Action Research on Students Perception and Attitude Towards Computer Assisted Learning Of Grade 11 in Old Damulog National High School

“STUDENTS’ PERCEPTION AND ATTITUDE
TOWARDS COMPUTER-ASSISTED
LEARNINGOF GRADE 11 IN OLD DAMULOG
NATIONAL HIGH SCHOOL”
PEŇAS, EDSYL
ALEGADO, JISALYN
BARRET, NORVIN GLEN
PACALA, GRACE LOVE
SARVIDA, JEZIEL
VALMORES, ROCKY

1
INTRODUCTION
Background of the Study
Computer assisted learning is a dynamic and interactive educational method that
helps improve education. Computers as to aid or to support education for the learners
who wants to learn. It provides faster routes through the material of people of different
aptitudes, and can maintain a progress record for the teacher or the instructor. The
fundamental objective of education is to facilitate students’ learning which is influenced
by the internal and an external material which helps to develop students’ essentials to
learn and to gather something that can help them guide for their future needs. Students
perceptions and attitudes towards ICTs’ are not just useful for the 21st century learners
but it provides the optimum materials in the students-teacher learning and its impact for
today’s technological generation. Many measures have been designed to identify
students’ perceptions and attitudes of their learning through computers as it took to assist
the learnings, but very few of these measures have integrated the role of computers in
perception and attitude of students of their learning inside the school, on laboratory or
within the outside place where internet and the use of computer are very rampant.
Computer-assisted learning is an educational approach where the use and
integration of the computer is being recognized to promote efficiency in learnings and
provides basic understanding regarding the computer technology on how they are useful
in the learning arena. It is also an effective approach wherein students can manipulate
computer inside the laboratory or with their personal computers. It helps to develop
students’ interest regarding computer technology, information and communications. It

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also provides to develop basics skills in computer, gives the impact to the students on
how computers are essentials not only inside the school but in our daily living. It needs to
assess and evaluate students’ perceptions and attitudes regarding the impact of computers
in their daily living and their daily students’ life. By this special problem we will be able
to gather information and data on this computer assisted learning to assess and evaluate
students perceptions and their attitudes whether, there is a need to implement or to
integrate the use of computer to the students’ and to the teacher in their learning arena.
Statement of the Problem
This study aims to examine the students’ perception and attitudes towards
computer-assisted learning in Old Damulog National High School, Damulog, Bukidnon.
The study aims to answer the following question:
1. What are students’ perception and attitude towards computer-assisted learning?
2. Does the use of computers in the learning process beneficial?
3. What are the impacts in using this computer-assisted learning to the students and in the
teachers?

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Objectives of the Study
This study focuses on the students’ perception and attitude towards computer-
assisted learning in Old Damulog national High School, Damulog, Bukidnon.
Specifically, the study aimed to:
1. identify students perceptions and attitudes in computer class;
2. determine the effectivity and the impact of the learning’s of students in the computer
class;
3. evaluate the effects of computer in the learning process as an instructional tool for
learning.
Significance of the Study
Results of this study provide the baseline data on the students’ perceptions and
attitudes towards the use of computer. Specifically, on the identification of the students
perceptions and attitudes on the effectivity of computer in learning.
Scope and Limitation of the Study
The study was conducted last September 16, 2016. This study is limited only in
identifying and determining of the students’ perceptions and the effectiveness of the
computer as a tool for meaningful learnings.

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REVIEW OF RELATED LITERATURE
Within the context of higher education, one of the main approaches to studying
the learning environment is to explore students’ perceptions (Ramsden, 1979). This
approach has gained the most currency, since perceptions are believed to be the greatest
determinant of human behaviour (Ramsden, 1979; Fraser and Walberg,
1981; Rivera and Ganaden, 2001). The evolution of the use of computers in classroom
has triggered more researchers to investigate the impact of utilizing computers on
students learning (Teh and Fraser, 1995). In higher education, computers have been used
widelyfor many purposes. For example, as a discipline of studying itself, as a device to
assist the learning process within other courses, as a method of conveying learning
material, as a research tool, and for on-line assessment,
(Newby and Fisher, 2000; Newby, 2002). The practical component of a computer course
is usually taught in the computer laboratory class. The main objectives of such a
laboratory class include not only helping students to achieve proficiency but also to
develop skills, such as critical awareness, problem solving, communication of technical
concepts, and independent thinking. It also introduces students to the computing learning
environment; narrows the gap between theory and practice; fosters motivation and
interest in the material to be learned (Boud et al., 1986).
To achieve these objectives, factors that constitute a productive or positive
computer laboratory learning environment should be identified. In this regard,
Newby(2002) highlighted the following factors: Al-Qahtani 403 (1) The institutional
support. This includes not only workstations but also infrastructure of technical support
for hardware as well as software, and a help desk accessible to staff as well as

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students.(2) The ways in which a computer laboratory may be staffed. This may affect
instructor interaction with students. (3) The level of assistance provided in a computer
laboratory. According to Newhouse (2001), some key parameters which can be utilized to
explain the situation of computer systems in a learning environment involve: (a) the
students- computer ratio, (b) whether computers are in a laboratory or in a normal
classroom, (c) whether they are stand-alone or networked, (d) whether they are fixed or
portable, (e) whether students have the unrestricted access to computers or have access
through a register/schedule system, and (f) whether students perform their jobs at the
computers on individual bases or in groups. The evolution of the use of computers in
classroom has triggered more researchers to investigate the impact of utilizing computers
on students learning (Teh and Fraser, 1995). Accordingly, an instrument has been
developed to measure students’ perceptions toward their computer learning environment.
This instrument is called “Computer laboratory Environment Inventory” (CLEI). There is
no doubt that the learning environment has an effect on students' learning and outcome.
Previous studies have confirmed the strong association between classroom learning
environment and students' outcome.Therefore identifying the features of this learning
environment will definitely help minimize factors that diminish students learning, and
maximize factors that foster students' learning.In addition, factors such as attitude are an
important as influences on students' cognitive and affective outcomes. An exploration of
students’ perceptions of their educational environment; and attitude toward study will
help sharpen the strengths and diminish the weaknesses of environmental and attitudinal
factors. It is hoped that this study will contribute to the existing knowledge base on the
computer laboratory learning environment.To the best of the author's knowledge, the

