Cai mpsa software

Development of Computer Aided Instructional Software for
Mathetics Problem Solving (CAISMPS) Approach in the
subject of Mathematics
PRESENTED BY
RAJASHEKHAR SHIRVALKAR
GUIDED BY
Dr. E.R.EKBOTE
Professor
Department of Studies and Research in Education
Gulbarga University Gulbarga

ORGANIZATION OF THE CHAPTERS
The thesis is presented with six chapters.
Chapter-I has Introduction, problem
presentation and detailing of objectives.
Chapter – II is the „Review of the
Related Literature‟ which throws light
on the past research studies carried out
in the field along with a summary of
major points. It also highlights the
distinguishing characteristics of the
present study.

Chapter – III revolves around the „Research
design‟, describing the methodology followed for
carrying out the present experimental study. It
describes detailed of development of CAI-MPSA
software, sampling, design, tools, procedure of data
collection and the statistical techniques used for
analyzing the data.
Chapter – IV is the details of software in terms of
its nature and component and characters,
Chapter-V deals with interpretation of the
data, which explains the results obtained through
statistical analyses, and interpretation of the data.

Chapter – VI is the „Summary, Findings, implication and
Recommendation‟ section. It is the concluding chapter
providing summary of the thesis along with the major
findings, observations, implications and
recommendations for future research and application.
The bibliography, appendices, and CAI-MPSA software
CD was placed at the end.

INTRODUCTION
In a developing country like India, the interest
to switch over from traditional method of teaching
to modern methods is initiated from Instructional
Technology. Instructional Technology became is
essential for development in educational novelties.
The role of instructional technology in
education continues to expand as teachers seek to
take advantage of available technology in the
classroom to enhance learning opportunities. The
virtual learning environment especially benefits
from various forms of instructional technology.

NATIONAL STRATEGY FOR TECHNOLOGY IN EDUCATION
A strategy proposed to adopt and keep educational technology
universally at international level is applicable at Indian context. The details
are summarized of importance.
i) All students and teachers will have access to
information technology in their classrooms, schools,
communities and homes.
ii) All teachers will use technology effectively to help
students achieve high academic standards.
iii) All students will have technology and
information literacy skills.

iv) Research and evaluation will improve the
next generation of technology applications for
teaching and learning.
v) Digital content and networked applications
will transform teaching and learning.
Today, there exists tremendous opportunities for
the creation of powerful digital content and
networked applications.

PROGRAMMED INSTRUCTION:
Programmed instruction is an
instructional method in which the material to
be learned is presented to the student in small
chunks of information. In order to progress
through the material, the student needs to
demonstrate understanding of the previous
information, thereby receiving instant
reinforcement for correct responses.
This method can be instructor led or can
be self taught by the student. It also lends itself
well to computer assisted learning. The method
was originally popularized by B.F. Skinner as a
behavioral approach to teaching.

Once broken down into units of
instruction, the information can be
presented to the student. As the student
works through the content, his or her
understanding is checked after each unit.
This can be accomplished through
questioning directly after the information is
presented. If the student responds
correctly, demonstrating appropriate
comprehension, he or she is able to move
on; this provides immediate positive
reinforcement. If the response is
incorrect, the student receives the
information again to provide an
opportunity to process it before moving on
to the next module.

The main types or styles of programmed learning
are as:
•Linear programme (B.F.Skinner).
•Branching programme (N.A.Crowder)
•Mathetics programme (Gilbert)
•Computer-Assisted Instruction (Lawrence)
•Learner-Controlled Instruction (R. Mager)
•Mathegenics (E.Z. Rothkopt).
Styles/Types of programming

The founder of Mathetics is Thomas F. Gilbert.
“Mathetics is defined as a systematic application
of reinforcement theory to the analysis and
construction of complex repertoires which
represent the mastery in subject matter.”
It is based on connectivist theory of learning.
It is a reverse chaining approach. It is based on
Principle of chaining, Discrimination and
Generalization.
Mathetics Programme

Release
Demonstration
Process of Methetic Problem Solving Approach

“A mathetics learning system necessarily involves three basic
ingredients,
a) Linearity
b) logical linkages at every steps and
c) The solution path inverted from down to top”
- Ekbote & Shirvalkar
Definition

There are mainly three styles of Programmed Instruction.
They are Linear Programming, Branched Programming
and Mathetics. Of these Linear and Branching are
commonly using styles of Programmed Instruction.
Various studies had conducted under this
category. But Mathetics is a lesser-known programming
technique based on Skinnerian Reinforcement theory
which gives importance to “Mastery over the content”.
.
IMPORTANCE OF THE PRESENT STUDY

IMPORTANCE OF THE STUDY
In our class rooms, the behaviour of a
learner is not immediately reinforced.
In case of Mathetics learning
package, the learning material
presented in each step is designed in
such a manner that the learner more
often, gives a correct response.
In this way, maximum reinforcements
are provided to the learner. Hence in
terms of class room teaching,
mathetics is essentially an attempt to
provide instruction that is more
individualized more tailored to each
learner unique, learning abilities and
needs and largely self instructional”.
 Mathematics is abstract
 Not given immediate
reinforcement
 Not given maximum
reinforcement
 Logical stepwise not well
designed
 Correct responses are not
observed
 Not individualized & tailored
 Lecture method

Most of the students are average at
higher secondary level. So for these
students the Conventional Method of
teaching Mathematics is not that much
effective. So in order to raise the
achievement of these students, new
techniques need to be applied.
 Average students
Conventional methods of
teaching-not effective
 need new techniques

The investigator felt that it is better to teach
Mathematics by giving more importance to
the pupils. A careful review of the research
studies on the Methodology of Teaching
indicates that very few studies have been
done to use Mathetics at Higher Secondary
level.
 very few studies have
been done to use Mathetics
instructional method at PU
Level .
Hence a study is envisaged to find out the
effectiveness of Mathetics on achievement
in Mathematics at PUC level. Here comes
the importance of the present study.

