A Research Study to Explore the Effectiveness of the Interactive Cd for Remedial Teaching in Science at the Elementary School

Home , Remedial education

International Journal of Management (IJM) Volume 11, Issue 8, August 2020, pp. 1922-1932, Article ID: IJM_11_08_170 Available online at http://iaeme.com/Home/issue/IJM?Volume=11&Issue=8 ISSN Print: 0976-6502 and ISSN Online: 0976-6510 DOI: 10.34218/IJM.11.8.2020.170

A RESEARCH STUDY TO EXPLORE THE EFFECTIVENESS OF THE INTERACTIVE CD FOR REMEDIAL TEACHING IN SCIENCE AT THE ELEMENTARY SCHOOL

Farhana Khurshid* Assistant Professor, Education Department, Fatima Jinnah Women University, Rawalpindi, Pakistan

Maria Bibi PhD Scholar, Education Department, Fatima Jinnah Women University, Rawalpindi, Pakistan *Corresponding Author

ABSTRACT Slow learner students have problem in their learning as compared to their class fellows. They face difficulty in learning different concepts of science subject. Information and Communication Technology (ICT) helps students to succeed in world. The interactive CD is one of the tools of ICT. Slow learning students can practice repeatedly on these interactive CDs to improve their learning. This study was designed to investigate the effectiveness of an Interactive CD for the remedial teaching of slow learners in a science subject. An experimental study was conducted for four weeks in a government elementary school in Rawalpindi. Thirty slow learner students of the fifth grade level class, were the sample subject of this study. Different concepts of General science were taught to these students through the Interactive CD. This CD contained material on body parts (e.g., heart, and liver etc.). Data was collected through pre- and post-tests. The paired sample t-test was calculated to find out the significant difference between mean scores of pre- and post- tests of the experimental group. The significant values of t-tests 0.00, indicates that teaching through Interactive CD helped these slow learner students in their understanding of difficult concepts of general science subject.

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Key words: Information and Communication Technology (ICT), Interactive CD, General Science Studies, Remedial teaching and learning Cite this Article: Farhana Khurshid and Maria Bibi, A Research Study to Explore the Effectiveness of the Interactive CD for Remedial Teaching in Science at the Elementary School, International Journal of Management, 11(8), 2020, pp. 1922-1932. http://iaeme.com/Home/issue/IJM?Volume=11&Issue=8

1. INTRODUCTION In education, the major aim in the use of modern or digital technology is to increase students‟ learning process. Innovative technology can be used as tool to help bring the changes to teaching learning processes. Its major focus is to increase and improve the quality of teaching learning practices. It presents a novel teaching learning styles and it facilitates teachers and learners so that by remaining in their own particular zone, teachers and learners can improve their everyday practices. The application and use of various ICT tools, such as CD for remedial teaching, are related to the subject under study and, most essentially, regarding the student‟s mental level, effectively work to improve the students learning (Sedaghat, Mintz, & Wright, 2011). Slow learning students are struggling to make satisfactory adjustment in to school. They face difficulty in learning different concepts of all subjects but specifically for the subject like science, it become really challenging for them. Technology can play an important role in every field of life and also education. Information and Communication Technology (ICT) is transforming the society, and now school do not have a choice as to whether they will incorporate technology but rather how well they use it to enhance learning of their students. Integrating Information and communication technology (ICT) into school will help prepare students to succeed in a rapidly changing world. The interactive CD is one of the tool of ICT, that can help learners to learn independently at their home. Slow learner students can get benefit from this latest technology to practice again and again on these interactive CDs for their better learning.

1.1. Research Question To what extent the Interactive CD is effective for remedial teaching of slow learners in learning different science concept at the elementary level?