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computer laboratory learning environment at the Department of Health Information
Management and Technology (HIMT) setting at the University of Dammam in Saudi
Arabia has not been measured officially. The HIMT program started in 2003. It is
bachelor's degree course consisting of a four-year program and one year's internship, with
a total of 117 credit hours. Up to the present time, only female students have been
admitted.
A Brief Historic Review in CAL
In the 1950s computer was introduced in education. At that time multimedia did
not exist as we know it today. Interaction with computers was available by means of
slides and audiotapes. The computer mainframe was connected with terminals that were
placed relatively far away from the main computer. The computer was used as a
knowledge-bank of questions by which students could undertake self-assessment of their
knowledge. In the early 1970s the use of computers increased. The mainframes are very
expensive and difficult to use. It was not until August 1981, when IBM presented the
microcomputer IBM PC (personal computer) that the use of computers for educational
purpose started to develop There are today a number of Cal programs available on the
market. However it seems that the development of CAL is based on the work of every
individuals rather than being a part of the faculty’s ICT strategies. The recent progress of
communication technology and the wide introduction of the Internet have added a whole
new dimension to CAL. Tools to gather information through the internet provide great
opportunities for searching literature and establishing fast communication with
international resources. Contacts can be made with colleagues and resource persons in
spite of geological restrictions (Agius and Bagnall, 2000). From online tutorials and test

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to case studies, simulations and interactive patients, the ever-increasing number available
CAL applications on the internet has already shaped the future of the medium in oral
health education. In addition, recent software and web design tools allow content expert
to design high quality multimedia CAL packages, without the need of the expensive
technology or technical expertise.
Student Perceptions of Computer Assisted Learning
Computer assisted learning (CAL) can be used in supplantive role and supportive
role (Huczynski and Johnston, 2005). In a supplantive role, CAL replaces lecturer or the
tutor. On the other hand, in a supportive role it does not substitute the lecturer or the tutor
rather it gives an opportunity for practice and self-assessment and also to reinforce the
points made by the lecturer or the tutor. While some studies report the used of CAL
either in a supportive role or supplantive role, the respondents of the study used Cal in
both supportive and supplantive role. Supplantive CALs may have the benefits of
reduced teaching costs and free staff times more for research activity. On the other hand,
supportive CALs will increase teaching costs and reduce staff time for research because
of the additional cost involvement and staff time spent for developing courseware or
selecting of the shelf software. It had been found that when used in a supplantive fashion,
CAL did not adversely affect the examination performance of student but CAL in a
supportive role did not improve the students’ examination performance. There was a
question on how students experience supplantive CAL and it was noted that CAL had an
adverse effects on students’ interest in accounting in the sense that students who opted to
use CAL, although initially very enthusiastic about accounting, their enthusiasm reversed
by the end of the course.

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CAL versus Traditional Dental Education
CAL versus books and lecture when a case is presented in a book, all the learning
material is presented linearly, frequently together with a subsequent solution to the case.
Often the book begins from an already given topic with a description of a patient record
and status for the cases. This principle is also frequently used in lectures: usually the
student gets the solution without any interaction with the teacher or the content. In CAL,
the symptoms are presented for a given patients case. The student is put in the role of a
professional making a diagnosis for a patient. The student can ask the computer for
information relevant to the case. The student suggests diagnosis or treatment and the
computer indicates how well the student has solved the task. Student comments on the
chosen selection can be put into a database containing the patient records. Traditional
books and lecture teaching represents a one-way communication with the student. Neither
of these resources often stimulates the student. This implies that there is a limited
possibility for interaction with resources. CAL, on the other hand, stimulates the student
to interactive learning by providing the possibility of interaction with the media, at a
personal chosen level. For instance, many of the programs often demand that the students
ask for relevant information about the current situation in order to be able to continue.
CAL also provides the student with the opportunity to go through the material at his own
pace and repeat chosen parts, without involving the teacher or other students. CAL is
especially valuable when the program contains the possibilities of direct contact with on-
site teachers.

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The Role of the Computer
A framework on how to conceptualize CAL was defined by Robert Taylor in
1980 to help understanding computer use in education. He describes these roles as a tutor,
tool, and tutee. In the tutor role, computer can provide instruction, feedback, and testing
in grammar, vocabulary, writing, pronunciation, and other dimensions of language and
culture learning. The computer evaluates the students “responses and keeps complete
records of them. In the tool role, computers provide statistical analysis, super calculation,
word processing and ready access to written, audio, and visual materials relevant to the
language and culture being studied. They also prefer tools such as online dictionaries and
encyclopedias, grammar and style checkers and concordances to corpus analysis. The
distinction between tutor and tool is tutor evaluates the student input while tool does not.
In the tutee role, control between the computer and user is reversed that the tutee is to
tutor the computer and therefore must learn to program and speak in computer.
Levy in 1997 categorize CMC applications as tools and for Kern (2006) that the
metaphor medium (environment) better reflects how users think about chat, instant
messaging, e-mail and other media. For Kern, in the medium role, technology provides
sites for interpersonal communication, multimedia publication, distance learning
community participation, and the identity formation. Moreover, these categories are not
mutually exclusive and it may not be right to label any kind of software or application
only as a tutor, tool, tutee or medium of some projects combine elements from all the
three metaphors. Warschauer (2002) argues that the role of the computer in education has
been transformed from that of tutor that of tool and Kern states that CALLs original
focus was on tutorials but now the general trends has been toward tool and especially

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medium tools. This gives the students the opportunity of taking some responsibility for
their own learning and, therefore, developing a life-long learning skill through
independent study. The program in the computer guides the students through an
interactive document that integrates text, 2D-images as well as 3D-images, video, sound,
animation and individual interactions. An interesting finding is that students with learning
difficulties sometimes significantly improve their learning using CAL compared to
stronger students.