STATEMENT OF PROBLEM
“Development of Computer Aided Instructional Software for
Mathetic Problem Solving Approach (CAI-MPSA) in the subject
of Mathematics”

OPERATIONAL DEFINITION OF THE TERMS USED
•Computer Aided Mathetic Instructional Material:
This is software based on mathetic programme
learning principles used through computer aided
instruction with multimedia having generic software
nature.
•Mathetics Learning:
A mathetics learning system necessarily involves
three basic ingredients, Linearity, logical linkages
at every steps and the solution path inverted from
down to top.

•Computer-Assisted Instruction (CAI) Materials:
This is the computer software materials that are used
by teachers to teach, and learners to learn in group
or individually. The researcher has prepared such
material for this purpose called MPSA.
•User friendliness:
The nature of software providing facilities, with proper
front end windows, buttons, helps and procedures, that
will put the learner at ease to use on once own, without
any expert support.

•Flexibility:
It is the ability to provide i) freedom to the learner
to make choice of mathematics problems he desires
to learn and switch to its specification
instantaneously and ii) freedom of making choice
by the leaner to use the media of his interest like
text ,PPT, Audio, video, graphics with ease to the
learner as per his needs.
•Usability:
It is the scope of the software to use with various
types mathematics problems to use on various
computer platforms, to use with different
computer processor and with varied resolution
oriented monitors, to use with different age group
learners and teachers.

•Mathematics Subject:
The prescribed mathematics subject in the
textbook as per syllabus of the Karnataka Pre
University Education Board represented. That is
taught for annual achievement examination.

OBJECTIVES OF THE STUDY
1) Development of CAI Software with Mathetic
Problem Solving Approach (CAIS-MPSA) for the
subject of Mathematics at PUC Level.
2) To find out the effectiveness of developed software
in terms of user-friendliness and flexibility.
3) To find out the effectiveness of CAI- Mathetic
Problem Solving Approach (MPSA) in terms
learning outcome.
4) To find out the effectiveness of CAI Software for
Mathetic Problem Solving Approach in terms of
learners’ acceptance.

HYPOTHESES OF THE STUDY
1) Mathetic Problem Solving Approach based (MPSA)
software is significantly effective in terms of
mathematics achievement compared to conventional
method.
2) Mathetic Problem Solving Approach based (MPSA)
software with the subject of mathematics is user
friendly, flexible and usable to mathematics teachers.
3) Mathetic Problem Solving Approaches’ based
(MPSA) software is effective in terms of developing
teacher acceptance for use of CAI.
4) Mathetic Problem Solving Approach based software
will have significantly high approval in terms of user
friendliness and flexibility.

REVIEWS OF RELATED LITERATURE
The study centers on the development of computer based instructional
material study its effectiveness. Review of the literature is done to study the
role of computers in education generally and use of computer based
instructional materials in particular. The researcher reviewed studies under
Instructional Technology as follow;
1) Research studies on CAI conducted in
India (36)
2) Research studies on CAI conducted
abroad (52)
3) Research studies on Programme Learning
Materials conducted in India (40)
4) Research studies on Programme Learning
Materials conducted abroad (22)
5) Reviews on Mathematics Software
Development (70)

The design involved in the study has three
Phases.
1) Phase-I: Development of software
2) Phase-II: Internal validation of soft ware
and
3)Phase-III: External validation of software.
DESIGN OF THE STUDY

Phase-I: Development of Software
During this phase, the researcher intensively
depended on the computer software specialists for
developing the software. The researcher has the
responsibility of meeting the needs of the
instructional mode and environment specification
and to monitor the design of the software with
learning principles and strength for its
friendliness, flexibility, usability, and learning
experience enrichment. The researcher used
software specialists to evolve the software.

Components of good software development
CAI-
MPSA
Software
Researcher
Research
Guide
Subject
Expert
Content
Expert
Educationis
ts
Software
Designer
Software
Developer

Software parameters
Consumer
need(URS)
Administrative
needs
Educational
Principles
Design
Specification

Consumer needs -User Requirement Specification (URS):
Here the users are teachers and students. This
software is developed for students and teachers
need, in terms of solving problems of
mathematical problems step by step with logical
hints. The problem is solved by use of methetic
order with different modes of audio video, ppt
with image and animation. In admin mode the
teacher can make modification in the problem or
solution or hints or multimedia modes if
necessary.

Administrative needs -Software Requirement Specification
(SRS):
The software requirements specification outlines,
the researcher‟s plans for the software functions,
and how it should function? The revision level
and any patches that would be used is later part
of this specification. In essence, the SRS shall
outline the intended use of the software. Coupled
with the software risk analysis, the SRS would
show that the researcher has addressed all
potential risk factors associated with software
performance. Here the researcher used visual
basic-6.0 (VB6.0) language script for CAI-MPSA
software construction.

Educational principles considered:
•The CAI-MPSA software is developed on
principles of programmed
instruction, Computer aided mathetic
programmed instruction and learning
approaches are adopted for solving
problems.

Coverage of teaching learning component inventory (Design
Specification /out line of software)
The researcher has outlined the software by
considering Software Required Specification
and User Required Specification on the basis
of educational principles.
Software required specification: Visual Basic
6.0 with MS access back end platform is used
for the designing the software.
User required specification: frames are
designed on requirement of the students and
teachers in teaching and learning process.

SOFTWARE DEVELOPMENT STAGES
1) Planning
2) Analysis
3) Design
4) Development and
Implementation
5) Testing
6) Maintenance
Planning
Analysis
Design
Development and
Implementation
Testing
Maintenance

1) Planning:
The researcher has designed the research problem
on the basis of research objectives towards the
development of effective and useful instructional
software on mathetical problem solving approach.
He discussed with the research guide and planned
systematic to successful development of the
instructional software in unique and innovative way.

