The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on students’ language proficiency. This study used an experimental design whereby two groups of students underwent into two different teaching methods: The controlled group who was taught using traditional method of teaching and the experimental group who was taught with the integration of CAI. Research evidenced indicates that the students taught using CAI had higher increase in their language proficiency compared to the other group. CAI is an innovative approach to the teaching learning process. Thus, the study assumes its significance and relevance in the present context.

1. The Role of Computer Assisted Instruction (CAI) on Students’ Language
Proficiency of Grade 6 students in Baliuag University
*1 ARAH MAE S. PONCE,*2 FELIX GLENN M. MANALASTAS, *3 GLADYS M. MANALASTAS
1Talang Elementary School, 2Sto. Nino Elementary School, 3San Roque Elementary School
ABSTRACT
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
Keywords: Computer Assisted Instruction (CAI); Students’ Language Proficiency

2. Introduction
The advancement in science and technology has changed rapidly in the last few years,
and the effect of it in the improvement of the processes and systems are evident to the world.
Technology has entered the education field like other fields of life for the purpose of
improvement, development, and innovation (Al-Klope, 2006). In the present time,
technology started its way in the education field through the use of computers which meant
to aid the instruction.
Today, the term E-learning is a one-step forward towards the integration of
technology to the education system. It started to be given a highly importance because of its
effect to the students’ academic performance. E-learning is viewed as a learning process
created by the interaction with digitally delivered content, network-based services and
tutoring support (Markus, 2008).
According to Mohammadi (2010), E-learning has different types; it could either be
web-based learning, online learning, distributed learning, computer-assisted instruction, or
internet-based learning. This research focuses on E-learning in the means of computer-
assisted instruction.
There is no area which remains untouched by the benefits of computer. The use of
computer for the instructional work is called the computer assisted instruction
(Mangal&Mangal, 2011, p.530). In this program, computers had paved their way in replacing
textbooks and the traditional type of teaching which uses chalk and board. The

3. implementation and integration of this kind of program and technology is very timely,
relevant, and useful to produce excellent graduates and productive citizen in the future.
One major changes brought by the integration of computers in the education system
is the shift made from teacher-centered approach to learner-centered that results to the
changes of role of a teacher. The main purpose of Computer-Assisted Learning (CAI) is to
increase accessibility of education and reducing costs and time as well as improving
students’ academic performance (Iahad, Madar, Rahim, 2012). As a result, E-learning or
Computer-assisted Instruction is growing very fast and become popular because of its
benefits. As of now, the numbers of universities and institutions that adopted the virtual
learning system is increasing rapidly.
Computer-assisted Instruction can help remove barriers to achievement, by
providing new and creative ways of motivating and engaging pupils and learners of all
abilities, enabling and inspiring everyone to attain their educational potential. It offers also
a wide range of tools to enable teachers and learners to be innovative, creative and
resourceful in all learning activities. Teachers and learners can easily customize digital
learning resources to suit pace and level, appropriated to any learning style and ability.
Rationale of the problem
The research is significant because its findings and conclusions may encourage the
teachers and educational institutions to adopt Computer Assisted Instruction to enhance the

4. quality of teaching.This research has significance in enhancing the effectiveness of classroom
instruction and students performance through promoting CAI.
This study was conducted to serve as an encouragement and develop awareness to
developing countries like the Philippines which aims to give high quality education by
integrating various innovative techniques. Computer-assisted instruction (CAI) is the oldest
instructional application of computer which provides instruction, drill and practice in basic
computation and language skill (Hussain, Ali, 2012). In this method of teaching, the students
experience less social interaction with peers, or the teacher.
Computer Assisted Instruction is rapidly expanding on the field of computer
technologies that assist in the teaching and learning process of the learners. The examples of
CAI are some applications that help the learning process of the learners or users. The
applications of CAI are presented in a form of text or any multimedia formats which includes
photographs, animation, speech and music. Computers also help the students to visualize
objects that are not easily available thus making the learning process more interesting,
Learning programs will need the power of technology to overcome the limitations of
time, distance and resources and this study will prove that CAI will give people and school
organizations the competitive edge to allow them to keep ahead of rapidly changing pace in
the real technology.
This study is an experimental research that used a pre-test and post-test probability,
and likert scale to identify the significant difference between Computer Assisted Instruction
(CAI) and Students’ Academic Performance as well as their perception towards CAI and

5. traditional method of teaching. Research evidences indicates that CAI can improve students’
language proficiency and therefore the focus of this study is to promote CAI in teaching
English.
Review of Related Literature
Many researchers have been carried out on the effectiveness of Computer Assisted
Instruction (CAI). According to studies made by Kausar, Chudhry and Gujjar (2008);
Tabasun in Owusu, (2009); Harrison in Owusu (2009) revealed that students who were
taught through CAI performed better than those who were instructed through traditional
teaching strategy such as lecturing method while other researchers such as Delafuente,
Araujo and Legg (1998); Owusu (2009); Jenks and Springer (2002) affirmed that CAI has
little or no effect onstudents’ language proficiency.
In 2007, Singh, Y.P. conducted a relative study of learning English spelling through
computer and traditional method. CAI method was found superior than traditional method
to teach English. Similar findings were reported by Singh, Y.V. in 2007about the effectiveness
of computer assisted instruction versus traditional method in teaching science at upper
primary level. In another study, Rani (2007) investigated the effects of CAI on language