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METHODOLOGY
Entry Protocol
A letter of request is given personally to the office of the school principal of Old
Damulog National High School at Old Damulog, Damulog, Bukidnon and to the
Barangay Captain in the said place.
Research Design
The study utilized the descriptive research to determine the students perception
and attitude towards computer-assisted learning among Grade11 students in Old
Damulog National High School.
Location of the Study
Our selected institution to conduct our study is located at the southern tip of
Bukidnon in Municipality of Damulog, in Zone-2 Barangay Old Damulog. It is one of the
promising high school institutions in the said place since it is being operated for more
than a decade.
Instrumentation
The survey questionnaire is a Likert type that was made by the researchers and it
was consulted by the instructor. The questionnaire contains two (2) parts; the students
perception and students attitude.
Subject of the Study
The respondents of this study are Grade 11 students. The total respondents of this
study includes 70 students in different field of specialization.

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Data Analysis
The data gathered were analyzed using only one statistical method such as mean
used to determine the students perception and attitude towards computer.
Study Preparation
Group discussion
and brainstorming Problemproposal
Waiverand letter
of request
Modificationof
survey
questionnaire
Surveyconducting
Data gathering
and analysisof
data
Data
interpretationand
evaluation
Paper
presentation

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RESULTS AND DISCUSSION
Discussion of results mainly focuses on the student perception and attitude
towards computer assisted learning.
Table 1: Students G-11 STEM
Male Female Total
12 11 23
The table above shows that there are 23 students in G-11 STEM class which
composed of 12 male and 11 female.
Table 2: Weighted Mean Score of Students Perception towards Computer Assisted
Learning in G-11 STEM
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
PERCEPTIONS
1. I believe computers can increase my interest
in learning.
4.86 Strongly Agree
2. I am not afraid to engage with computers. 4.39 Agree
3. I don’t have enough skills to use the
computers.
2.60 Undecided
4. I involve computers to my life at all fields. 3.69 Agree
5. I believe that computers increase probability
of finding jobs and for my future career.
4.82 Strongly Agree
6. I think computers distract me often. 2.52 Undecided
7. I want to use computers during my free time. 4 Agree
8. I do not try to solve problems at computers. 3.13 Undecided
9. I have to learn about computers for my future
career.
4.60 Strongly Agree
10. I believe teacher guidance is needed to
improve my learning in computers.
4.60 Strongly Agree
11. I believe that the assistance of computer in my
studies will help me a lot.
4.73 Strongly Agree
12. Studying at the computer makes me feel good. 4.43 Agree

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13. It is better to learn the concepts of computer
with the help of our teacher/instructor.
4.82 Strongly Agree
14. I believe learning computers leads me to be
competitive in my future life.
4.39 Agree
15. I believe that it is not an obligation to know
computers in order to learn.
3.08 Undecided
16. I do not believe that computer is useful in my
daily living.
2.52 Undecided
17. I believe that the absence of computer doesn’t
affect my performance.
3.13 Undecided
18. If it involves computers, I trust myself. 4.08 Agree
19. I believe being computer literate boost up
learning.
4.26 Agree
20. It helps me to become more creative when
using computer.
4.60 Strongly Agree
Legends:
4.51-5.0 = Strongly Agree
3.51-4.5 = Agree
2.51-3.5 = Undecided
1.51-2.5 = Disagree
0.51-1.5 = Strongly Disagree
In the student perception towards computer assisted learning, item 1, 5, 11, 9, 10,
and 20 indicates “Strongly Agree”. Item 5 have the weighted average of 4.86, that
computer increases their interest in learning. Items 5 and 11 shows the weighted mean of
4.82, that computer increases the probability of finding jobs and for their future career.
According to them, they need the help of their teacher/instructor to learn the concepts of
computer. Item 11 with a weighted mean of 4.73, that the assistance of computer in their
studies help them a lot. Item 9.5 and 20 have a weighted mean of 4.60, that they have to
learn computer for their future career and they need the guidance of their teacher to
improve their learnings towards computer. Item 20 show that computer helps them to

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become more creative. On the other hand, students perception “Agree” on the item 12, 2,
14, 19, 18, 7 and 4. Item 12 with a weighted mean of 4.43,that it feels good studying at
the computer. Item 2 and 14 with a weighted mean of 4.39, that students are not afraid to
engage with computers and they believe that computers leads them to become
competitive in the future. Item 19 with a weighted mean of 4.26, that computer literate
boost up learning. Item 18 with a weighted mean of 4.08, that students trust themselves if
it involves with computers. Item 7 shows a weighted mean of 4, that student wants to use
computers during their free time. Item 4 with a weighted average of 3.69, that student
involves computer in their life at all fields. Students’ perceptions are “Undecided” on the
item 8, 17, 15, 3, 6 and 16. Item 8 and 17 with a weighted mean of 3.13, that they do not
try to solve problems at computer and they believe that the absence of computers doesn’t
affect their performance. Item 15 with a weighted mean of 3.08, that it is not an
obligation to learn computer in order to learn. Item 3 with a weighted mean of 2.60, that
student don’t have enough skills to use computer. Item 6 and 16 with a weighted mean of
2.52, that computers often distract them and students don’t believe that computer is
useful in their daily living.

