Diversity in the Classroom: Bridging Difference through Computer-Mediated Communication

Neocesar G. Artajo Researcher

Abstract This study aims to determine the effect of computer-mediated communication towards the academic performance of students. The subjects of this study will be the 377 students of the main campus of the Western Visayas College of Science and Technology for school year 2012-2013. This sample will be taken using the Slovins formula with a .05 margin of error. The descriptive study will be using a researcher-generated survey questionnaire in the tradition of the Likert scale. The analysis of the data, the academic performances, will be subjected to multiple regressions to be conducted on specific outcomes from English, Science, and Math. All statistical computations will be done through the Statistical Packages for Social Sciences (SPSS) software.

Chapter I Introduction to the Study

Chapter One is divided into five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem and the Hypothesis, (3) Significance of the Study, (4) Definition of Terms, (5) Delimitation of the Study. Part One. Background and Theoretical Framework of the Study, presents the rationale for the choice of the problem and the theoretical framework upon which the study is anchored. Part Two. Statement of the Problem and the Hypothesis, identifies the main and specific problems to be answered by the researcher. Part Three. Significance of the Study, cites the benefits that may be derived from the findings of the study. Part Four. Definition of Terms, presents the conceptual and operational meanings of the important terms used in the study. Part Five. Delimitation of the Study, specifies the scope and coverage of the investigation.

Background and Theoretical Framework of the Study

Diversity in the classroom can be a complicated issue because of the so many perspectives abounding the field of education. With the diverse approaches in the delivery of instruction, professors and teachers alike, enter the four walls with

conflicting views of what to do to efficiently execute what have been expected of them facilitate learning. With the problems plaguing the Philippine education, teachers and students seem to walk in aimless directions towards the unknown. This situation is evident in the number of unemployed graduates who have been accumulating as the years pass by. Many laws, policies, and directives for educational progress have been legislated and implemented, yet their effect has never been felt. Diversity taken positively equates to the multifaceted characteristics of the learners who come from varied cultures, be it in the family level or in macro level cultures like nationality. Students brought up from different families project varied behaviours and learning styles inside the classroom. Recognizing this brings more possibilities as to what approach in teaching will be appropriate or not. This study, which looks into a possible approach to better delivery of instruction, is thus posited. Technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. In addition to classroom application and growth of e-learning opportunities for knowledge attainment, educators involved in student affairs programming have recognized the increasing importance of computer usage with data generation for and about students. Motivation and retention counselors, along with faculty and administrators, can impact the potential academic success of students by provision of technology based experiences in the University setting. In the U.S., Many higher education, for-profit institutions, now offer on-line classes. By contrast, only about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, indicated that students generally appear to be at least as satisfied with their on-line classes as they are with traditional ones. Private institutions may become more involved with on-line presentations as the cost of instituting such a system decreases. Properly trained staff must also be hired to

work with students on-line. These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities (http://en.wikipedia.org/wiki/Education). Advances in technology have created new channels for faculty-student interaction. Faculty members are becoming increasingly reliant on web-based technology as a resource for communication and a supplement to course instruction. A study of technology in higher education in 2000 revealed that 60% of all college courses utilized electronic mail, as compared to 20.1% in 1995 [1]. A similar increase occurred in faculty use of the world-wide-web. This same study showed that 43% of college instructors used web resources as a component of their syllabus, as compared to just 11% in 1995. These types of courses are referred to as web enhanced because they incorporate both traditional and electronic approaches to teaching and learning. Web-based technologies act as tools that assist learners in knowledge discovery and as conduits for collaboration. In essence, they aid two of the key principles of constructivism. Web-based technologies support constructivist environments by assisting students in gaining a clearer understanding of key concepts and ideas by providing access to multiple data and information sources. Through the Internet, learners are able to work interactively to discover rich resources that enable them to solve problems or construct knowledge. Similarly, computer mediated conferencing tools facilitate student collaboration and provide new pathways for learner communication and interaction. (http://sloanconsortium.org/sites/default/files/v12n3_cain_0.pdf) Increasingly diverse student enrollments have presented challenges on campus and in the classroom. However, many of these challenges are at the core of institutional improvements that enhance student learning and involve faculty development. For example, the emergence of research on diverse learning styles can be attributed in part to increased diversity in the classroom. The research suggests that no single instructional method may be effective in the multicultural classroom. Therefore, institutions interested in improving student learning outcomes are devoting greater attention to helping faculty and teaching assistants develop a repertoire of instructional methods that foster respect for cultural