2. LITERATURE REVIEW The main purpose of this section is to provide literature relevant to the current research study. At every level of education, particularly at primary level of schooling remedial classes provide the chance for slow learning students to polish their basic skills required to become successful into their regular classes. Different students cannot perform well in their studies as compared to other students in their class. So, it is essential for all teachers to practice differentiated instruction to encounter the educational necessities of all slow learner students. Digital technology can be used in remedial education as a strategy or technique to fulfill the educational needs of the slow learning students. Educational technology provides an innovative way to meet the needs of the slow learners in mainstream setting. Various technologies learning means are self-paced and adaptive so that it quickly answers to input used by users. The characteristics of slow learners are different one from another. There is variation in their level of skills, language and mental acuity etc. The high-risk factors are the main focus

http://iaeme.com/Home/journal/IJM 1923 [email protected] Farhana Khurshid and Maria Bibi among the remedial population. On the other hand, there is no other way to describe this particular population (Bahr, 2012).

2.1. Remedial Work Based on Computer Slow learners need more instruction in skill areas. Computer-assisted remedial strategies are highly useful for students learning (Saine, Lerkkanen, Ahonen, Tolvanen, & Lyytinen, 2011). This tool can be used by teachers and learners to improve the remedial teaching-learning practices.

2.2. Slow Learners Slow learner students are a unique group of learners that is unable to make some suitable adjustment into school regarding their studies. These types of student learn but at a slower speed compared to average students learning rate of their classroom. There and many causes of slow learning includes below average intellectual learning level, mostly absence of students from school; peculiar factors like illness and various environmental causes can contribute to the slow learning mental process of slow learner students (Vasudevan, 2017). It is not necessary that the majority school population have suffered by this problem but some slow learners need other much attention. Majority of school population has not suffered from this problem; the ratio of slow learners is quite low as compared to the whole population of a school. But, they have needs more attention. The slow learner students need more time and help to obtain the basic skills as compare to their average class fellows. Slow learners students are those who have below average intellectual capabilities so we should not label them as disabled students (Borah, 2013). Slow learners are unable to pay much attention on abstract learning but they can pay attention on concrete learning (Vasudevan, 2017) .

2.3. Slow Learner Students’ Characteristics The slow learner students developmental history is rarely disturbing or unique. Generally, slow learners students have various characteristics based on the level of their problem regarding learning in classroom and also depend upon their age. Main characteristic of the slow learner students are: Lack of relationship with others such as their peers. They are left behind to perform well in the school setting. Another characteristic of these students is unable to solve the multi-layered problem and also complex problems in very slow speed. They spend most of their time to finish their homework. They cannot easily follow the track that is required for their learning due to their problem. In schools, these students are left behind to acquire the basic skills and competencies (e.g., to remember the spelling rules and tables, to solve the mathematical problems). They always try to live in the existing moment; they have attention issues with time management maybe because of an improper concentration skills and little attention span (Borah, 2013) . In preschool age, their mental level learning process is slower than other students of their age, but this is generally not enough to take serious concern. The parents of the slow learners‟ students diagnose their problem of learning inability during the time period of kindergarten and also at primary grades. During the youngster age they have severe problems both in the various concepts of numbers and reading. To solve their issues, teachers of slow learner students use various activities such as „wait & see‟ strategy to overcome their problem. Their work is usually incomplete and inappropriate. With the passage of time, they reach in further grades such as third or fourth grade, both their teachers and their parents become sure that they have some problem in their learning. They struggle and try their best regarding to meet all the academic requirements but due to their lower rate of learning compared to their class fellows the learning gap becomes wider.