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Table 3: Weighted Mean Score of Students Attitude towards Computer Assisted Learning
in G-11 STEM
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
ATTITUDE
1. I need assistance whenever I’m
involved with computers.
3.78 Agree
2. I am not using computer except when
needed most.
3.47 Undecided
3. I like to learn with my own personal
computer because I discover more
than that I except to learn.
4.04 Agree
4. I am more interested I using
computers when I’m making an
assignment/project.
4.47 Agree
5. I felt sleepy when the lesson was
presented using computers.
1.95 Disagree
6. I can handle time pressured activity. 2.95 Undecided
7. I felt sleepy whenever I’m using
computers.
2.26 Disagree
8. I learn most using computers. 4.08 Agree
9. I am not comfortable with group
activity with only one computer.
3 Undecided
10. I am more focus when using
computer in learning and making
assignment.
3.86 Agree
11. I enjoy learning new things in the
computer.
4.39 Agree
12. I often solve problems using
computer.
3.04 Undecided
13. If I learn something in the computer
I use to it, to develop my
competency.
4.17 Agree
14. I try to solve problems in any fields
by using computers.
3.30 Undecided
15. If the activity is more on computers,
I am more confident in doing such.
3.86 Agree
16. I always use computers in doing my
homework.
3.04 Undecided

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17. I often use computer to comply my
projects.
3.60 Agree
18. I can compete with my classmates in
any activities in the computer
laboratory.
2.73 Undecided
19. I preferred computer than using
textbooks.
3.43 Undecided
20. I learn most using my own
computer.
3.78 Agree
Legends:
3.51-4.5 = Agree
1.51-2.5 = Disagree
Student attitude towards computer assisted learning, item 4, 11, 13, 8, 3, 10, 15, 1,
20 and 17 indicates “Agree”. Item 4 with a weighted average of 4.47, that student are
more interested in using computers when they are making an assignment/project. Item 11
with a weighted mean of 4.39, that they enjoy learning new thing in the computer. Item
13 with a weighted mean of 4.17, that student used their learnings in the computer to
develop their competency. Item 8 with a weighted of 4.08, that students learn most using
computer. Item 3 with a weighted mean of 4.04, that student like to learn with their
personal computer because they discover more than what they expect to learn. Item 10
and 15 with a weighted mean of 3.86, that student are more focus in learning and making
assignments using computer and more confident in doing such activity if it involves with
computer. Item 1 and 20 with a weighted mean of 3.78, that students need assistance
whenever they are involve with computer and students learn most using their own
computer. Item 17 with a weighted mean of 3.60, that students often use computer to

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comply with their projects. Student attitude were “Undecided” on the item 2, 19, 14, 12,
16, 9, 6 and 18. Item 2 with a weighted mean of 3.47, that students do not use computer
except when needed most. Item 19 with a weighted mean of 3.43, that student preferred
computer than using textbooks. Item 14 with a weighted mean of 3.30, that students try to
solve problems in any fields using computer. Item 12 and 16 with a weighted mean 3.04,
that students often solve problems and making their homework using computers. Item 9
with a weighted mean of 3, that student are not comfortable in doing group activity with
only one computer. Item 6 with a weighted mean of 2.95, that students can handle time
pressured activity. Item 18 have a weighted mean of 2.73, that student ca n compete with
their classmates in any computer laboratory activities. On the other hand, student
attitudes “Disagree” on the item 7 and 5. Item 7 with a weighted mean of 2.26, that
student felt sleepy whenever their using computer. Item 5 have weighted mean of 1.95,
that when the lesson was presented using computer student felt sleepy.
Table 4: Students G-11 T.V.L
Male Female Total
17 12 29
The table above shows that there are 29 students in G-11 T.V.L class which
composed of 17 male and 12 female.

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Table 5: Weighted Mean Score of Students Perception toward Computer Assisted
Learning in G-11 T.V.L.
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
PERCEPTIONS
1. I believe computers can increase my interest
in learning.
3.79 Agree
computers.
3.75 Agree
4. I involve computers to my life at all fields. 3.41 Undecided
5. I believe that computers increase probability
of finding jobs and for my future career.
4.20 Agree
6. I think computers distract me often. 3.27 Undecided
7. I want to use computers during my free
time.
3.86 Agree
8. I do not try to solve problems at computers. 3.55 Agree
9. I have to learn about computers for my
future career.
4.24 Agree
4.41 Agree
11. I believe that the assistance of computer in
my studies will help me a lot.
4.55 Strongly Agree
12. Studying at the computer makes me feel
good.
4.48 Agree
13. It is better to learn the concepts of computer
with the help of our teacher/instructor.
4.68 Strongly Agree
14. I believe learning computers leads me to be
4.44 Agree
15. I believe that it is not an obligation to know
computers in order to learn.
3.96 Agree
16. I do not believe that computer is useful in
my daily living.
3.65 Agree
17. I believe that the absence of computer
doesn’t affect my performance.
4.37 Agree
18. If it involves computers, I trust myself. 4.17 Agree
19. I believe computer literate can boost up
learning.
4.44 Agree
using computer.
4.62 Strongly Agree