6. achievement of children with learning disability and reported that CAI method was found
highly superior than traditional method for disabled students.
Patel (2009) developed and implemented the CAI to teach English Grammar for VI
students in different modes. The objectives of this study were to develop and to study the
effectiveness of CAI in different modes for teaching of English Grammar. Second objective of
the study was to study the effectiveness of developed CAI in terms of the reactions of
students. The different modes of CAI used in the experiment were (a) only CAI, (b) CAI with
repetition, and (c) CAI with discussion. The major findings were (a) CAI was found
significantly higher achievement than that of the students taught through traditional
method. (b) CAI with repetition was found more faithful than the teaching of English
grammar with traditional method. (d) Discussion was also found more effective than the
teaching of English grammar in traditional method (e) CAI was also found to be effective in
terms of the students’ language proficiency.
A summary of 59 CAI research studies compiled by Cotton (1991) cited by Jeffs, T.,
Evmenova, A., Warren, S. H., & Rider, R. L. (2006)provides insight into the benefits and effects
of CAI. A few of the research findings shared by Cotton include: (a) The use of CAI as a
supplement to conventional instruction produces higher achievement than the use of
conventional instruction alone; (b) students learn material faster with CAI than with
conventional instruction alone; (c) CAI is beneficial for younger students; (d) CAI is more
beneficial for lower-achieving students than higher-achieving students; (e) students with
disabilities achieve at higher levels with CAI than with conventional instruction alone; (f)

7. students’ fondness for CAI activities centers around the immediate, objective, and positive
feedback provided by these activities.
According to Church, 1986 cited by Wei-yuLa, Ya-Chuan, Hsiao, Yi-Hui Chiang J
(2010), one of the most obvious advantages is the ability of CAI to bring
together several media. Presentations and activities can be designed that involve the
student in a multimedia experience. When one adds the second obvious advantage,
momentary feedback, the combination gives a unique teaching environment. Giving
immediate feedback is an important aspect of computer-assisted instruction, since it allows
students to evaluate their answers while the questions are fresh in their minds. It helps
prevent them from repeating the same mistakes until they get teacher feedback. Computers
are always available, while the student is working, to give feedback, while a human teacher
has to attend to other students and other tasks and may be tired or distracted.
The potential benefits of Computer Assisted Instruction (CAI) are highly valued in our
modern world. There are a large number of established findings on the instructional value
of computer all over the world. The current trend nowadays is the use of computer facilities
and resources to enhance students’ learning. This may be the reason why Handelsman,
Ebert-May, Beichner, Bruns, Chang, et al (2004) opined that “many exercises that depart
from traditional method are now readily accessible on the web”, even though teachers do
not use these resources. They further showed that the interactive approaches to lecturing
significantly enhance learning.

8. In a review of observational studies on CAI, Cotton (1997) concluded, among others,
that the use of CAI as a supplement to traditional instruction produces higher achievement
than the use of traditional instruction alone, research is certain regarding the comparative
effectiveness of traditional instruction alone and CAI alone, and that computer-based
education (CAI and other computer applications) produce higher achievement than
traditional instruction alone. In addition, students learn instructional contents faster and
they have better retention with CAI. Furthermore, computer assisted instruction has been
found to enhance students’ performance than the traditional method in teaching.
In addition, students taught using traditional instruction combined with the use of
computer performed significantly better than students taught using traditional instruction
in a college setting (Akour, 2006). Similarly, college students taught statistics using lecture-
plus-CAI obtained higher averages on midterm and final exams than students taught using
lecture method only (Basturk, 2005). Based on a review of several studies and shortcoming
on studies comparing CAI with traditional instruction, CAI can be considered as effective as
traditional instruction.
CAI increases motivation by providing a context for the learner that is challenging and
stimulates curiosityMalone (1892) cited by Patricia Anzalone (2008). Activities that are
intrinsically motivating also carry the significant advantages such as personal satisfaction
challenge and relevance on a positive perspective on lifelong learning.(Keller and
suzuki,1988;Kinzie,1990)Computer Assisted Instruction (CAI), as defined by Hannafin and
Peck (1988), is “any instance in which instructional content or activities are delivered via

9. computer” (p.5). Firestone (2003) studied outcomes of an on-line program for 40
Pennsylvania high school students to supplement math and language arts education. The
program was self-paced, teacher-customized, and adapted to student needs.
The classroom setting has already changed from many years ago. Teachers face the
difficulty of handling large population who do not speak English and have high transient
rates.For this large number of students studying the English language, it is very crucial to be
fluent and learn a new language apart from theirs. Learning a new language need as much
language support as possible and computers can play an integral part in providing English
Language Learners (ELL) students with valuable language experiences as they learn a new
language.
A study conducted by Liaw (1997) about verbal interaction stated that teachers
should offer English language learners a language-rich environment in which students are
constantly engaged in language activities. Children need to be able to interact with each other
so that learning through communication can take place. Computers can provide this type of
environment. The computer can serve as a tool to increase verbal exchange. Computer books,
a tool invented to compliment the use of Computer Assisted Instruction,were used to
increase verbal interaction between students. These computer books are interactive stories
that appear on the computer screen as an actual book with text and illustrations. There are
also a variety of interactive choices students can use to read the story, including: real voices
that read aloud, music, and sound effects. The story is also highlighted so readers can follow
along with the text.