2) Analysis:
This step is about analyzing the performance of
the instructional software at various stages and
making notes on additional requirements. The
researcher analyzed various needs and additional
requirements at different stages for the
development of computer aided instructional
software on mathetical approach.

3) Design:
The researcher discussed and sketched the flow charts
of the design of instructional software with the help of
research guide, educationalists, mathematics teachers
and the computer experts for developing the standard
design of the instructional software. The software is
designed on the basis of following software modules:

i) Basic information module:
Basic categories such as class, subject, unit and sub
unit of different units have are incorporated. This is
the teacher user form. Here the teacher is admin. He
uses as many as units and problems for different
classes of mathematic subject.
ii) Teacher executive module:
Here the teacher adds number of problems and
solutions into the software with maximum 15steps
and logical hints along with audio videos, images and
ppt.

iii) Student user module:
Here the student follows the problem and its solution.
Wherever he/she is struck into solving problem, he/she
refers to logical hints for further solutions along with
audio video, images and ppt modes for learning and
solving problems.
iv) Problem solving module:
In this module the teacher loads problems and solutions
with small steps having logical hints and multimedia
approaches. This is teacher form.
v) Methetic programming module:
The teacher has to add solution of each step in reverse
order as well as forward order of the problem with
multimedia approach. This is the form for both admin
and student.

vi) Logical hint module:
In this module the teacher has loaded here logical
hints of the solution. These are the hard spots of the
problem. This is student form.
vii) Modification module:
This is the teacher form. In this module the teacher
modifies the steps, hints and multimedia approach.
If he needed use mathsoft.
viii) Help module:
This guides students and teachers to refer the
process of installation, login and execution of the
software.

4) Development & Implementation:
The actual task of developing the instructional
software starts here with data recording in the
background. The researcher has used VB6.0 and
MS Access backend platform for the development
and implement of the instructional software for
the research study.

5) Testing:
The testing stage assess the instructional software
for errors and documents bugs, with the help of
the software designer and developer.
6) Maintenance:
Once the instructional software is passed through
all these stages without any issues, it is to read for
lab for try out.

TRADITIONAL CAI MATERIAL VS DEVELOPED CAI-
MPSA MATERIAL:
Traditional CAI material Developed CAI-MPSA material
1.Mostly content embedded software Content free software
2.Software with expertise from engineering
field and communication
Software rich with educational expert input.
3.Content cannot be edited as it is fixed format Contents can be edited and improved upon
based on the reactions of students as and
when required
4.Teachers are oriented to use the software as
external support agencies and teacher is a
manager
Teachers are integral part of instruction with
software as resource material and teacher as
both manager and systemist.
5.Content prepared once for all by a group of
experts.
Possible to generate content resource through
workshop by instructor
6.Software totally depends on market salebility. Software reasonable with different contents
and improved upon with competencies of
teachers,

NATURE OF SOFTWARE
The instructional software is a lively creation and
investigation tool that enables students to explore and
understand mathematics in alternatives ways, which is not
so easy with the traditional methods.
Software is an educational tool that is designed basically to
support the mathematics problems teaching and learning
activities.
Software is created by considering basic teaching methods
that respond to cultural, psychological and cognitive needs
of target group, as well as the contemporary teaching and
learning methods which help students to gain positive
attitudes towards mathematics.

Software is oriented around the hard spot of
the problem strategies, interactive exercises
about mathematical problems and solutions
based on adventure activities.
In addition to the learning sections, the
students learn problems through text, ppt, video
clips, and images.

PSYCHOLOGICAL PRINCIPLES USED
1. This software is developed based on Skinnerian
principle of operant conditioning.
2. This software is developed based on connectivity
theory of learning
3. This software is developed with the principles of
chaining, discrimination and generalization.
4. This software is developed also linearity, logical
linkage at every steps and the solution path inverted
from down to top.
5. This software is developed with reverse as well as
forward chaining approach.

CHARACTERISTICS OF SOFTWARE PRODUCT (CAI-MPSA)
The product of the research is the CAI-MPSA software package. The
CAI-MPSA software package is developed by using the platform of VB
6.0. The software has following characteristics.
1) This software is developed with Skinnerian
principle of operant conditioning.
2) This software is developed based on connectivity
theory of learning
3) This software is developed with the principles of
chaining, discrimination and generalization.
4) This software is developed on linearity, logical
linkage at every steps and the solution path
inverted from down to top.
5) This software is developed on the reverse as well
as forward chaining approach.

1) This software is developed on bi-centered approach; one is teacher centered
and second is student centered approach.
2) This software is content free and it is effectively used by the mathematics
teachers for preparing with own mathematics content of his choice and style.
3) The main strength of the software are, sequential
steps, logical hints supported with multimedia
approach for mastery over the learning.
4) This software has compatibility with user-
friendly, usability, flexibility and acceptance of the
users.
5) It helps to recall the previous knowledge as well
as tests the existing knowledge.
CHARACTERISTICS OF SOFTWARE PRODUCT (CAI-MPSA)

6) The content is logically divided into parts and is presented in small steps
with ample illustrations which are followed with the basic laws of mathetic
programmed learning.
7) Self pace checking facility is also offered.
8) Indo deductive and analytic-synthetic approaches are used effectively.
9) Designing and colour scheme of the software is pleasing.