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All these circumstances injure the self-esteem of the particular students. They become less motivated to participate and involve themselves in co-curricular activities and also have negative feelings about learning environment and school. The physical appearance of the slow learner students remain same as the average level student. Being a teacher, it is unable to pick out these particular students based solely on their social skills, behavior and looks. At the primary level, slow learner students might be expected to aacquire one or two grade less knowledge as compare to average students. After completion of the primary level by the slow learner students, it is noticed that the gap between slow learner students and their same age peers become widen. Slow learner students are socially isolated in making terms with others and also do not perform well in school (Borah, 2013). They create problems for themselves and show reluctant behavior for learning. They have processing problems, sometimes they want to learn new things but cannot do this work due to less processing. Mostly, they are remain, non-cooperative with parents and teachers unmotivated, aggressive, passive leaner and reluctant learners (Borah, 2013). Muppudathi (2014) completed a valuable research study and proposed the latest ideas about how to cope with these types of learners. It is important element for consideration that they have issue in abstract thinking. They take much interest in concrete thinking tasks. It means the slow learner students give much importance to the experiences. On the basis of experiences, they reproduce plans, experiments, reasons, thinking, and they also generalize and transmit knowledge from previous experiences to latest situations. They have less imagination, problem solving and critical thinking skill as compared to other average level students. To reach on conclusions, they are not focusing on appropriate analysis of various other possibilities, estimated effect or declaring any other applied solution.

2.4. Slow Learners’ Students and Academic Remediation The results of the particular students disclose their lower intellectual level and they left behind due to their inability to learn appropriately. The parents of these children become discouraged and disturbed. Many parents have developed the feeling and sense of lose and pass through a panic grieving period. In our setting there is lack of cure for lowered mental ability, but, steps can be taken to meet the basic needs of the child‟s academic needs.So, he can learn the skill that is the requirement to become success. It is the responsibility of the school to provide concrete support to teachers so that they can put effort to reduce the challenged. There are three main elements to teach slow learner students. These are given below  To transform the abstract concepts into concrete concepts  Avoid generalisation  To work toward the auto immunisation of core concepts It is the basic requirement for the teacher while teaching slow learner students, make all the information for them concrete, as overt and explicit as possible. These students learn discrete academic figures and facts in rapidly speed. However, when an educator teaches a new concept to slow learner students with the help of concrete objects, majority of the children well comprehend and understand it. Furthermore, they try to apply this new concept into current situations independently. Consequently, they understand well by the help of various examples. They have not proper inductive and deductive reasoning skills so it is a difficulty for them to generalize the general concept to a new situation.

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2.5. Computer Assisted Instructions Now-a-days, Computer technologies are gradually used in classrooms setting with the mixture of traditional modes of teaching learning practices. Computer Assisted Instructions (CAI) includes teaching by the help of computer technology. It has various tutorials that offering test questions their solutions and conclusion. The CAI program provides fast feedback to permit the students to estimate their own progress. It enhances interest and motivation among learners to proceed. There are other various advantages of CAI program for slow learners‟ students. Computer Assisted Instructions (CAI) helpful to minimize the problem faced by students in learning (Ahmed, 2009). Multimedia formats, text that includes animation, videos, photographs, music and speech, and further information was written on computer to encourage students to interact with computer for learning. Computer-assisted instruction (CAI) is an innovative teaching learning strategy of educational technology that is used to present the teaching material and to check the learning of the students (Tabassum & Farooq, 2011). Another advantage of this program is to visualize objects for learners which are impossible or difficult to view. For instance, computer technology could be used for showing molecular structures or multifaceted geometrical objects and also human anatomy. Manipulation and exploration of virtual surroundings can be proficient with this technology. Its range is from the experiments of virtual laboratory and airplane flight simulations that can be expensive, too much difficult, and unsafe to complete it in a classroom setting. CAI can be used for students as a tool to communicate among different students and between instructors and students. At any time, multimedia and videodiscs resources can be used by the teacher to develop motivation among the learners. Computer-Assisted Instruction program is very innovative and has various functions which provide appropriate instructional environments and introduce many pedagogical approaches. These are given below:

2.5.1. Drill and Practice Drill and practice accepts the specific skill has earlier offered and further more practice is required to get necessary command on it. Remedial learning can be done easily with the help of to this software.

2.5.2. Tutorials Tutorials activity consists of both the exhibition of knowledge and its addition into various types of work. It allows learners to learn latest material and information at their own learning speed.