10. In an investigation by Kang and Dennis (1995)was conducted to determine whether
or not the use of computers helps in enriching the vocabulary development of beginning
English language learners. The study was conducted in Seoul, South Korea. The fifth grade
students learning English were assigned to three different groups. The types of studies done
by the three groups were: definitions, picture, and context. The group studying definitions
was given the English word with the definition written in Korean. This group relied mainly
on rote memorization. The group studying pictures were given the definition as well as a
picture. The third group was given a situational context employing the English word first and
then given the definition and picture.
Initially, the picture and definition groups did much better than the context group.
However, after a few sessions, the context group's scores surpassed those of the other two
groups. There was also a test given at the end of the treatment sessions to test for retention.
For this test, the context group scored significantly higher than the other two groups. Kang
and Dennis (1995) concluded, "The Context group subjects needed a period of time to get
used to their instructional treatment before they could take advantage of this more engaging
type of instructional approach". In the end, the contextual approach proved to be much more
effective in promoting long-term recall of vocabulary. This learning process was made
possible and more effective by the use of computers.
For increasing the reading ability, there are several ways in which technology can be
used. Most simple reading texts are also very primary in content. Older children may
consider themselves too old to be reading such primary content books. Computers, however
can increase the interest level for older students while keeping the text simple and easy to

11. read. Another benefit of using computers for reading instruction is that the computer offers
immediate feedback on performance. They also can provide added practice when necessary.
According to Case and Truscott (1999), students have been able to improve their sight word
vocabulary, fluency, and comprehension. Computer based reading instruction also allows for
"increased interaction with texts, attention to individual needs, and increased independence
through an ability to read texts they would not otherwise be able to read" (Case & Truscott,
1999).
For the writing skill of students’ language proficiency development, computers can
also help students develop their writing skills. Lewis (1997) recommends that composition
for beginning learners should be a guided activity so students do not become frustrated.
Writing paragraphs in a language that is still somewhat unfamiliar to students can be
difficult. When using a computer, however, the use of graphics can make this much more
enjoyable. Using clip art can also help students to convey their thoughts more clearly. The
use of spell check, grammar check, and dictionary can also be access through the use of
computer in which help the students to make the writing easier in computers than with the
use of paper and pencil.
Computer-assisted instruction (CAI) has been shown in a range of studies to facilitate
learning in many different ways. Computers can be used to aid in teaching English Language
Learners in academic subjects, such as reading and writing in English. It also plays a vital
role in developing students’ language proficiency in a way that it provides variety of ways
and experiences for students to maximize the language learning.

12. Advantages and Disadvantages
A study conducted by School of Foreign Languages, Nanyang Institute of Technology:
Analysis of Advantages and Disadvantages of Computer-assisted Instruction in English
Teaching by Zhang Ya-nan in China these are the following pros and cons of implementing
Computer Assisted Instruction.:
Advantages of using Computer Assisted Instruction:
1. CAI Optimize the Structure of Classroom Teaching. As a new teaching methods CAI
teaching technology tend to be all-round, multi-level, and it can make the teaching
contents vivid, interesting and fascinating.
2. CAI is Convenient for Interactive Operation. These CAI features greatly enhance the
degree of student participation in learning, and stimulate students’ interest in
language learning.
3. Computer Network Realize Sharing of Online TeachingResource. It is an important
way of learning exchange among teachers. Through the fast-track of the Internet,
teachers can download excellent courseware processed by computer. Teachers can
share their teaching experience be the way of campus network. By such method
teachers can make jointly improvements their teaching, and truly shared teaching
resources can be achieved and better teaching service can be provided.
Disadvantages of using Computer Assisted Instruction:

13. 1. In teachers’ application of CAI in their teaching, often appear overly dependent on the
software platform, which will inevitably reduce the direct interaction between
students.
2. CAI courseware lacks specificity on students’ existing learning difficulties. Teachers’
abilities on computer application and understanding of CAI need to be improved.
Teachers’ consciousness of using CAI is still relatively poor, and some teachers’
abilities on computer application are not high, which makes it difficult to use of
multimedia in their teaching activities. To make the CAI really go deep into the
teaching to achieve the integration of CAI and English course, the key is to improve
teachers' understanding of the CAI and computer application ability.
Another study conducted by Douglas N. Arnold (2000) stated that CAI can dramatically
increase a student’s access to information. The program can adapt to the abilities and
preferences of the individual student and increase the amount of personalized instruction a
student receives. Many students benefit from the immediate responsiveness of computer
interactions and appreciate the self-paced and private learning environment. Moreover,
computer-learning experiences often engage the interest of students, motivating them to
learn and increasing independence and personal responsibility for education.
Although it is difficult to assess the effectiveness of any educational system,
numerous studies have reported that CAI is successful in raising examination scores,
improving student attitudes, and lowering the amount of time required to master certain
material while study enhance learning at all educational levels.