The researcher selected one of the parts of
Trigonometry, the 'Trigonometric Functions', as core
content to teach. The content of 'Trigonometric
Functions' is divided into four sub units namely;
1) Trigonometry identities
2) Compound Angles
3) Multiple and sub multiple Angles
4) Transformation angles.
The Package contained CD ROM and Users
Manual. Teacher made unit achievement test is
developed to examine the students' academic
achievement.
CONTENT USED FOR THE SOFTWARE

FLOWCHARTS OF SOFTWARE
Stage -I: Flow Chart of CAI-MPSA Software: Installation process

Stage -II: Flow Chart: Admin process:

Stage -III: Flow Chart: Student process:

SCREEN SHOTS OF CAI-MPSA SOFTWARE

The present study is experimental in nature. The researcher was
purposely selected Shri Murugharajendra Swamiji Pre University
Science, Arts and Commerce College, Kusunoor Road,
Saraswatipura, Gulbarga. The College has well equipped computer
laboratory having 40 computer accommodations and well established
six smart class rooms available where the students are taught
regularly. The following samples are used for the study;
1) Number of Students - 60
(Control group-30 students and Experimental
group=30 students)
2) Number of Mathematics Teachers – 20
3) Number of Mathematics Experts – 10
4) Number of Computer Experts - 10
5) Number of Educational technology experts - 10
SAMPLING

VARIABLES UNDER STUDY
The present study is an experimental study with variables as
detailed below;
•Independent Variable:
It is that factor which is measured, manipulated, or selected by
the researcher to determine its relationship to observed
phenomenon. Independent variable is also referred as the
treatment. The independent variable in the present study is
method of instruction, it consists two categories (i) Instruction
through CAI-MPSA Software programme and (ii) Traditional
teaching method.

•Dependent Variable:
It is the factor that is observed and measured to determine
the effect of the independent variable. The factor that
appears, disappears, or varies as the researcher
introduces, removes or varies the independent variable. In
the present study, students’ academic achievements on the
unit tests are considered as the dependent variable. It is
expressed in term of mean achievement scores of post test.

TOOLS USED FOR THE STUDY
1) Tools used to measure co-variable:
1. Computer Skill Test(CST)
2. Intelligent Quotient Test(IQT)
3. Trigonometry Basic Concept
Achievement Test(TBCAT)

Parallel Group Design:
The researcher formed two equivalent
groups of sixty students who have computer
knowledge and skill on the basis of IQ scores,
computer skills and trigonometric basics.

i) Computer Skill Test (CST):
This test is used to check the student‟s skill to use computer
media. This test consisted 20 questions The data of
students on this tool provided to distribute subjects to
control group and experimental group of equal ability in
two groups. This tool is developed by the researcher.
ii) IQ Test:
The researcher used the tool of G.C Ahuja‟s (GGTI)
Group test of intelligence for 13-17 year students. This tool
consist eight tests. For the score, the students are equally
distributed as control group and experimental group.

iii) Trigonometry Basic Concept Assessment Test (TBCAT):
The researcher constructed an achievement test on the
basics of topic „Trigonometry‟ in which, the
knowledge, understanding and application capacity of the
learners are tested through objective type questions. This
tool consist twenty objective type questions on basic
concept of trigonometry. The tool is developed by the
researcher to create control group and experimental group.

PHASE II: INTERNAL VALIDITY OF THE SOFTWARE
The second phase is the internal validity design where in
the software developed is tested for its expected
nature, characteristics and functioning.

A) Compatibility and installation testing
B) Admin comfort testing with mathematics
teachers and experts
1. 1) Subject Content Treatment
Questionnaire(SCTQ)
2. 2) Computer Experts Response
Questionnaire(CERQ)
3. Educational Technology Experts Response
Questionnaire(ETERQ)
4. Mathematics Experts Response
Questionnaire (MERQ)
Tools used for Internal validation:

A) Compatibility and Installation testing
The programme is tried for installation into different
make computers with different window version for
its correct installation, hard disk setting, the base
management and other requirements. The
programme is debugged by using demo content.

B) Admin comfort testing with mathematics teachers and experts:
The developed material is taken for lab try
out with few mathematics teachers and
computer experts who have exposure of using
the CAI. They are asked to use the software to
upload sample lines with various types of
problems on mathematics and multimedia files
and find out the comfort level of operation. The
reactions in the form of suggestion are taken to
the software specialist for further needed
modification. This is repeated till a satisfactory
level is reached for external validity. The
following tools are used for internal validation.

i) Subject Content Treatment Questionnaire
(SCTQ):
This questionnaire consist twelve statements having
four choices in terms of strongly agree, agree, disagree
or strongly disagree. This scale is administered to
twenty Mathematics teachers to ascertain the adequacy
of the content of the software with regards to the
officially prescribed content of the Karnataka State PU
Board of Mathematics curriculum. Mathematics
teachers responded to statements regarding the
adequacy and appropriate sequencing of the
trigonometric problem, steps hints and multimedia
support, appropriate language use among others.

ii) Computer Experts Response Questionnaire
(CERQ):
This questionnaire consist sixty statements. It is
administered to ten computer experts. The
questionnaire contains four categories (user
friendly, usability, flexibility and acceptability)
statements to which respondents are required to state
whether they strongly excellent, very good, good and
normal. They are expected to write freely about their
views about the typography, legibility, navigation, the
simulation, etc., properties among others, of the
instructional software package.

iii) Educational Technology Experts Response
Questionnaire (ETERQ):
This questionnaire consist sixty two statements and is
administered to ten educational technology experts
for the purpose of finding out whether the software
confirms to acceptable standards of educational
technology. The respondents were to express their
opinions on software user
friendly, usability, feasibility and acceptability. These
opinions are recorded in terms of strongly
agreed, agreed, disagreed or strongly disagreed
choices.

iv) Mathematics Expert Response Questionnaire(MERQ):
This questionnaire consist fifty two statements and
the questionnaire is administered to ten mathematics
experts who are experienced in teaching at higher
education used for the purpose of finding out whether the
software confirms to acceptable standards subject
correctness. This contained four categories (user
friendly, usability, flexibility and acceptability) statements
to which respondents are required to state whether they
strongly agreed, agreed, disagreed or strongly disagreed.