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Legends:
3.51-4.5 = Agree
1.51-2.5 = Disagree
The table shows the students perception towards computer assisted learning in G-
11 T.V.L section. Item 13 has the highest weighted mean of 4.689 which indicates
"Strongly Agree" and it states that "It is better to learn the concepts of computers with the
help of our teacher/instructor". Item 20 with a weighted mean of 4.62, that computer help
them to become more creative. Item 11 with a weighted mean of 4.55, that assistance of
computer in their study help them a lot.
On the other hand, student perception "agree" on items
12,14,19,10,17,9,5,2,18,15,7,1,3,16 and 8 however varies in terms on the weighted mean.
Item 12 which states "Studying at the computer makes me feel good" with a weighted
mean of 4.48. Item 14 and 19 with a weighted mean of 4.44, that students believe that by
learning computers it can lead them to be competitive in their future life and they believe
computer literate can boost up learning. Item 10, students believe that teachers guidance
is needed to improve their learnings towards computers. And it has a weighted mean of
4.41. And 4.37 for item 17 in which students believe that the absence of computer doesn’t
affect their performance. Next is item 9 with a weighted mean of 4.24 in here students
tend to learn about computers for their future career. The same with the previous item, 5
and 2 has a common weighted mean of 4.20; students are not afraid to engage with the
computers and believes that through computers it can increase the probability of finding

21
jobs and as well as their future career. 4.17 is the weighted mean of item 18; students
tend to trust their self if computer is involve. Students believe that it is not an obligation
to know computers in order to learn belongs on item 15 with a weighted mean of 3.96.
Item 7 "I want to use computers during my free time" has 3.86 on its weighted mean.
Followed by 3.79 on item 1 in which students believes that computer can increase their
interest in learning.
Lacking of enough skills to use computers is the concern of item 3 which has an
weighted mean of 3.75. Item 16, students do not believe that computer is useful in their
daily living it has 3.65 on its weighted mean. Finally item 8 is the last which has an
indication of "Agree" and at the same time has 3.55 on its weighted mean.
Undecided is the indication of the last remaining two item; 4 and 6. 3.41 is the
weighted mean of item 4 in which student involve computers to their life at all fields.
Item 6 with 3.27 as its weighted mean appeals to students that sometimes computers can
distract them.
in G-11 T.V.L
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
ATTITUDES
1. I need assistance whenever I’m involved
with computers.
4.13 Agree
needed most.
3.20 Undecided
computer because I discover more than
that I except to learn.
3.86 Agree

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4. I am more interested I using computers
when I’m making an assignment/project.
4 Agree
2.58 Undecided
computers.
2.51 Undecided
9. I am not comfortable with group activity
with only one computer.
3.72 Agree
10. I am more focus when using computer in
learning and making assignment.
3.72 Agree
computer.
4.10 Agree
12. I often solve problems using computer. 3.37 Undecided
13. If I learn something in the computer I use
to it, to develop my competency.
4 Agree
14. I try to solve problems in any fields by
using computers.
3.24 Undecided
15. If the activity is more on computers, I am
more confident in doing such.
3.75 Agree
homework.
3.13 Undecided
projects.
3.13 Undecided
18. I can compete with my classmates in any
activities in the computer laboratory.
2.93 Undecided
19. I preferred computer than using
textbooks.
3.41 Undecided
20. I learn most using my own computer. 3.41 Undecided
Legends:
3.51-4.5 = Agree
1.51-2.5 = Disagree

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The table shows the students attitude towards computer-assisted learning in G-11
T.V.L section. Item 1 has the highest weighted average of 4.13 which indicates "agree"
that students need assistance whenever their involve with computers. A total of nine
items which students attitude "agree" on item 1,11,4,13,8,3,15,9 and 10, however differ
in the weighted mean. In item 11, students enjoy learning new things in the computers
and it has an weighted mean of 4.10. Both item 4 and 13 has the same weighted mean of
4 in which in item 4, the students is more interested in using computers when making
assignments or projects. While in item 13, states that if students learn something in the
computer they use to it, to develop their competency. 3.96 is the weighted mean of item 8
in which students learn most using computer. On item 3, students tend to learn with their
own personal computer because, they discover more than that they expect to learn. This
item has 3.86 weighted mean. Having a weighted mean of 3.75 is for item 15 which
states that; if the activity is more on computers, students is more confident in doing such.
Item 9 and 10 with a weighted mean of 3.72, that students have to learn computer
for their future career and they believe that teacher guidance is needed to improve their
learning sin computer.
The rest of eleven items which is being left indicates "Undecided" this includes:
19,20,12,6,14,2,16,17,18,5 and 7 but then again varies in terms of weighted mean. Item
19 and 20 both have 3.41 of weighted mean. Students preferred to use computer than
textbooks in item 19. While in item 20 students learn most by using their own computer.
3. 37 is the weighted mean of the two (item 12 and 6). "I do not try to solve problems
using computer" in item 12. While item 6 states that students can handle time pressured
activity. Back to the individual weighted mean item 14 has 3.24 and it states that students

24
try to solve problems in any fields by using computers. In item 2 it has a weighted mean
of 3.20 and it states that students dont used computers except when needed most. Both
item 16 and 17 has a weighted mean of 3.13. Item 16, students always use computers in
doing their homework. While in item 17, students often use computer to comply their
projects. Students can compete with their classmates in any activities in the computer
laboratory belongs to item 18 with a weighted mean of 2.93. In item 5 students felt sleepy
when the lesson was presented using computers and it has weighted mean of 2.58.
Student felt sleepy whenever their using computer belongs to item 7 with a weighted
mean of 2.51.
Table 7: Students G-11 HUMMS
Male Female Total
10 8 18
There are 18 students under Grade 11 HUMMS with 10 males and 8 females.
Table 8: Weighted Mean Score of Students Perception towards Computer Assisted
Learning of G-11 HUMMS
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
PERCEPTIONS
1. I believe computers can increase my
interest in learning.
4.33 Agree
computers.
2.55 Undecided
4. I involve computers to my life at all fields. 2.66 Undecided
5. I believe that computers increase 4.38 Agree