14. In some applications, especially those involving abstract reasoning and problem-
solving processes, CAI has not been very effective. Critics claim that poorly designed CAI
systems can dehumanize or regiment the educational experience and thereby diminish
student interest and motivation. Other disadvantages of CAI stem from the difficulty and
expense of implementing and maintaining the necessary computer systems. Some student
failures can be traced to inadequate teacher training in CAI systems. Student training in the
computer technology may be required as well, and this process can distract from the core
educational process. Although much effort has been directed at developing CAI systems that
are easy to use and incorporate expert knowledge of teaching and learning, such systems are
still far from achieving their full potential.
Statement of Research question/Hypothesis
The study will determine the academic performance of grade 6 students in English subject
through computer assisted instruction in one private school in Bulacan.
Specifically, the study answers the following questions:
1. What is the level of language proficiency of grade 8 students in English subject before
and after the implementation of CAI?
2. Is there a significant difference between the use of Computer Assisted Instruction
(CAI) and traditional method of teaching that affects the students’ language
proficiency?

15. 3. What is the perception of the students towards using Computer Assisted Instruction
(CAI) and traditional teaching method?
The following hypothesis will be tested in the study:
1. The students’ academic performances of the grade 6 students are better and higher
after the implementation of Computer Assisted Instruction (CAI).
2. There is a significant difference between mean scores of Pre-test and Post-test of
students achievement in English that used the traditional type of teaching and the
group that used Computer Assisted Instruction (CAI).
3. The students find the Computer Assisted Instruction (CAI) more interesting and
useful for the teaching-learning process.
Theoretical Framework
Jerome Bruner’s Cognitive theory of learning
Jerome Bruner states that learning is not what simply happens to individuals but
something individuals make to happen by the manner in which they handle incoming
information and put it into practice. For him behavior is what is simply elicited by a stimulus
or strengthened by a highly complex activity which involves three major processes namely;
Acquisition of information, transformation or manipulation of information into a form
suitable for dealing with the task at hand; testing and checking the adequacy of this

16. transformation (Ajayi, 2009). Bruner believes that the learner achieves transformation by
codifying and classifying incoming information into what he or she already has, for
understanding the world better. How does the learner achieve transformation? Bruner says
that transformation is linked to three methods of representation (Enactive, Iconic and
Symbolic) that is system for representing past experiences in the memory and utilizing them
to deal with the present.Cognitive theories therefore define learning as the process of gaining
or changing insight.
According to Bruner, the chief exponent of discovery learning is to provide facilities
that help students learn on their own. This therefore underscores the need to explore the
use of CAI in enhancing secondary school students’ achievement and interest in English.
These includes the ability to personalize information; the presence of animating objects on
the screen; the available practice activities that incorporate challenges and curiosity and the
fact that it provides a fantasy context and gives the learner a choice over their own learning
process. The advantage of personalizing information is that it boosts the students’ interest
in a given task.
The animation of objects that are part of the explanation of a concept scales down the
cognitive load on one's memory and thus facilitates learning. It allows the student to perform
search and recognition processes and to make more informational relationships.
CAI lifts up the student's motivation as it provides him or her with a more challenging
and stimulating context than conventional teaching methods. Increased motivation may lead

17. to personal satisfaction and the feeling of challenge. It can also create a positive perspective
on lifelong learning.
Ausubel Theory
Meaningful learning implies that the learner must be ready to comprehend and relate
what is being presented rather than to memorize it verbatim. Ausubel has been an outspoken
advocate of meaningful learning, which he defines as the acquisition of new meanings.
Meaningful learning implies that the material to be learned is potentially meaningful.
Acquisition of new meanings refers to the process by which students turn potentially
meaningful materials to be learned to what students already know in other word, we must
relate and reconcile what we know with what one is learning (Ratner, 2008).
For learning purposes in the computer Assisted Instruction, the learner makes use of his
hands to operate the computer and reconciling incoming information (new information)
with already existing information to bring about meaningful learning (Ajayi, 2009).
Meaningful learning is expected to enhance students’ achievement and interest in English
subject. The researcher therefore explored the use of CAI to determine its effectiveness in
meaningful learning.
Conceptual Framework
Traditional Teaching
Students’ Perception Students’ Language
Proficiency

18. The above conceptual framework in this study shows the relationship of Traditional
Teaching, the students’ perception towards their preference method of teaching, and
Computer Assisted Instruction (CAI) and the Students’ Learning Proficiency. In this study,
implementation of CAI and traditional type of teaching as well as the students’ perception in
the teaching-learning process serves as a factor that significantly affects the development of
students’ language proficiency in the administered English language test.
Definition of Variables
For clearer understanding of the terms used in this study, below is the meaning of the
important terms used:
• Traditional Teaching -It is concerned with the teacher being the controller of the
learning environment. Power and responsibility are held by the teacher and they play
the role of instructor (in the form of lectures) and decision maker (in regards to
curriculum content and specific outcomes). (Novak, 1998)

19. • Students’ Perception – It refers to the students’ perception and opinion towards the
use or implementation of traditional method of teaching and Computer Assisted
Instruction (CAI) on what is more helpful, and interesting when it comes to teaching-
learning process as their view as students.
• Students’ Language Proficiency –Language proficiency or linguistic proficiency is
the ability of an individual to speak or perform the language acquired.
• Computer Assisted Instruction – Computer Assisted Instruction (CAI) includes the
use of computers to teach academic skills and to promote communication and
language development and skills.
Method
This section presents the research methodology that was utilized by the researchers
in the conduct of the study. The participants, the research design, and utilized instrument
are also herein included.
Participants
The participants of the study are two sections of Grade 6 with the total of 60 students
in one private school in Bulacan. One group was taught using Computer Assisted Instruction
(CAI) and is identified as experimental group, and the other one was taught using the
traditional type of teaching and is identified as the controlled group.