PHASE-III: EXTERNAL VALIDATION OF SOFTWARE:
This is the third phase, involves of experimenting the
software against conventional mode of teaching mode to
the learners by creating a parallel group design with
students. In this phase, the researcher designed content
on Trigonometry and developed the content inputs for
the software as elaborated earlier.

i)Teacher made Trigonometry Achievement Test(TAT)
a)Pre test and
a)Post test
ii) Response Scales
a) Student Response Scale (SRS)
b) Teacher Response Scale (TRS)
iii) Interview Schedule for teachers and Students
3) Tools used for External validation

Experimental Design and sampling - Flow Chart:
Nature
&Procedure
of mathetic
Nature
&Procedure
of mathetic

The two groups are administered with the pre test to
find out basic level of achievement using
Trigonometry Achievement Test (TAT) tool. The data
collected are tabulated and analyzed statistically to
identify their initial level.
t-test was used.
Administration of pre-test to Control and Experimental groups

Administration of post test for Control and experimental treatment:
The experimental group was taught using the Computer aided
Mathetic Learning Package and the control group was taught
through conventional method of teaching by researcher and
mathematics teachers for two weeks programme separately.
The effectiveness mathematics topic of a unit Trigonometric
Functions achievement was found by administrating the
achievement test as post-test to both the groups. Later again
the treatment was given by exchanging the groups. The same
treatment procedure was repeated for both the groups. The
data thus collected were tabulated and analyzed statistically.

EXPERIMENTATION AND DATA COLLECTION
The researcher tested variables under five stages:
1) In the first stage the co variables are administered to sample
units IQ test, computer skill test and trigonometric basic concept
assessment test are used to form two equivalent groups.
2) In the second stage the pre-test is administered before the
initiation to treatments.

•In the third stage the post-test is administered, after the
implementation of the treatment. The control group is
administered with conventional teaching and experiment
with prepared software to learn selected trigonometry
content. On the data of post-test the mean, the standard
deviation and the t-value are computed.
• In the fourth stage again the post test is administered
after the implementation of exchanging the groups. On the
data of post-test the mean, the standard deviation and the
t-value are computed.

•In the fifth stage the reactions scales are administered
on students. Mathematics teachers, mathematics
experts, educational experts and computer experts are
administered with tool, opinion towards CAI-MPSA
software in terms of usability, user-friendly, flexibility
and its acceptance. On the data of reaction scales the
goodness of fit test and graphical representation are
computed.
•Last stage , interview was done to selected students
and teachers responses towards software. The data of
interview are analysed qualitatively.

DATAANALYSIS
I) Quantitative Analysis:
1) Testing of the hypothesis
2) Response analysis
i) Mathematics Teachers Responses
ii) Students/Learners Responses
iii)
II) Qualitative Analysis - Interview Data

Pre test N M SD
Obtained
t-value
los
Control Group 30 23.33 4.78
0.32
Not
significanceExperimental Group 30 22.93 4.79
Null Hypothesis-1: There is no significant difference between the pre test
scores of control group (conventional group) and experimental group
(software based learning) at 0.05 level of significance.
TESTING OF THE HYPOTHESIS

Null Hypothesis-2: There is no significant difference between the post test
(software based learning) at 0.05 level of significance.
Post test N M SD
Obtained
t-value
los
7.57
Significanc
eExperimental Group 30 38.2 3.12

Null Hypothesis-3: There is no significant difference between the post test
(software based learning) after axchanging groups at 0.05 level of
significance.
Post test N M SD
Obtained
t-value
los
3.76 SignificanceExperimental
Group
30 41.7 3.02

TESTING WITH GOODNESS OF FIT TEST

Analysis of Responses of Mathematics Teachers using
Goodness of fit test
Categories frequencies SA A N DA SDA χ2 los
User friendly
fo 207 73 00 00 00
3625.1 S*
fe 11.2 67.2 123.2 67.2 11.2
Usability
fo 138 145 08 09 00
1580.62
S*
fe 12 72 132 72 12
Flexibility
fo 69 91 00 00 00
799.56
S*
fe 6.4 38.4 70.4 38.4 6.4
Acceptability
fo 134 156 9 1 00
1534.96
S*
fe 12 72 132 72 12
Null Hypothesis-2: There is no significance of difference between obtained
frequency scores on five categories of scale namely Strongly Agree (SA), Agree
(A), Neutral (N), Disagree (DA) and Strongly Disagree (SDA) when tested
with corresponding Frequency of Normal Distribution at 0.05 level of
significance for Mathematics teachers.

Categories
frequen
cies SA A N DA SDA χ2 los
User friendly
fo 236 244 00 00 00
2937.69 S*
fe 19.2 115.2 211.2 115.2 19.2
Usability
fo 376 420 60 38 6
3860.55
S*
fe 36 216 396 216 36
Flexibility
fo 167 262 42 9 0
1577.47
S*
fe 19.2 115.2 211.2 115.2 19.2
Acceptability
fo 412 440 32 14 2
4715.01
S*
fe 36 216 396 216 36
•Analysis of Responses of Students using Goodness of fit test
Null Hypothesis-1: There is no significance of difference between the obtained
frequency on five categories of scale namely Strongly Agree (SA), Agree
(A), Neutral (N), Disagree (DA) and Strongly Disagree (SDA) when tested with
corresponding Frequency of Normal Distribution at 0.05 level of significance
with criteria i) user friendly ii) usability iii) flexibility and iv) acceptability.

Analysis of Responses of Teachers towards using Goodness of fit test
Frequency SA A N DA SDA χ2 los
fe 83 187 0 0 0
907.515
Significant
fo 10.8 64.8 118.8 64.8 10.8
Null Hypothesis-3: There is no significance difference between obtained
frequency on five categories of scale namely Strongly Agree (SA), Agree
significance for teachers data towards content.