25
probability of finding jobs and for my
future career.
6. I think computers distract me often. 2.5 Disagree
7. I want to use computers during my free
time.
3.66 Agree
8. I do not try to solve problems at
computers.
4 Agree
9. I have to learn about computers for my
future career.
4.05 Agree
4.22 Agree
11. I believe that the assistance of computer in
my studies will help me a lot.
3.83 Agree
12. Studying at the computer makes me feel
good.
4 Agree
13. It is better to learn the concepts of
computer with the help of our
teacher/instructor.
4 Agree
14. I believe learning computers leads me to
be competitive in my future life.
4.11 Agree
15. I believe that it is not an obligation to
know computers in order to learn.
3.27 Undecided
16. I do not believe that computer is useful in
my daily living.
4 Agree
17. I believe that the absence of computer
doesn’t affect my performance.
2.66 Undecided
18. If it involves computers, I trust myself. 3.16 Undecided
19. I believe that computer literate boost up
learning.
3.94 Agree
using computer.
4.11 Agree
Legends:
3.51-4.5 = Agree
1.51-2.5 = Disagree

26
The table above shows students’ perception towards computer assisted learning in
G-11 HUMMS A class. Students perception shows “Agree” on item 5, 1, 10, 14, 20, 9, 8,
12, 13, 16, 19, 11, 7 and 2. Item 5 with a weighted mean of 4.38, that computer increase
the probability of finding jobs and for their future career. Item 1 with a weighted mean of
4.33, that computer can increase their interest in learning. In item 10 with a weighted
mean of 4.22, that the teacher guidance is needed to improve their learning in computer.
Item 14 and 20 with a weighted mean of 4.11, that learning computer leads them to be
competitive in their future life and computer helps them to become more creative. In item
9 with a weighted mean of 4.05, that they have to learn computer for their future career.
Item 8, 12, 13 and 16 with a weighted mean of 4, that they do not try to solve problems at
computers, studying at the computers makes them feel good, it’s better to learn the
concepts of computer with the help of the teacher/instructor and a negative statement that
computer is not useful on their daily living. Item 19 with a weighted mean of 3.94, that
computer literate boost up learning. Item 11 with a weighted mean of 3.83, that computer
assistance helps them in their study. Item 7 with a weighted mean of 3.66, that they want
to use computer during their free time. In item 2 with a weighted mean of 3.55, that they
are not afraid to engage with computers. Students perception shows “Undecided” on item
15, 18, 4, 17, 3 and 6. Item 15 with a weighted mean of 3.27, that it is not an obligation to
know computers in order to learn. In item 18 with a weighted mean of 3.16, that they
trust their selves if it involves computer. Item 4 and 17 with a weighted mean of 2.66,
that they involve computer in their lives and a negative statement that the absence of
computer does not affect their performance. Item 3 with a weighted mean of 2.55, that

27
they don’t have enough skills to used computer. Item 6 with the weighted mean of 2.5, a
negative statement that computers often distract them.
in G-11 HUMMS
ITEMS WEIGHTED
MEAN
QUALITATIVE
DESCRIPTION
ATTITUDE
1. I need assistance whenever I’m involved
with computers.
3.72 Agree
needed most.
3.5 Undecided
computer because I discover more than
that I except to learn.
3.72 Agree
4. I am more interested I using computers
when I’m making an assignment/project.
3.77 Agree
2.61 Undecided
computers.
2.55 Undecided
9. I am not comfortable with group activity
with only one computer.
3.22 Undecided
10. I am more focus when using computer in
learning and making assignments.
3.44 Undecided
computer.
4.11 Agree
12. I often solve problems using computers. 4 Agree
13. If I learn something in the computer I use
to it, to develop my competency.
3.77 Agree
14. I try to solve problems in any fields by
using computers.
3.38 Undecided
15. If the activity is more on computers, I am
more confident in doing such.
3.38 Undecided
homework.
2.55 Undecided

28
projects.
3.11 Undecided
18. I can compete with my classmates in any
activities in the computer laboratory.
3.22 Undecided
19. I preferred computer than using textbooks. 3.33 Undecided
20. I learn most using my own computer. 3.22 Undecided
Legends:
3.51-4.5 = Agree
1.51-2.5 = Disagree
The table shows students’ attitude towards computer assisted learning in G-11
HUMMS A class. Items 11, 12, 8, 4 and 13, and 1 and 3 are the item which indicates
“Agree”. Item 11 with a weighted mean of 4.11, that the students enjoy learning new
things in the computer. Item 12 with a weighted mean of 4, that the student often solve
problems using computer. Item 8 with a weighted mean of 3.94, that students learn most
using computers. In items 4 and 13 with the same weighted mean of 3.77, that the
students are more interested in using computers when making an assignments/projects
and the used something they learn in the computer to develop their competency. Items 1
and 3 with the same weighted mean of 3.72, that the students need assistance whenever
they are involve with computers and students are likely to learn with their own personal
computer because they discover more than what they expect. Students attitude are
“Undecided” on item 2, 14 and 15, 10, 19, 9, 18 and 20, 17, 6, 5 and 7 and 16. Item 2

