Relative Effectiveness of Computer Assisted Instruction and Traditional Method of Teaching at Secondary School Level

By Zebun N. Khan.

Published by Ubiquitous Learning: An International Journal

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Article: Print $US10.00
Article: Electronic $US5.00

The greatest contribution of present day technology is the development of computer and its use in every walk of life, whether it is business, industry, education, banking or marketing etc. The present empirical study was focussed on finding out the effectiveness of Computer Assisted Instruction (CAI) in teaching Civics over traditional method in relation to certain learner’s characteristics. It is important now to search the ways and means through which our schools can achieve better results with fewer efforts. The study was conducted on Secondary school children. The sample of 500 students (both girls and boys) was selected from Class IX students of Secondary Schools in Aligarh City (India). The population was homogenous from the Socio – economic and other relevant factors. The standardised tools, namely, R .K. Tandon’s Group Test of Intelligence and Dependence Proneness Test by J. B. P. Sinha, were used to collect the data. Apart from it, one CAI Package in Civics on “Modernization” as well as two achievement tests of equal difficulty level was administered at intervals (Next day and after fifteen days). In the study, cause and effect relationship studied by manipulating and categorizing independent variables like intelligence, teaching methods and dependence proneness. The change which took place in the dependence variable was observed by giving achievement test at two intervals. The data were analysed by using ANOVA. It was found that CAI method was more effective than the traditional method in teaching Civics at Class IX level. The study demonstrated that CAI produced significant positive difference in the achievement on the knowledge, comprehension and application aspects.

Keywords: Computer Assisted Instruction, Traditional Method, Effectiveness, Dependence Proneness, Homogenous

Ubiquitous Learning: An International Journal, Volume 2, Issue 1, pp.111-120. Article: Print (Spiral Bound). Article: Electronic (PDF File; 2.262MB).

Dr. Zebun N. Khan

Senior Lecturer in Education Deaprtment, Department of Education, Aligarh Muslim University, ALIGARH, UP, India

Dr. Zebun Nisa Khan has been working in the Department of Education, Aligarh Muslim University, Aligarh, India since 1999. Her fields of interest are Measurement & Evaluation and Teacher Education. She has published twenty one research articles in various Journals of International repute. She was invited to deliver Lectures at Victoria University, Melbourne, Australia and to work in collaboration with Prof. Collin for a period of one month. Two of her books have been published by reputed publishers of India. Before joining AMU, she was the Principal of an Intermediate College for five years. She is also a Social worker who is working for the upliftment of the socially-deprived sections of the society. At present she is the District President of the Rashtra Jan Vikas Manch - A non-government Organization.