differences and address variant learning styles. Examples of how student diversity is linked with the teaching and learning mission of higher education abound. Goals for enhancing student learning and development remain uppermost in the minds of administrators and faculty as they seek ways to reaffirm their commitment to diversity and the improvement of undergraduate education. Some of the most exciting developments address difficult educational and social problems. (http://www.diversityweb.org/research_and_trends/research_evaluation_impact/ben efits_of_diversity/sylvia_hurtado.cfm Figure 1 shows the paradigm of this study.

ANTECEDENT VARIABLES

INDEPENDENT VARIABLE

DEPENDENT VARIABLE

IQ Aptitude SES
Computer-Mediated Communication

Academic Performance of Students

Figure 1.

Diversity in the Classroom: Bridging Difference through Computer-

Mediated Communication Statement of the Problem and the Hypothesis This study aims to determine the effect of computer-mediated communication towards the academic performance of students. Specifically, this study intends to answer the following questions: 1. What is the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex ?

2. What is the academic performance of students when exposed to computermediated communication and when using the traditional method? 3. What is the efficacy of computer-mediated communication towards the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex ? 4. Are there significant differences in the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex ? 5. Is there a significant difference in the academic performance of students when exposed to computer-mediated communication and when using the traditional method? 6. Are there significant differences in the efficacy of computer-mediated communication towards the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex ? 7. Are there significant relationships among the antecedent variables and computer-mediated communication towards the academic performance of students? 8. Is there a significant relationship between computer-mediated communication and the academic performance of students? 9. Which among the antecedent variables are predictors of the efficacy of computer-mediated communication towards the academic performance of students?

Hypothesis In view of the preceding problems, the following null hypotheses are advanced:

1. There are no significant differences in the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex. 2. There is no significant difference in the academic performance of students when exposed to computer-mediated communication and when using the traditional method. 3. There are no significant differences in the efficacy of computer-mediated communication towards the academic performance of students when taken as an entire group and when classified according to: (a) IQ (b) Aptitude (c) SES (d) Sex. 4. There are no significant relationships among the antecedent variables and computer-mediated communication towards the academic performance of students. 5. There is no significant relationship between computer-mediated communication and the academic performance of students. Significance of the Study It is hoped that this study will provide better understanding of the effect of computer-mediated communication towards the academic performance of students. It is further hoped that this study will be useful to the following: Educational Leaders. The results may enhance the views of the educational decision-makers towards computer-mediated communication and other learning methods that involve the use of computer-based technology for the improvement of the academic performance of students. Teachers. Beings direct users of educational materials, teachers may improve their techniques in their delivery of instruction to the students. Students. As main stakeholders of the education process, students who are mostly computer-literate and have the natural affinity towards computers may improve their academic performance.

Parents. Parents may know become more supportive and understanding of their children with regards to school requirements that often involve the use of computers.

Definition of Terms For purposes of clarity and understanding, the following terms are defined conceptually and operationally in this study: Academic performance is the outcome of education the extent to which a student, teacher or institution has achieved their educational goals. (http://en.wikipedia.org/wiki/Academic_performance) In this study, this is the performance of students in their English, Math, and Science subjects. Classroom is defined as a place where classes meet. (Merriam-Webster, 2011). In this study, it is any place where learning occurs in the teacher-student learning process. Computer-mediated communication (CMC) is defined as any communicative transaction that occurs through the use of two or more networked computers. (http://en.wikipedia.org/wiki/Computer-mediated_communication) In this study, this is the interaction or participation of students to their professors or teachers via the computer. Difference is an instance of differing in nature, form, or quality. (MerriamWebster, 2011). In this study, it refers to the students disparity in their academic performance.

Diversity. The condition of having or being composed of differing elements or an instance of being composed of differing elements or qualities. (Merriam-Webster, 2011). In this study, it refers to students multifaceted characteristics in learning as influenced by their culture.

Delimitation of the Study This study is limited at determining the effect of computer-mediated communication towards the academic performance of 377 students of the main campus of the Western Visayas College of Science and Technology. It further aims to find out if IQ, Aptitude, SES, and Sex have a significant effect to computermediated communication and its effect to academic performance of the said students.