29
with a weighted mean of 3.5, that they used computer when needed most. In item 14 and
15 with a weighted mean of 3.38, that they try to solve problems using computers and
they are confident to perform if the activity is more on computer involvement. In item 10
with a weighted mean of 3.44, that using computer students are more focus in learning
and making of assignments. In item 19 with a weighted mean of 3.33, that they preferred
using computers than using textbooks. Item 9, 18 and 20 with a weighted mean of 3.22,
that they are not comfortable with group activity with only one computer, they can
compete among with their classmates in any activities in the computer laboratory and
they learn most using their own computer. Item 17 with a weighted mean of 3.11, that
they often used computer to comply their projects. Item 6 with a weighted mean of 2.83,
that they can handle time pressured activity. Item 5 with a weighted mean of 2.61, that
they felt sleepy whenever the lesson was presented using computer. In item 7 which is a
negative statement and 16 with a weighted average of 2.55, that they felt sleepy whenever
they are using computers and they always use computer in doing their homework.
21ST century is technologically dependent world. Hands-on learning towards
computer laboratory class improves not just on skills and learning but also to become a
competitive individual in the future.
Old Damulog National High School is one school in Bukidnon wherein they
adapted technology in the learning process. Some students are afraid of using computers
due to the fact that they don’t have computers at home and the technology itself was not
introduced to them at an early age. It is generally believed that ICT can improve teachers
and learners promote change and foster the development of the 21st century skills. The
study revealed that the use of computer applications within the laboratory class could

30
have positive and negative effects. The positive feedback of students when using
computers are increase on student’s motivation for learning, develop skills, develop
critical thinking, creates students to be active rather than passive. On the other hand, the
negative impact is that some students would be too dependent on using computers to
solve problem and they cannot develop the so called time management in some school
related works.
It can really develop skills especially that the computers that are used by the
students in Old Damulog National High School are new and all of the students can
perform their individual hands-on tasks conveniently. It can develop critical thinking by
using an appropriate application towards their given problem and can share their point of
view about what they learn towards their classmates and peers. It can create students to
be passive because the computer can motivate them to finish their task easily, and aside
from that, the technology has many features wherein they can finish their outputs at a
given time.
In the part of the survey questionnaire in which the researchers ask the students’
on what are the changes happen in their life as a students after learning computer, is there
a positive or a negative impact in using computer in their daily life as a student. Most of
the students stated that computer is very useful since it is capable of many things
including the information they need in answering their assignments or projects.
Computers are capable of things that make learning easier. There are some students also
mentioned that computer increases their interest in learning because it offers different
types of multimedia such as animation, videos and many more to further understand the
lesson. There are also students who answered that computer causes both positive and

31
negative impact. Positive because computer is a big help in learning process since they
can search for more information and explore wonderful things close to reality. Negative
impact like being addicted on gaming.

32
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This special problem was generally conducted to determine the students’
perception and attitude towards computer-assisted learning of Grade 11 in Old Damulog
National High School. Specifically it aimed to identify students’ perception and attitudes
in computer class; determine the effectivity and impact of the learning’s of students in the
computer class; and evaluate the effects of computer in the learning process as an
instructional tool for learning.
The study utilized descriptive survey type of research to determine the students
perception and attitude towards computer-assisted learning. Only one descriptive
statistics was being used such as mean. The questionnaire was made by the researchers
that contains two (2) parts; the students perception and students attitude.
Conclusion
Technology is one of the huge impact in developing the knowledge and skills of
the learners. It have a positive and negative feedback to the learners; it is then the role of
the teacher to facilitate the students in every task, especially in the computer laboratory
class. Some students may have the difficulty in doing their task in a computer laboratory
class; another thing that the teacher must possess is by giving a clear instruction to the
learners so that the learners can produce a very good output.
The student’s perception and attitudes towards computer as a tool in learning shows
high correlation with the expected outcome of the research for majority of the students

33
develop or has a positive attitudes in the integration of technology such as computers in
working and as a tool in their studies for wider and effective learning. In their laboratory
activities base on the data and observation gathered they pay more attention and are
willing to learn more for majority of the students has a positive outlook that computer
literacy in the modern word is a prerequisite in developing skills that will be needed in
their future career. The data revealed that some students are starting to adjust and
integrate computer as a tool in learning but the data also shows positive perceptions
towards computer therefore they are willing to learn more in order to develop skills
which are very important in their future career.
Recommendation
From the observe facilities, laboratories and the data gathered by the researchers the
school should expose students more in technologies present in the campus to reduce
anxiety to some students just like using computers as a learning tool. It also good to have
events or activities on making outputs, projects, and production with the use of
computers to boost up student’s competence and interest towards computer to develop
more positive thoughts and attitude in using computers.

35
Appendix A
Republic of the Philippines
CENTRAL MINDANAO UNIVERSITY
University Town, Musuan, Maramag, Bukidnon
College of Education
SEPTEMBER 04, 2016
SOCRATES SALDIVAR
SCHOOL PRINCIPAL
Old Damulog National High School
Old Damulog, Damulog, Bukidnon
Sir:
Greetings!
The undersigned are fourth year students of Central Mindanao University taking
up Bachelor of Science in Secondary Education major in General Science and are
currently enrolled in the course Science Education 40 with the descriptive title Science,
Technology and Society. As such, we will be conducting a special problem entitled
“STUDENT’S PERCEPTIONS TOWARDS COMPUTER-ASSISTED LEARNING
IN GRADE 11 OF OLD DAMULOG NATIONAL HIGH SCHOOL.”
We would like to ask for permission from your good office to allow us to conduct
the said study. The research will involve a survey of the students’ computer learning
experiences from their field exposures through survey questionnaires, and an assessment
of their computer competencies. Thus, we will truly need access of the students’ actual
hands on computer activity, specifically during their laboratory. Furthermore, the data to
be collected will be used within the parameters of the special problem only. Hence, the
confidentiality of all the data to be collected will be strictly held.
We are hopefully looking forward for your favorable approval.
Thank you and God bless you more abundantly!