Null Hypothesis-4: There is no significance of difference between s obtained
frequency on five categories of scale, namely Strongly Agree
(SA), Agree(A), Neutral(N), Disagree(DA) and Strongly Disagree(SDA) when
tested with corresponding Frequency of Normal Distribution at 0.05 level of
significance for Mathematics experts.
Analysis of Responses of Mathematics experts using
Goodness of fit test
User friendly
fo 128 12 0 0 0
2790.0 S*
fe 5.6 33.6 61.6 33.6 5.6
Usability
fo 122 28 0 0 0
2352.44
S*
fe 6 36 66 36 6
Flexibility
fo 63 17 0 0 0
1175.36
S*
fe 3.2 19.2 35.2 19.2 3.2
Acceptability
fo 112 38 0 0 0
1980.78
S*
fe 6 36 66 36 6

•Analysis of Responses of Educational Technology Experts using Goodness of fit
test:
Null Hypothesis-5: There is no significance of difference between obtained
frequency on five categories of scale, namely Strongly Agree (SA), Agree
significance for educational experts
User friendly
fo 130 10 0 0 0
2880.83 S*
fe 5.6 33.6 61.6 33.6 5.6
Usability
fo 33 115 1 1 0
398.9
S*
fe 6 36 66 36 6
Flexibility
fo 54 26 0 0 0
592.5
S*
fe 3.2 19.2 35.2 19.2 3.2
Acceptability
fo 171 9 0 0 0
3883.12
S*
fe 7.2 43.2 79.2 43.2 7.2

•Analysis of Responses of Computer experts using Goodness of fit test:
Null Hypothesis-6: There is no significance difference between obtained
frequency on four categories of scale namely Excellent (E), Very Good
(VG), Good (G) and Normal (N) when tested with corresponding Frequency
of Normal Distribution at 0.05 level of significance for data collected from
Computer Experts.
Categories frequencies E VG G N χ2 los
User friendly
fo 131 9 0 0
1223.4 S*
fe 12.6 57.4 57.4 12.6
Usability
fo 118 30 1 1
896.13
S*
fe 13.5 61.5 61.5 13.5
Flexibility
fo 54 26 0 0
345.61
S*
fe 7.2 32.8 32.8 7.2
Acceptability
fo 180 47 3 0
1358.74
S*
fe 20.7 94.3 94.3 20.7

•ANALYSIS OF RESPONSES TOWARDS SOFTWARE QUALITY:
•Responses of Students toward software in terms of user
friendly, usability, flexibility and acceptability:
Category
frequenc
ies
SA A N DA SDA
User friendly
fo 236 244 00 00 00
fe 19.2 115.2 211.2 115.2 19.2
1, 236 2, 244
3, 0 4, 0 5, 0
1, 19.2
2, 115.2
3, 211.2
4, 115.2
5, 19.2
-50
0
50
100
150
200
250
300
0 1 2 3 4 5 6
Students responses on user friendly of the
software
User friendly fo
User friendly fe

Category
frequenci
es
SA A N DA SDA
Usability
fo 376 420 60 38 6
fe 36 216 396 216 36
Table-18: Analysis of responses of students regarding usability of
the software:
1, 376
2, 420
3, 60
4, 38
5, 6
1, 36
2, 216
3, 396
4, 216
5, 36
0
50
100
150
200
250
300
350
400
450
500
0 1 2 3 4 5 6
Students responses on usability of the
software
Usability fo
Usability fe

Category frequencies SA A N DA SDA
Flexibility
fo 167 262 42 9 0
fe 19.2 115.2 211.2 115.2 19.2
Table-19: Analysis of responses of students regarding flexibility
of the software:
1, 167
2, 262
3, 42
4, 9 5, 0
1, 19.2
2, 115.2
3, 211.2
4, 115.2
5, 19.2
0
50
100
150
200
250
300
0 1 2 3 4 5 6
Students responses on flexibility of the
software
Flexibility fo
Flexibility fe

Category
frequenci
es
SA A N DA SDA
Acceptability
fo 412 440 32 14 2
fe 36 216 396 216 36
Table-20: Analysis of responses of students regarding
acceptability of the software:
1, 412
2, 440
3, 32
4, 14 5, 2
1, 36
2, 216
3, 396
4, 216
5, 36
-100
0
100
200
300
400
500
0 1 2 3 4 5 6
Students responses on acceptability of the
software
Acceptability fo
Acceptability fe

•Responses of Mathematics Teachers towards Software in terms of user
friendly, usability, flexibility and acceptability:
User friendly
fo 207 73 00 00 00
fe 11.2 67.2 123.2 67.2 11.2
Table-21: Analysis of responses of mathematics teachers regarding
user friendly of the software:
1, 207
2, 73
3, 0 4, 0 5, 0
1, 11.2
2, 67.2
3, 123.2
4, 67.2
5, 11.2
-50
0
50
100
150
200
250
0 1 2 3 4 5 6
Mathematics teachers responses on userfriendly
software
User friendly fo
User friendly fe

Usability
fo 138 145 08 09 00
fe 12 72 132 72 12
Table-22: Analysis of responses of mathematics teachers
regarding usability of the software:
1, 138
2, 145
3, 8 4, 9
5, 0
1, 12
2, 72
3, 132
4, 72
5, 12
-20
0
20
40
60
80
100
120
140
160
180
0 1 2 3 4 5 6
Mathematics teachers responses on
usability of the software
Usability fo
Usability fe

Flexibility
fo 69 91 00 00 00
fe 6.4 38.4 70.4 38.4 6.4
regarding flexibility of the software:
1, 69
2, 91
3, 0 4, 0 5, 0
1, 6.4
2, 38.4
3, 70.4
4, 38.4
5, 6.4
-20
0
20
40
60
80
100
0 1 2 3 4 5 6
flexibility of the software
Flexibility fo
Flexibility fe

Acceptability
fo 134 156 9 1 00
fe 12 72 132 72 12
regarding acceptability of the software:
1, 134
2, 156
3, 9
4, 1 5, 0
1, 12
2, 72
3, 132
4, 72
5, 12
-20
0
20
40
60
80
100
120
140
160
180
0 1 2 3 4 5 6
acceptability of the software
Acceptability fo
Acceptability fe