20. Research Design
This study is a descriptive and experimental research because the study described
the data and participant of the study. It also aims to determine the effect of one variable to
another. The data gathered were based on the pre- and post-test probability and Likert Scale
administered to the students.
Instrument
The instrument used by the researchers were Pre- and post-test probability and
Likert Scaleto determine the role of Computer Assisted Instruction to Students’ Language
Proficiency as well as to identify what the students prefer to be used as their teacher’s
method of teaching.The type of sampling used in the research is availability sampling or
sometimes referred to as haphazard, accidental, or convenience sampling.
Data Analysis Scheme
The researchers used the following statistical methods:
- The arithmetic mean of the grade of each group.
- The standard deviation of the degrees of each group to find out the deviation of each
degree from mean.
- (T) Test is conducted in order to show the difference between the experimental and
the controlled group language proficiency.

21. Procedure
The first part was the administering of the pre-test to two groups to determine their
prior knowledge about the lesson regardless whether they study under the use of Computer-
Assisted Instruction (CAI) type of teaching or the traditional teaching method.
The second part was the administering of the post-test to two groups after the
teaching session. The result of the test will determine whether there is a significant
difference between the scores of the group that studied with the use of Computer Assisted
Instruction (CAI) and the group that studied with the use of traditional type of teaching.
The third part was the administering of the Likert Scale to the group of students that
undergo the Computer Assisted Instruction (CAI) method of teaching to determine their
perception towards CAI and traditional type of teaching.
Results
Students’ Language Proficiency before the Implementation of Computer Assisted
Instruction
Table 1
Students’ Pre-test Result of Experimental and Controlled Group
N Mean Std. Deviation Std. Error Mean
Experimental 30 21.27 3.248 .593

22. Pre-
Test
Controlled 30 22.70 2.984 .545
Legend: Range of Means Interpretation
40.51 – 50.00 - Very high proficiency
30.51 - 40.50 - High proficiency
20.51 - 30.50 - Moderate proficiency
10.51 - 20.50 - Slight proficiency
10.00 - 10.50 - No proficiency
Table 2
Significant Relationship between Pre-test of Experimental and Controlled Group
Levene's
Test for
Equality of
Variances
T-test for Equality of Means
F Sig. t df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Pre-
test
Equal
variances
assumed
.185 .669 1.780 58 .080 -1.433 .805 -
3.045
.179
As presented in table 1, the experimental and controlled students before
implementation of computer assisted instruction are noted with moderate proficiency in terms
of language proficiency given a mean rating of 21.27 (SD= 3.248) for experimental group of
students, and a mean rating of 22.70 (SD= 2.984) for controlled group of students.

23. As shown in table 2, the equality of means value of both groups of students with a mean
difference of -1.433 (sig=0.080) is highly predictive of communality of responses and there is
no significant difference regarding the two groups’ level of language proficiency.
As cited by Patricia Anzalone (2008), the classroom setting has already changed from
many years ago. Teachers face the difficulty of handling large population who do not speak
English and have high transient rates. For this large number of students studying the English
language, it is very crucial to be fluent and learn a new language apart from theirs. Learning
a new language need as much language support as possible and computers can play an
integral part in providing English Language Learners (ELL) students with valuable language
experiences as they learn a new language.
Students’ Language Proficiency after the teaching process
Table 3
Students’ Post-test Result of Experimental and Controlled Group

24. N Mean Std. Deviation Std. Error Mean
Post-
test
Experimental 30 21.33 3.818 .697
Controlled 30 24.60 3.058 .558
Legend: Range of Means Interpretation
40.51 – 50.00 - Very high proficiency
30.51 - 40.50 - High proficiency
20.51 - 30.50 - Moderate proficiency
10.51 - 20.50 - Slight proficiency
10.00 - 10.50 - No proficiency
Table 4
Significant Relationship between Post-test of Experimental and Controlled Group
Levene's Test
for Equality of
Variances
T-test for Equality of Means
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Post-
test
Equal variances
assumed
1.039 .312 -
3.658
58 .001 -3.267 .893 -5.054 -1.479
As shown in table 3, the experimental and controlled students after implementation
of computer assisted instruction are noted with moderate proficiency in terms of language

25. proficiency given a mean rating of 21.33 (SD= 3.818) for experimental group of students, and
a mean rating of 24.60 (SD= 3.058) for controlled group of students.
As revealed in table 4, the equality of means between post-test of experimental and
controlled group has a mean difference of -3.267(sig=000. 1) affirmed almost homogeneity
of responses and therefore showed an increase in both groups’ level of proficiency as it is
evident on the significant difference value.
According to Case and Truscott (1999), students have been able to improve their sight
word vocabulary, fluency, and comprehension more by using CAI. Computer based reading
instruction also allows for "increased interaction with texts, attention to individual needs,
and increased independence through an ability to read texts they would not otherwise be
able to read" (Case & Truscott, 1999).
Significant Difference between Pre-test and Post-test in Determining the Increase in
Language Proficiency