36
Respectfully yours,
JISALYN ALEGADO
NORVIN GLEN BARRET
GRACE LOVE PACALA
EDSYL PEŇAS
JEZIEL SARVIDA
ROCKY VALMORES
Noted by:
LALAINE G. SARIANA DR. RAUL C. ORONGAN
Associate Professor Dean, College of Education

37
Appendix B
Dear Respondents,
Good day!
In relation to our special problem in Science, Technology and Society (Sci. Ed
40) entitled “STUDENTS’ PERCEPTION TOWARDS COMPUTER - ASSISTED
LEARNING IN GRADE 11 OF OLD DAMULOG NATIONAL HIGH SCHOOL”,
we would like to ask your answers to this questionnaire that we prepared for you.
We assure you that your answers will all be held confidential.
Thank you for your cooperation.
Respectfully yours,
JISALYN ALEGADO
NORVIN GLEN BARRET
GRACE LOVE PACALA
EDSYL PEŇAS
JEZIEL MAE SARVIDA
ROCKY VALMORES
Noted by:
LALAINE G. SARIANA DR. RAUL C. ORONGAN
Associate Professor Dean, College of Education

38
Appendix C
STUDENTS’ PERCEPTIONS TOWARDS COMPUTER-ASSISTED LEARNING
SURVEY QUESTIONNAIRE
Name:________________________________
Year /Section:__________________________
Gender :______________________________
Age :_______________
I have my computer: Yes ( ) No ( )
At what age you are able to used/learn computers?
DIRECTION:
*Read each of the statement below and in each item.
*Put check inside the box that corresponds to your rating or answer.
A.Students’ Perceptions Strongly
agree (5)
Agree
(4)
Neutral
(3)
Disagree
(2)
Strongly
disagree (1)
1.I believe computer can
increase my interest in
learning.
2. I am not afraid to engage
with computers.
3. I don’t have enough skills
to use the computers
4. I involve computers to my
life at all fields.
5. I believe that computers
increase probability of finding
jobs and for my future career.
6. I think computer distract
me often.
7. I want to use computers
during my free time.
8. I do not try to solve
problems at computers.
9. I have to learn about
computers for my future
career.
10. I believe teacher guidance
is needed to improve my
learning in computer.
11. I believe that the
assistance of computer in my

39
studies will help me a lot.
12. Studying at the computer
makes me feel good.
13. It is better to learn the
concepts of computer with
the help of our
teacher/instructor.
14. I believe learning
computers leads me to be
15. I believe that it is not an
obligation to know computers
in order to learn.
16. I do not believe that
computer is useful in my daily
living.
17. I believe that the absence
of computer doesn’t affect my
performance.
18. If it involves computers, I
trust myself.
19. I believe being computer
literate boost up learning.
20. It helps me to become
more creative when using
computer.
B. Students’ Attitude Strongly
agree
(5)
Agree
(4)
Neutral
(3)
Disagree
(2)
Strongly
disagree (1)
1. I need assistance whenever
I’m involved with computers.
2. I am not using computer
except when needed most.
3. I like to learn with my own
personal computer because, I
discover more than I expect to
learn.
4. I am more interested in
using computers when I’m
making an
assignment/project.
5. I felt sleepy when the

40
lesson was presented using
computers.
6. I can handle time pressured
activity.
7. I felt sleepy whenever I’m
using computer.
8. I learn most using
computer.
9. I am not comfortable with
group activity with only one
computer
10. I am more focus when
using computer in learning
and making assignment.
11. I enjoy learning new
things in the computers
12. I often solve problems
using computer.
13. If I learn something in the
computer I use to it, to
develop my competency.
14.I try to solve problems in
any fields by using computers
15. If the activity is more on
computers, I am more
confident in doing such.
16. I always use computer in
doing my homework.
17. I often use computer to
comply my projects.
18. I can compete with my
classmates in any activities in
the computer laboratory.
19. I preferred computers than
using textbooks.
20 I learn most using my own
computer.

41
What are the changes that
happen in your life as a
student after learning the
computers? Is there a positive
or a negative impact of using
computer in your daily life as
a student? Why or why not?
Students’ Signature Above Printed Name

42
REFERENCES
NATIONAL FOUNDATION for EDUCATIONAL RESEARCH (2011) Exploring
Young people’s view on Science Education.
MANSOUR, N (2009). SCIENCE-TECHNOLOGY-SOCIETY (STS): A new paradigm
in Science Education. Bulletin of science, technology and society.
RAMSEY, J., & Hungerford, H. (1989). The Effects of issue investigation and action
training on eight-grade students’s environment behavior. The Journal of
Environmental Education
DAVID, M.R. (2003). Biographical influence on teaching STS: A case study.
STROMMEN, Erik F. & LINCOLN, BRUCE. (1992,August). Constructivism
technology and the future of classroom learning. Education and Urban Society.
http://www.wseas.us/elibrary/conferences/2008/hangzhou/acacos/11 5-586-631.pdf
https://www.bakeru.edu/images/pdf/SOE/EdD_Theses/aql_mofeedm .pdf

43
DOCUMENTATION
Figure 1: Grade 11 STEM Students Figure 2: Discussing the importance CAL
Figure 3: Giving of Instructions Figure 4: STEM Students Answering
the Survey Questionnaire
Figure 5: Researchers assisting the students

44
Figure : Faculty and Staff with the school Principal
Figure : Old Damulog National High School ground

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