects in the education of the students in (pseudonym). Since it is found out that almost all
subjects in the university require students to use technology and Internet, the slow connection
may affect the performance of students. This may also affect the supposed convenience that
students should be experiencing since it is also found that most students usually access the
Internet at home and using their personal PCs and phones. Because of slow connection, students
may take a longer time to finish their school requirements and it may cause discomfort and
annoyance which may affect the quality of their academic performance.

Second to the problems faced by students in using Internet is the gadgets themselves. The results
show the lagging of devices is also a problem. Coupled with a slow Internet connection, faulty
technological devices could even worsen the problem. These problems might not just affect
academic performance, but it could also mean a waste of resources. Because phones and
computers have become necessities, people, businesses, and schools invest in these technologies.
When these gadgets do not work properly, it could yield more cost to the users.

Lastly, Figures 7 and 8 and Table 1 show the students’ perception towards CBL. Figure 7 says
that most students feel that explanations are enhanced when their teachers use technology while
teaching. Figure 8 shows that 73.62% of the respondents disagreed with the idea that technology
will replace teachers. Table 1 shows that 51 of the total sample population said that they still
need human interaction in learning which technology cannot provide.

When respondents were asked about technology replacing teachers in the future, a large number
of them disagreed with the idea. The result shows that their top reason for saying no is that
teaching still needs human interaction which technology cannot provide. This finding could be
confirmed by the study of Liew et. al (2014). In their research, students still yearn for human
interaction inside the classroom. Other respondents who answered yes claimed that it is possible
because of technological advancements. Interestingly, there are students who responded yes, but
were still doubtful with the idea of technology replacing human teachers. These students
answered yes, but they still see the need of teachers and they still cannot fully rely on the
capacity of technology.

CONCLUSION

With these findings, it could be concluded that the (pseudonym) may not yet be ready for a
complete implementation of Computer-Based Learning. With the gathered data carefully
analyzed, it seems that the benefits of CBL are outweighed by its disadvantages. Although
students have an access to Internet and own gadgets that can surf the Web, these are not yet
capable of providing the students in (pseudonym) good services that will actually help them
learn.

Also, teachers may not have enough knowledge of the latest programs and educational
technologies that could help them facilitate learning. As discussed by Pietzner (2014), teachers
need to undergo workshops, trainings, seminars, to keep up with the changes of the 21st century
education.

Lastly, most students do not agree that technology could replace teachers. Despite the growing
advancements in technology, students still need the presence of human teachers to learn. They
believe that technology is only a tool in learning and it still has many limitations that they will
never experience with a teacher.

RECOMMENDATIONS

The main problem of slow Internet connection must be addressed immediately by the
government. It is high time that government should realize that a good speed of Internet at a
cheaper price is essential to achieve our country’s need of making the quality of our education
better.

For teachers to be prepared and equipped with necessary knowledge, (pseudonym), therefore,
should also be prepared financially. As mentioned by Nouri et. al (2014), implementation of
CBL entails cost. Electronic resources must always be updated and should accommodate more
students.

Nevertheless, students must accept that technology will now always be a part of education. The
problems they face in CBL could not be solved immediately. The best thing that they could do is
to make sure that they study well and work hard enough to achieve the learning they want for
themselves. After all, with or without CBL, learning is achieved hand in hand with others.