26. Table 5
Pre-test and Post-test of Experimental and Controlled Group
Mean N Std.
Deviation
Std. Error
Mean
Correlation Sig.
Pair
1
Pre-
Test
21.98 60 3.176 .410 .708 .000
Post-
Test
22.97 60 3.804 .491
Legend: Range of Means Interpretation
4.51 – 5.00 - Very high proficiency
3.51 - 4.50 - High proficiency
2.51 - 3.50 - Moderate proficiency
1.51 - 2.50 - Slight proficiency
1.00 - 1.50 - No proficiency
Table 6
Significant Difference between Pre-test and Post-test of the Experimental and Controlled group
Paired Differences t df Sig. (2-
tailed)
Mean Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
Pre -Test
Post-Test
-.983 2.728 .352 -1.688 -.279 -
2.792
59 .007

27. As reflected in table 4, the students before implementation of computer assisted
instruction are noted with moderate proficiency in terms of language proficiency given a
mean rating of 0.410 (D= 3.176) while the students after implementation of computer
assisted instruction under study are noted with High proficiency in terms of language
proficiency given a mean rating of 0.491 (D= 3.804).
As shown in table 5, the paired differences between pre-test and post-test of
experimental group of students has a t value of 2.792 (sig=0.007) appeared significant with
language proficiency. It also showed that the experimental group had higher increase in
terms of their language proficiency and scores in post-test after CAI compared to the
controlled group.
According to studies made by Kausar, Chudhry and Gujjar (2008); Tabasun in Owusu,
(2009); Harrison in Owusu (2009) revealed that students who were taught through CAI
performed better than those who were instructed through traditional teaching strategy such
as lecturing method.

28. Perception of the Students towards using Computer Assisted Instruction (CAI) and
Traditional Teaching Method
Table 7
SD D A SA Mean STD
F % F % F % F %
1. I prefer CAI video lessons over the traditional presentation approach.
3 5.0 13 21.7 14 2.7 3.7 .669
2. I found the CAI video lesson to be easy to follow and understand.
2 3.3 11 18.3 17 28.3 3.50 .630
3. I found the traditional presentation format to be easy to follow and understand
1 1.7 19 31.7 21 35.0 6 10.0 3.07 .640
4. I prefer the traditional presentation over the CAI video lessons.
8 13.3 19 31.7 2 3.3 1 1.7 1.87 .681
5. I retained information better when instruction was delivered via the traditional
presentation approach.
9 15.0 17 28.3 3 5.0 1 1.7 1.87 .730
6. I retained information better when instruction was delivered via the CAI video lesson
approach.
3 5.0 15 25.0 12 20.0 3.30 .651
7. I dislike the CAI video lesson approach.
8 13.3 19 31.7 3 5.0 1.83 .592
8. I dislike the traditional presentation approach
1 1.7 2 3.3 24 40.0 3 5.0 2.97 .556
9. The use of CAI video lessons improved my performance in this course.
0 0 3 5.0 16 26.7 11 18.3 3.27 .640
10. The use of the traditional presentation approach improved my performance in this
course.

29. 6 10.0 21 35.0 2 3.3 1 1.7 1.93 .640
11. I was more motivated to learn new material when using the CAI video lessons as
opposed to the traditional presentation approach.
1 1.7 2 3.3 17 28.3 10 16.7 3.20 .714
12. I was more motivated to learn new material when using the traditional .presentation
approach as opposed to the CAI video lessons.
9 15.0 20 33.3 1 1.7 1.73 .521
13. The traditional presentations were boring
1 1.7 3 5.0 20 3.3 6 10.0 3.30 .699
14. The CAI video lessons were boring.
8 13.3 17 28.8 5 8.3 1.90 .662
15. The class experience was more enjoyable on days when video lessons were used as
opposed to traditional presentations.
3 5.0 19 31.7 8 13.3 3.17 .592
16. The classroom experience was more enjoyable on days when the traditional
presentation approach was used as opposed to CAI video lessons.
8 13.3 19 31.7 3 5.0 1.83 .592
17. I enjoyed being part of a new instructional approach such as the CAI video lessons.
3 5.0 11 18.3 16 26.7 3.43 .679
Legend: Range of Means Interpretation
4.51 – 5.00 - Excellent
3.51 - 4.50 - Very Good
2.51 - 3.50 - Good
1.51 - 2.50 - Poor
1.00 - 1.50 - Very Poor
As revealed in the table 7, all the indicators in perception of the students towards
using computer assisted instruction (CAI) are assessed as very good by the respondents;
preferring CAI video lessons, it elicit a mean rating of 3.7 (STD= 0.669); CAI video lesson is

