A study conducted to determine the effects of using e-Instruction in Teaching IT Concepts to non-IT Courses at Arellano University

1. School of Computer Science, AU- Main Campus
Prof. Amelita M. De Los Reyes

2.  Technology is used as a tool to support the efforts
of teachers to promote different learning styles among
students to become interested in the learning process.
 Computers are increasingly being incorporated into
school curricula:
 Teachers use Presentation Graphics Software
 Students use application software and the Internet
 Internet technology is becoming a global tool
used in a mediated classroom with: e-Instruction,
e-learning or distance learning.

3.  CS/IT faculty members who teach computer
concepts to non-IT programs employ the
traditional mode
 A lecture style approach where the teacher discusses
lessons in front of the class using whiteboard and pen
marker
 Overhead Projector (OHP) and acetate
 Laptops to show Lectures in Power Point
 AU’s IT infrastructure: 5 Computer
Laboratories catering to Computer subjects;
Mac Lab for visual graphics and animation,
and a Multimedia Computer Center, having
90 computers with free access to the internet.

4. 1. The difference of student performance in the pre-test
and post test in
Introduction to Operating System;
Introduction to Word Processing;
Editing Tools and Techniques in Word Processing
2. Relevance of using e-Instruction in the teaching of
Introductory Computer Concepts as utilized by the
students.
3. The significant effect of e-Instruction in the results
of the post test performance of the students as
shown by their GAIN Score.

5. Traditional
Learning
Environment
e-
Instruction
Mode
Performance
Outcome
after every
lesson
discussion in
class
PRE-TEST
ASSESSMENT
Performance
Outcome
after every
e-module in the
LAB
POSTTEST

6.  The students from 7 different classes were
considered , Hotel and Restaurant
Management (HRM), Tourism, Physical
Therapy, Psychology, Commerce and
Accountancy.
 Self-prepared tests consisting of three quizzes
with 20 items for each topic were selected.
 Actual tests were conducted, the pre test,
which is classroom based; and post test,
which is Internet based.

7.  The pretest (PR) and post-test (PO) quasi
experiment was used to assess if the e-modules
had an effect on the students’
performance.
 Statistical treatment applied in this study is
analysis of covariance (ANCOVA), which was
used to compare the gain scores and
interaction effects of the treatment condition.
 The ANCOVA was used to determine the effect on
the outcome variable, the post test score after
removing the variance for which the covariate is
accounted.

8. Table 1
The interrupted time-series design of the study
Multiple pretests Treatment Multiple posttests
Interrupted time-series
design
PR1 PR2 PR3 X1 PO1 PO2 PO3
• The pretesting phase - the baseline data, is
the observation of a behavior prior to any
treatment.
• A treatment effect is demonstrated only if the
pattern of post treatment responses differs
from the pattern of pre-treatment responses.

9. Summary of measured Values in the Three (3) Quizzes
QUIZ 1 QUIZ 2 QUIZ 3
PR PO Diff GS PR PO Diff GS PR PO Diff GS
MEAN 7.13 13.03 5.89 5.54 7.55 13.22 5.67 5.29 7.40 12.51 5.11 4.74
VAR 5.05 6.89 1.85 4.24 4.19 -0.05 3.08 4.52 1.44
STD
DEV 2.24 2.62 0.38 2.05 2.04 -0.01 1.75 2.12 0.37

10. Overall MEAN
PR PO Diff GS
7.36 12.92 5.56 43.96%
4.12 5.20 1.08
2.01 2.26 0.24
MEAN
VAR
STD DEV

11. Source SS Df MS F P
Adjusted Means 42.61 2 21.31 4.68 0.01
Adjusted Error 2111.13 464 4.55
Adjusted Total 2153.74 466
This revealed that the scores of the student participants
who took the pretests and post-tests had increased their
scores from the traditional mode to the e-instruction mode.
It is noteworthy that the results clearly show that the use
of e-Instruction in teaching Introductory Computer
Concepts had helped to improve the scores of the students
with computed F-value=4.68, at α=1% , p= 0.0001.

12. Based on the findings and conclusions of the
study, the following recommendations were drawn:
 Students who were subjected to e-Learning mode of
instruction have higher performance, thus, Computer
Science/IT faculty members should be encouraged to
develop e-modules in their assigned subjects.
 The development of e-Learning modules should be
based on formative evaluation which provides feedback
for further improvement. The series of feedbacks can be
used in revising the original material until the author and
the users are satisfied with the revision.

13.  The creation of an e-Learning Center for Arellano
University should be given a thought, since this was
proven to enhance the performance of the students.
 Aside from e-Learning mode, it is also recommended
that other types of teaching methods can be utilized in
teaching different courses : case-based method,
problem-based method and inquiry-based method
 The developed e-modules can be used by other
courses who were not part of the study, other courses
who are also taking Introductory Computer Concepts.
 As offshoot to this study, the following may be
considered:
1. A replication of the same study;
2. Identification of other variables deemed significant to the academic
performance of students in Introductory Computer Concept s.