Responses of Mathematics experts towards software in terms of
user friendly, usability, flexibility and acceptability:
User friendly
fo 128 12 0 0 0
fe 5.6 33.6 61.6 33.6 5.6
Table-25: Analysis of responses of mathematics experts regarding user friendly of the
software:
1, 128
2, 12
3, 0 4, 0 5, 0
1, 5.6
2, 33.6
3, 61.6
4, 33.6
5, 5.6
-20
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6
Mathematics experts responses on user
friendly of the software
User friendly fo
User friendly fe

Usability
fo 122 28 0 0 0
fe 6 36 66 36 6
Table-26: Analysis of responses of mathematics experts
1, 122
2, 28
3, 0 4, 0 5, 0
1, 6
2, 36
3, 66
4, 36
5, 6
-20
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6
Mathematics experts responses on usability of
the software
Usability fo
Usability fe

Flexibility
fo 63 17 0 0 0
fe 3.2 19.2 35.2 19.2 3.2
1, 63
2, 17
3, 0 4, 0 5, 0
1, 3.2
2, 19.2
3, 35.2
4, 19.2
5, 3.2
-10
0
10
20
30
40
50
60
70
0 1 2 3 4 5 6
Mathematics experts responses on
Flexibility fo
Flexibility fe

Acceptability
fo 112 38 0 0 0
fe 6 36 66 36 6
1, 112
2, 38
3, 0 4, 0 5, 0
1, 6
2, 36
3, 66
4, 36
5, 6
-20
0
20
40
60
80
100
120
0 1 2 3 4 5 6
Mathematics experts responses on
Acceptability fo
Acceptability fe

•Responses of Educational Technology Experts opinion towards
•Software:
User friendly
fo 130 10 0 0 0
fe 5.6 33.6 61.6 33.6 5.6
Table-29: Analysis of responses of Educational technology experts regarding user
friendly of the software:
1, 130
2, 10
3, 0 4, 0 5, 0
1, 5.6
2, 33.6
3, 61.6
4, 33.6
5, 5.6
-20
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6
Educational technology experts responses
on user friendly of the software
User friendly fo
User friendly fe

Usability
fo 33 115 1 1 0
fe 6 36 66 36 6
Table-30: Analysis of responses of Educational technology
experts regarding usability of the software:
1, 33
2, 115
3, 1 4, 1 5, 0
1, 6
2, 36
3, 66
4, 36
5, 6
-20
0
20
40
60
80
100
120
140
0 1 2 3 4 5 6
Educational technology experts responses
on usability of the software
Usability fo
Usability fe

experts regarding flexibility of the software:
Flexibility
fo 54 26 0 0 0
fe 3.2 19.2 35.2 19.2 3.2
1, 54
2, 26
3, 0 4, 0 5, 0
1, 3.2
2, 19.2
3, 35.2
4, 19.2
5, 3.2
-10
0
10
20
30
40
50
60
0 1 2 3 4 5 6
Educational technology experts responses on
Flexibility fo
Flexibility fe

Acceptability
fo 171 9 0 0 0
fe 7.2 43.2 79.2 43.2 7.2
experts regarding acceptability of the software:
1, 171
2, 9
3, 0 4, 0 5, 0
1, 7.2
2, 43.2
3, 79.2
4, 43.2
5, 7.2
-20
0
20
40
60
80
100
120
140
160
180
0 1 2 3 4 5 6
Educational technology experts responses on
Acceptability fo
Acceptability fe

•Responses of Computer Experts opinion towards Software in
terms of user friendly, usability, flexibility and acceptability:
Categories frequencies E VG G N
User friendly
fo 131 9 0 0
fe 12.6 57.4 57.4 12.6
Table-33: Analysis of responses of Computer experts regarding user friendly of the
software:
1, 131
2, 9
3, 0 4, 0
1, 12.6
2, 57.4 3, 57.4
4, 12.6
-20
0
20
40
60
80
100
120
140
0 1 2 3 4 5
Computer experts responses on user friendly
User friendly fo
User friendly fe

Usability
fo 118 30 1 1
fe 13.5 61.5 61.5 13.5
Table-34: Analysis of responses of Computer experts
1, 118
2, 30
3, 1 4, 1
1, 13.5
2, 61.5 3, 61.5
4, 13.5
-20
0
20
40
60
80
100
120
140
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Computer experts responses on usability
Usability fo
Usability fe

Flexibility
fo 54 26 0 0
fe 7.2 32.8 32.8 7.2
Table-35: Analysis of responses of Computer technology experts
1, 54
2, 26
3, 0 4, 0
1, 7.2
2, 32.8 3, 32.8
4, 7.2
-10
0
10
20
30
40
50
60
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Computer experts responses on flexibility
Flexibility fo
Flexibility fe

Acceptability
fo 180 47 3 0
fe 20.7 94.3 94.3 20.7
Table-36: Analysis of responses of Computer technology experts
regarding acceptability of the software:
1, 180
2, 47
3, 3 4, 0
1, 20.7
2, 94.3 3, 94.3
4, 20.7
-20
0
20
40
60
80
100
120
140
160
180
200
0 1 2 3 4 5
Computer experts responses on
acceptability
Acceptability fo
Acceptability fe

FINDINGS OF RESPONSE ANALYSIS
The students, mathematics teachers, mathematics
experts, educationists and computer experts responses
on rating scales were significantly positive towards
CAI-MPSA software in terms of usability, user-
friendly, flexibility and its acceptance.