30. easy to follow and understand obtains a mean rating of 3.50 (STD= 0.630); retaining
information better when instruction was delivered via the CAI video lesson approach has a
mean rating of 3.30 (STD= 0.651); CAI video lessons improve my performance in this course
with mean rating of 3.27 (STD= 0.640); motivating to learn new material when using the CAI
video lessons manifests a mean rating of 3.20 (STD= 0. 714); traditional presentations are
boring elicit a mean rating of 3.30 (STD= 0.699); and class experience is more enjoyable on
days when video lessons are used obtains a mean rating of 3.17 (STD= 0. 592), while the
overall perception of the respondents on traditional teaching method is interpreted as poor.
The small values of STD indicate low variations in responses and therefore predicting
common responses.
All result of the study about the “students’ perceptions towards computers”
concluded that students viewed Computer Assisted Instruction, and video presentations
about lesson more enjoyable and effective when it comes to catching their attention and
motivating them to listen and participate to the class discussions and activities. In addition
to this, research results represent that high percentages concentrated on that there are
positive attitudes towards computers because of being tool to organize life efficiently.
Discussion
This study examined the relationship of Computer Assisted Instruction on students’
language proficiency. Based on the data collected, the researchers had find out that the
students under both experimental and controlled group have the same level of language
proficiency before the implementation of CAI which is shown in the result of their pre-test,

31. and after the execution of the teaching process in both groups although both increased in
performance, it is more evident that the experimental group which used Computer Assisted
Instruction is higher and had better grades in the post-test. There is a significant difference
of 0.001 between the use of Computer Assisted Instruction and Traditional teaching that
affects the students’ language proficiency in both groups.
In the Likert scale result which is meant to determine their perception towards CAI
and traditional teaching, it shows that the students prefer that teachers use CAI video
presentations in the teaching-learning process as it is more interesting for them and make
them more motivated to learn.
The participants of the study only include grade 8 students of one private school in
Bulacan which consisted of 60 students only. The level of proficiency of both, experimental
and controlled group, were classified as moderate showing no significant difference
according to their pre-test result which is given before the implementation of CAI and after
the teaching process in both groups, although both increase in terms of level of language
proficiency, from moderate proficiency to high proficiency, the experimental group under CAI
showed higher increase in terms of their raw scores in the post-test given.
Jerome Bruner believes in Cognitive Theory of Learning that learning is not what
simply happens to individuals but something individuals make to happen by the manner in
which they handle incoming information and put it into practice. In the implementation of
CAI it is very much evident that it is aligned to Jerome Bruner’s Theory in a way that the
students first acquired information through video presentation, and use that information for

32. discussion and learning that leads to better performance in task at hand which is the
assessment of learning through the use of online activities and quizzes, and the post-test.
In Ausubel Theory, it focuses on relating new acquired information to an already
existing skill or knowledge. In this case, the students already know how to use a computer,
and encode through the use of keyboard as for their existing knowledge, and the new
acquired information is to use the computer for meaningful learning which is to watch, and
look for video presentations connected to the subject being discussed as well as looking for
online activities, games, and quizzes that could provide them self-assessment for their own
learning.
Recommendation
After a thorough analysis of data, the following recommendations are hereby made:
1. This research study suggests to researchers to find out the effects of computer
assisted instruction to the general aspect of education and overall academic
performance of students.
2. Make sure to have enough and limited time for each student to watch the CAI video
presentations and access to the internet.
3. Find an adequate IT facility to satisfy the quantitative needs on computers for the
experiment.
4. Availing adequate IT experts to help students and teachers for trouble-shooting that
will be encountered during the experiment.

33. 5. Find an adequate IT facility that meets the need for the appropriate speed of internet
for the experiment.
6. Make sure that all the participants have prior knowledge in using computers.
7. The teacher should be knowledgeable and skilled in using the computers to maximize
the learning through the use of CAI.
8. CAI programs and software should be readily available for teaching learning process.
Bibliography
Owusu K.A (2009). Effect of Computer Assisted Instruction on Senior High School students’
Achievement in Biology. An unpublished M.Ed Thesis University of Cape Coast.
Tabassum, R. (2004) Effect of Computer Assisted Instruction (CAI) on the secondary school
Student Achievement in Science. Ph. D Thesis, University of Arid Agriculture, Rawalpinda,
Pakistan, Retrieved on 20/04/08 Prr.hec.gov.pk/thesis/235.pdf.
Singh, Y. P. (2007). A Comparative Study of Learning English Spelling through Computer and
Traditional method”. Dissert., MJP Rohilkhand University, Bareilly
Singh, Y. V. (2007). A Study of Learning effectiveness of Computer Assisted Instruction and
Traditional Teaching in science at upper primary level. Dissert., MJP Rohilkhand University,
Bareilly.
Patel, J. S. (2009) Development and Implementation of CAI to Teach English Grammar to
Standard VIII Students in Different Modes. Research in Education. Vadodara: The M. S.
University of Baroda

