Effectiveness of Constructive Computer Supported Instruction on the Performance of Prospective Teachers: A Modular Approach

Abstract

Researcher carried out an experimental study to find out the effects of Constructive Computer Supported Instruction (CCSI) on the Performance (academic achievement and attitude) of prospective teachers at B.Ed level. Likewise to investigate the treatments effects differences on age and ability groups of prospective teachers. For the present experimental research study pre test-post test control group design was executed. All the prospective teachers of B.Ed level studying educational psychology, evaluation and guidance course at Federal College of Education, Islamabad comprised the population as well as sample of the research. A sample of 92 prospective teachers at B.Ed level was drawn from FCE, academic year 2012-2013. On the basis of first internal exams prospective teachers were placed into three ability groups (high achieves, average, and low achievers), to select required sample stratified random sampling technique was applied. Two teacher educators having equal qualification and almost equivalent experience were randomly assigned to either control or experimental groups. Teacher educator and prospective teachers of experimental group received one week training and teacher educator of control group acquired one day training session A team of three educational experts validated the modules, a teacher made test and professional attitude scale and pilot testing was carried out to check the reliability of modules and instruments. Pre-test and professional attitude scale was executed to both experimental and control groups after the instruments were finalized. After twelve weeks treatment period at the completion of experiment achievement post-test and professional attitude scale was administered. For data analyses independent sample t-test, one way ANOVA, Factorial ANOVA and LSD Post hoc were applied at 0.05 level of significance. Results revealed that prospective teachers of experimental group outscored on achievement post test and professional attitude scale as compared with prospective teachers of control group. constructive computer supported instruction – a modular approach was beneficial equally for high achievers, average and low achievers of experimental group prospective teachers in academic achievment and also developing positive professional attitudes. Improvement was noticed in academic achievement of low achiever prospective teachers as well as their attitude towards teaching profession was positively improved.