The students were responded that the CAI-MPSA
software material was very helpful to effective learn of
trigonometric functions with effective steps and logical
hints having support of multimedia content.
The software operating is easy with sequencing modes
of solutions with forward as well as reverse chain. The
software is user friendly and the user manual is helpful
to follow the directions to learn.
The trigonometric content for the software developed
by teachers is effective.
The software helped students to learn trigonometry
with their own speed and it is a self learning material.
The students found material very much interesting and
is useful regular learning.
FINDINGS OF QUALITATIVE ANALYSIS OF INTERVIEW DATA

The teachers responded that the CAI-MPSA software
material is content free software and the content can be
developed by them with their own ideas and style of
presentation.
The software package is useful instructional material
having multimedia facility to develop of trigonometric
content.
The teachers require have the skill of computer knowledge
and skill of typing for development of the mathematics
content.
The software is user friendly and it reduces burden for the
teachers interact with the students‟ repeatedly.

Once, the content is prepared and linked with the
software along with ppt, audio-video, images and
graphical effects.
It works as self learning material. The use of
educational software is innovative in nature and
advanced method of teaching learning.
This method saves learner’s time and teachers work
load. The use of software into the classroom makes new
experience for teachers and students.
Thus the use of this educational software enhances the
quality of teaching and learning at Pre University level.

SUMMARY OF FINDINGS
•The computer aided mathetic problem solving
software is effective generic software that can be used
during teaching learning of mathematics.
•The achievement scores of learner using CAI-MPSA
software are significantly higher than the learning
with conventional method.
•The learners reactions are significantly positive
towards use of CAI-MPSA software in terms of
acceptance, user friendly and flexible

•The teachers’ reactions are significantly positive
towards use of CAI-MPSA software in terms of user
friendly, flexibility and acceptance.
•The students' academic achievement is significantly
improved by using this software.
•The CAI-MPSA software programme can fulfill the
need of the students interest. It helps to grasp the
content easily for a prolong period. According to their
observation it increases concentration, and its leads to
self learning.

INSIGHTS FROM STUDY
•CAI-MPSA Software package attracted learners
naturally and arouses their curiosity and draws their
attention towards content. Thus, readiness to learn is
induced.
•It has brought in a lot of variety and novelty in the
teaching and learning process. It provided a vast
exposure to the students and they can learn on their
own.
•This software is content free, the teacher prepares
solutions based on their own idea and creative style.
This takes care of students need and interest.
•This software gives the facility of modification through
which the teacher improve his content whenever needed.

•Prompted sequencing steps, Logical hints, text, audio-
video, images and ppt with graphics and animation of the
mathematics problems helps the students to understand and
the content of the unit easily.
•Students are enthusiastic to learn trigonometric with this
software regularly.
•Students are of the opinion that the method and the style of
the presented content be extended to all the units of their
syllabus. So that they can score better in their examinations.
•Student’s experience of learning through CAI-MPSA
software material is enjoyable, meaningful and personally
satisfying.

•Students can learn on their own way, correct their
mistakes and they became independent learners with this
software.
•One of the observations is that the teachers felt difficulty
to computer typing.

EDUCATIONAL IMPLICATIONS
On the basis of the findings of the present study
following educational implications are mentioned.
•CAI-MPSA software package can be helpful to create
positive teaching-learning situation in classroom as it
provides visual experiences which bring novelty to the
subject. So it can be more useful and effective for the
learners.
•CAI-MPSA software material helps each student to
proceed with his own speed & capacity of grasping power.
It is also helpful to increase their concentration & interest
towards learning process.

• It also provides opportunity to the students for an
active participation.
•Principals and school management should utilize such
programmes in their school and also inspire the
teachers to develop and to use such teaching-learning
software materials.
•Such instructional software materials can be
introduced in teachers' training programmes to
develop teachers' efficiency. The achievement of the
students will naturally be positive and effective
through skillful teachers.

SCOPE AND LIMITATIONS OF THE STUDY:
The study provides computer aided mathetic
programmed software for mathematics teaching. This
software is group paced and also self instructional
material. This can be a effective strategy for teaching
mathematics.
The limitations of the study are; large number of
teachers and students of the state schools do not have
attitude and competencies for learning with computer
based material. Further the PU colleges are not fully
equipped.

RECOMMENDATIONS
•The effectiveness of CAI-MPSA software material
can be compared to other methods presenting is
practice such as graded learning.
•CAI-MPSA software can be extended to develop
the content of the other parts of the subject
Mathematics such as indices, matrices, rings,
differentiation, integration, algebra, coordinate
geometry and theorems etc.
•Some complex units of mathematics could be taken
for the development of CAI-MPSA software
material to check their efficacy for the distant
learning or reinforcement learning processes.

•The effectiveness of CAI-MPSA software material can
be compared to group learning and to an individual
learning.
•A similar study can be made for teaching units from
other subjects too like English grammar.
•With the use of CAI-MPSA software package, diagnostic
and remedial work can also be carried out in the field of
education.

CONTRIBUTIONS OF THE STUDY:
•CAI for mathematics teachers to prepare, units of
teaching with multimedia for classroom instruction.
•Teacher prepared CAI tailored down to the needs of
learner in terms of class, ability, and socio cultural
needs.
•Software that permits the state and other curriculum
organization to use as platform for preparing teaching
material at large scale.
•An approach for creating generic software in the field of
education.

SUGGESTIONS FOR FURTHER STUDY
•The software can be further improved upon with more
facility such as self evaluation, speed testing etc.
•The software can be further modified to use Multilanguage.
•The software can be tried out at large scale with workshops
to create a bank of teaching-learning material and use.

CONCLUSION
Researcher concluded that CAI-MPSA software
material offers teachers and students an opportunity to
be actively engaged in the teaching and learning process,
to receive instruction through a variety of multimedia, to
choose the place and time to learn, to work at their own
pace, and to receive immediate and accurate feedback
and also study the effectiveness of using CAI software in
teaching and learning mathematics.
In the current study judging from overall response of
the students and teachers and from observations of the
investigators, it is found that students and teachers are
having positive attitude towards learning mathematics
through CAI software. So it can be concluded that CAI
software is one of the effective ways to teach and learn
mathematics.

APPENDICES
BIBLIOGRAPHY
USER’S MANUAL

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