2.5.3. Simulation It is software that can give an estimate of reality that have not need the cost of actual life or its threats.

2.5.4. Games Instructional games are helpful in students learning these games are generally deliberated to enhance motivation among students through the addition of game rules to various learning activities.

2.5.5. Problem-solving Problem-solving software is the software that used to teach particular strategies and problem solving skills.

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2.5.6. Discovery Discovery software offers a large databank of particular information of a course and give challenges to the students to compare, analyze, evaluate and infer founded on their data explorations.

2.7. Effective Use of CAI and its Advantages There are multiple benefits of this program. These are given below  Self-paced learning chances: students can learn the information about content according to their capacity and can also replicate the activity or task if it is not properly understood by the students (Barot, 2009).  Fast feedback to both the instructor and the students: Fast feedback inspires student and provide them way and if the answer of students question is incorrect then it will assist him to rectify his own mistake (Barot, 2009).  CAI programs are designed in a way that it is helpful for both a slow learner students and brilliant students as well (Barot, 2009).  Continuous interaction for learning would be possible with CAI (Barot, 2009).  There is flexibility in time scheduling for the learners and also for the instruction. These program have the flexibility in terms of place, pace and time (Barot, 2009).

2.8. Compact Disc-Interactive (CD-I) Technology Compact disc interactive (CD-I) was an effort to design a unique set of standard for multimedia. These CDs related about the standard was firstly established when the digital audio compact disc (CD-DA) first time were released. It was developed by Sony and Philip, the various companies behind CD-ROM and the CD. CD-I firstly become popular in the market in 1991 below the trade name „Imagination Machine‟ (Leishman, 2004). The primary purpose to develop this CD-I was like a consumer electronics product that mix together computer with an optical discs to offer a home entertaining system that provides text, music, animation, video output and graphics in the living room. Though, the appearance of this “edutainment software” and CD-I is too much easy to use it in the school setting as a product. CD-I was made for the use of young children. Video discs as a tool could be used effectively with lecture tool. Learners can take interactive instruction by this technology. It is useful for small group students and for large group students. By appropriate software and hardware, videodisc images might be taken and used on publishing software for desktop to show student reports or handouts. Teachers can utilize the video technologies like CD-ROMs and videodisc themselves or in the collaboration with computers technology in configurations that is called multimedia stations or interactive video. In the latest time, technology plays an essential role in current industrial society. So, the integration of technology in the school setup well prepares students to become successful in a fast changing world. The society is going to transforming with the help of modern technology. Schools are the places that bring some change in the educational environment with the help of modern technology. In the CD-ROM, many learning resources delivered to increase the experiences of learners in both settings such as in distance-education and on campus students. Yusuf and Afolabi (2010) conducted a worthwhile quasi experimental research study to find out the effectiveness of CAI software learning and the teaching of secondary school students' performance in biology. The results of the study show that the level of achievement of students was higher in post-test as compare to their counterpart students. This study

http://iaeme.com/Home/journal/IJM 1927 [email protected] Farhana Khurshid and Maria Bibi supported the current research study. So, it is approved that teaching through CAI aided students to perform better in biology subject.

3. RATIONALE OF THE STUDY In the subject of General Science, there are different topics such as body parts and their functioning is difficult for slow learner students to understand through the lecture method. They have slow learning process and cannot pay attention on abstract learning rather they are focused on concrete learning. Traditional methods of teaching i.e. lecture method did not much supportive for the learning of these types of students. In remedial teaching the Interactive CD was used as a tool to improve the learning of the slow learner students. Thus, this research study was planned to enhance the learning of the slow learner students in General Science subject.

4. METHODOLOGY 4.1. Sample A government elementary school was conveniently selected from the locality of Rawalpindi, Pakistan. School head teacher permitted to conduct experiment with grade 5th students. For this purpose 30 students of grade 5th were selected for experiment with the consultation of their science teacher based on their previous performance and records. Detail of sample students in experimental group, is presented in Table 1 below.

