COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ENGAGEMENT IN SCIENCE
Copyright (c) 2021 Evangeline Rafael Dap-og, Maris Jade Q. Orongan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This study determined the students’ academic achievement and engagement in science. A quasi-experimental research design was utilized. The study results showed that students exposed to CAI obtained “fairly satisfactory” results in the post-test, while those exposed to non-CAI showed “needs improvements” both in the pretest and post-test. Moreover, for students’ engagement in science, the CAI group had a high engagement level for affective, cognitive, and behavioral domains. In contrast, the non-CAI group had moderate engagement before and after the intervention. The students’ academic performance in science exposed to CAI is significantly higher than those exposed to non-CAI. Also, there is a significant difference in students’ engagement level for a cognitive domain in favor of CAI. It is concluded that CAI as a science learning tool enhances the students’ cognitive engagement.