34. Cotton, K. (1991). Computer-Assisted Instruction. Northwest Regional Educational
Laboratory School Improvement Research Series (SIRS). CloseUp #10. Retrieved September
18, 2006, from http://www.nwrel.org/scpd/sirs/5/cu10.html
Church, D. M. (1986). Textbook specific Computer exercises for Elementary French students.
The Modern Language Journal, 70, 251-257
Cotton, K. (1991, May). Computer-Assisted Instruction. Retrieved on September 29, 2005,
from http://www.nwrel.org/scpd/sirs/5/cu10.html.
Akour, M. A. A. (2006). The Effects of Computer-Assisted Instruction on Jordanian college
Students' Achievements in an introductory Computer Science Course. Electronic Journal for
the Integration of Technology in Education, 5, 17 – 24. Retrieved July 10, 2008, from
http://ejite.isu.edu/Volume5/Akour.pdf
Basturk, R. (2005). The Effectiveness of Computer-Assisted Instruction in Teaching
introductory statistics. Educational Technology & Society, 8 (2), 170-178. Retrieved July 10,
2008, from http://www.ifets.info/journals/8_2/16.pdf
Firestone, L. (2003). Fresh look at Comprehensive Courseware systems. Media & Methods,
39(3), 16-18.
Liaw, M.L. (1997). ‘An analysis of ESL children's Verbal Interaction during Computer Book
Reading’, Computers in the Schools, 13 (3/4), 55-73.
Kang, S.H. & Dennis, J.R. (1995). The effects of Computer-Enhanced vocabulary lessons on
Achievement of ESL Grade School children. Computers in the Schools, 11 (3), 25-35.
Case, C. & Truscott, D. (1999). The lure of bells and whistles: Choosing the best software to
support reading instruction. Reading and Writing Quarterly: Oversoming Learning
Difficulties, 15 (4), 361-369.
Lewis, P. (1997). Using productivity software for beginning language learning÷Part 1. The
word processor. Learning and Leading with Technology, 24 (8), 14-17.

35. Appendix

36. Appendix A
BALIUAG UNIVERSITY
Baliwag, Bulacan
Name: ________________________________ Section & Grade: ________ Date: _________
Subject: ____________ Score: ________
A. Transform the adjectives in the parenthesis into adverbs of manner. Write
your answer on the space provided.
1. Anton runs on the street in the morning (regular).
2. John does not eat the food (greedy).
3. Is Mrs.Ong singing the song (beautiful)?
4. We study English (serious).

37. 5. Hold this table (steady).
6. The boys can lift the heavy box (easy) than us.
7. He cannot do the test (good) than you.
8. Susan gets (angry) than you.
9. The jasmine smells (fragrant) of all the flowers in the park.
10. This soup taste really (delicious).
B. Write T if the adverb of manner, or adverb of frequency were properly used
and F if it is not appropriately used. Write the answer in the
11. He bought the radio cheaply.
12. Did Mr. Bruan teach wise?
13. The girl speaks serious.
14. She cleans the table fastly.
15. My brother always studies diligently.
C. Rewrite the following words to construct a correct sentence. Remember the
rules of using adverbs of manner or of frequency in a sentence.
16. walks – in – Yaya Dub – often – the garden – slowly.
17. Alden – not – can – the sentence- read – correctly.
18. grows – the – strong – baby – day by day.
19. play – well – guitar – Nidora- not- did- the.
20. Frankie – happier – than – Lola Nidora – looks – does.
D. Encircle the best answer to complete each sentence.

38. 21. I ____________ late on Saturdays.
a. get up usually c. used to get up
b. usually get up
22. Jared ___________late for work.
a. never is c. now and forever
b. is never
23. _____________ on weekends?
a. often do you travel c. often you do travel
b. do you often travel
c.
24. Maine _________ early for class.
a. often is c. is often
b. are often
25. When do you ________ go on vacation?
a. always c. usually
b. never
D. Underline the adverb of manner used in the following sentences.
26. Jose’s reads his book quickly.
27. Ryza is studying the words on the board very carefully.
28. She is sitting quietly at his desk.
29. Patricia is trying desperately to find a word in her dictionary.
30. Dollet is looking innocently at the teacher.

39. Appendix B
BALIUAG UNIVERSITY
Baliwag, Bulacan
Name (optional): ______________________________________________________________
Age: _________ Gender: _______ Grade & Section:_________
Instruction: Please rate how strongly you agree or disagree with each of the following
statements by placing a check mark in the appropriate box.

40. Items Strongly
Agree 4
Agree
3
Disagree
2
Strongly
Disagree 1
1. I prefer CAI video lessons over
the traditional presentation
approach.
2. I found the CAI video lesson to
be easy to follow and
understand.
3. I found the traditional
presentation format to be easy
to follow and understand.
4. I prefer the traditional
presentation over the CAI video
lessons.
5. I retained information better
when instruction was delivered
via the traditional presentation
approach.
6. I retained information better
when instruction was delivered
via the CAI video lesson
approach.
7. I dislike the CAI video lesson
approach.
8. I dislike the traditional
presentation approach.
Strongly
Agree 4
Agree
3
Disagree
2
Strongly
Disagree 1
9. The use of CAI video lessons
improved my performance in
this course.

41. 10. The use of the traditional
presentation approach
improved my performance in
this course.
11. I was more motivated to learn
new material when using the
CAI video lessons as opposed to
the traditional presentation
approach.
12. I was more motivated to learn
new material when using the
traditional presentation
approach as opposed to the CAI
video lessons.
13. The traditional presentations
were boring.
14. The CAI video lessons were
boring.
15. The class experience was more
enjoyable on days when video
lessons were used as opposed
to traditional presentations.
16. The classroom experience was
more enjoyable on days when
the traditional presentation
approach was used as opposed
to CAI video lessons.
17. I enjoyed being part of a new
instructional approach such as
the CAI video lessons.