Table 1 Sample of the study

Institution Experiment Control Total Sample Group Students Group Students School 30 No control group 30

4.2. Experiment An experiment was conducted to check the effectiveness of an interactive CD for remedial teaching of general science subject to slow learner students at elementary level. In order to assess students‟ understanding of different concepts of science, a classroom test was developed in consultation with the subject teachers of science.This test was used as pre- and post-test in the study. There was no control group as the study utilised pre- and post-test experimental group only, design. All the participant students were pre-tested by administering the test mentioned earlier. In the past, these students were taught through lecture method only. For the purpose of experiment in this study an interactive CD was used. This CD contained material and activities on different body parts (e.g., teeth, heart, liver and kidneys, etc.). All thirty students of experimental group of grade fifth were taught different concepts of science through the interactive CD for four week. Teaching and learning through the CD provided the opportunities of drill & practice, flexibility, and self-paced learning to the slow learners. After four week of teaching, the participant students were post tested with the same test used as pre-test.

5. QUANTITATIVE DATA ANALYSIS In order to find out if there were statistical significant differences between the mean scores of pre- and post-tests of the experimental group, the paired sample t-test was calculated.

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Table 2 shows the association of pre-test and post-test scores of the experimental group. The t-test results showed that the post-test scores of experimental group (M= 14.50, SD=0.73) were higher than the pre-test one (M= 6.17 , SD= 0.91). The difference is statistically significant with the value of p= 0.00.

Table 2 Paired Sample t-test calculated for the pre- and post-test scores of the Experimental group of grade fifth were tested. (n=30) Group Mean SD t-value Df Significant P (2 tailed) Experimental 6.17 0.91 Group (pre-test score) -45.90 29 0 .000 Experimental 14.50 0.73 Group(post-test score)

6. DISCUSSION The research question of this study was to check the effectiveness of Interactive CD for remedial teaching on slow learner student learning of various concepts of General science. Remedial teaching through Interactive CD was independent variable and learning of the slow learner students was dependent variable. The post test scores show that remedial teaching through interactive CD helps slow learner students in their learning of General Science. Slow learning students are not dull students but they need some extra time for drill and practice exercise to do well and with the help of computer, slow learner students improve their performance. Teacher guides students that they can practice individually or with other class fellow on drill and practice software. Mostly teachers deliver their lecture according to the requirement of the students but they have insufficient time to pay extra attention and effort for slow learner students because they need guidance and extra time and to learn properly. In this research study slow learner students were identified from their previous record and performance. After conducting experiment it was observed that the remedial teaching through interactive CD helped learners and they perform well and get high scores in post-test. The post-test results indicated that remedial teaching through interactive CD played an important role in progress of the work of the slow learners. The study was about to check the effects of remedial teaching through interactive CD for slow learners students in science. The pre-test was taken from experimental group students before conducting the actual experiment. After conducting the experiment the students once again gave the post test. The t-test was calculated for comparison between the performances of students in pre-test and post-test. The t-value showed the significant difference between the mean score of the pre-post-test of the experimental group. The t value rejects the null hypothesis. In the pre-test the slow learners‟ students did not perform well and obtain low scores. But in the post-test after the lecture delivered through readymade interactive CD which shows difference in the results and show learners got high grades.

7. CONCLUSION Information and communication technologies have made possible the spreading and gaining of knowledge in all field of life. In today‟s modern world, new developments in educational technology gave the benefits in our whole educational system. This study was designed to

http://iaeme.com/Home/journal/IJM 1929 [email protected] Farhana Khurshid and Maria Bibi investigate the effectiveness of remedial teaching through Interactive CD for a better understanding of slow learners in science subject at the elementary level. Interactive CD as a tool were helpful for students to get more information and knowledge effectively as an active learner. Technology assists both students and teachers in entire teaching learning process especially there is no solution for remedial teaching; interactive CD can be used as an effective and essential tool for teaching and learning of the slow learner students and help them to remain busy as an active learner. Slow learners students cannot rely on what the instructor taught merely in classroom setting but they can definitely learn well with the help of modern digital technology at their home environment. Information and communication technology means study or use of progress for storing, retrieving and sending of all kind of information. It has made possible the gaining and spreading of knowledge of the all dimensions of life. It is concluded in the light of the present research study that slow learner students better perform in their studies after being taught through interactive CD. It shows that teaching through interactive CD help slow learner students to improve their learning. It gives every slow learner student the opportunity to learn self-reliantly without the support of a teacher. The Interactive CD as a tool helps to flip the teacher role from instructor to facilitator. According to the mental needs and requirement of each individual these CD were designed and students learn well through these Interactive CD. This technology promotes assistive instruction in well-mannered way. It is not only gives the healthy environment to study but provide a chance for both instructors and students to teach and learn in a logical, understandable and clear way. All interactive CD made by computer technology is self- directed, self-sufficient and self-paced for slow learning students. It is acknowledged that the positive use of information technology is essential in education system.

8. FUTURE RESEARCHES Future research based on recent study We conducted the current study on small sample size. Future research can be conducted taking a big sample size. We conducted current research study in one school of Rawalpindi while future research can be conducted in other different schools of district Rawalpindi. The current study was conducted on grade fifth students. Future study can be applied on 7th class or any other class because every level and grade has its own demands. This current study was applied only one subject e.g. General Science according to the need of the learners. The quantitative result of this study was positive regarding students learning as explained earlier in (table 2). Future research can be applied on any subject other than General Science. It can be applied on English and mathematics subjects etc. Remedial teaching should be provide to the slow learner students in classroom as well as particular classes for slow learners students can be organized if necessary. Teachers of slow learner students should be trained by professional teachers‟ development program. So, they can easily use innovative strategies and technique with the help of modern technology.

9. LIMITATIONS OF THE STUDY In the current research study the sample of the research study was limited to grade fifth in an elementary school. The sample size can be increased and all sections of grade fifth can be included in experiment. We conducted experiment in one public school. Firstly this selection was done on convenient bases. Secondly, the school was selected where the head teacher showed positive response towards conducting the experimental study in particular school. The number of the schools can be increased and the research study can be conducted in more than one educational institutions. The results of the current study cannot be generalized on the

http://iaeme.com/Home/journal/IJM 1930 [email protected] A Research Study to Explore the Effectiveness of the Interactive CD for Remedial Teaching in Science at the Elementary School whole population because we selected just one school for experiment. The sample of the study is also very limited because I have selected only grade fifth in a school.

10. IMPLICATIONS OF THE STUDY This study will be very helpful for of the slow learner students also for slow learner students. Teachers as they can utilize this study for the betterment of the slow learner students‟ .Based on this experiment, the administration got ideas to manage ICT related resources in their institution effectively to improve the performance of slow learner students. Teachers can find interactive CD for remedial teaching that was freely available on internet to use while teaching learning process. Teachers can plan different activity in their teaching in which they used interactive CD to facilitate slow learner students. They will use interactive CD into remedial teaching for the concept clarity of general science subject of the slow learner students. This study will be a great benefit for slow learner students as they may get a new platform for understanding and independent learning at their home. With the permission of the administration of the schools, interactive CD can be introduced and incorporated into remedial teaching of the slow learner students with all the possible resources they could manage according to their budget. Therefore, the administration of the school can facilitate remedial teaching of general science through interactive CD and learning of the slow learner students by providing ICT facilities into schools for the overall academic growth of her institution. Furthermore, slow learners students can use interactive CD for their learning because they can easily understand the difficult concepts by the use of this technology. Slow learners students can practice more to learn independently not only in their school but also in their home setting.

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