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Bsed english (el17), la consolacion college manila.

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Preview text, review of related literature, introduction.

A review of literature is a classification and evaluation of what accredited scholars and researchers have written on a topic, organized according to a guiding concept such as a research objective, thesis or the problem / issue to be addressed. It is the scholarly core of the dissertation. It is an analysis and synthesis of the source materials, written in a specific style which flows from broad to narrow and takes into account both the theoretical and empirical issues. The main purpose of the review of literature is to report on original research or experimentation in order to make such information available to the rest of the scholarly world. According to Best & Kahn (1989), Review of related literature is the summary of writings of recognized authorities and of previous research provides evidence that the researcher is familiar with what is already known and what is still unknown and untested. Since effective research is based upon past knowledge, this step helps to eliminate the duplication of what has been done and provides useful hypotheses and helpful suggestions for significant investigation. Citing studies that show substantial agreement and those that seem to present conflicting conclusions helps to sharpen and define understanding of existing knowledge in the problem area, provides a background for the research project and makes the reader aware of the status of the issue. Only those studies that are plainly relevant, competently executed and clearly reported should be included. In searching related literature, the researcher should note certain important elements. They are  Reports of studies of closely related problems that have been investigated.  Design of the study, including procedures employed and data gathering instruments used.  Populations that were sampled and sampling methods employed  Variables that were defined  Extraneous variables that could have affected the findings  Faults that could have been avoided  Recommendations for further research The studies collected and reviewed are presented under the following headings:

1. Studies on Children with Disabilities 2. Studies on Children with Attention Deficit Hyperactivity Disorder (ADHD) 3. Studies on instructional strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) 4. Studies on Animated Learning Strategies for children with Attention Deficit Hyperactivity Disorder (ADHD)

STUDIES ON CHILDREN WITH DISABILITIES

Children with learning disabilities can be a challenge for any classroom teacher. A teacher can select one or more strategies that are suited to a specific child in a specific environment. The studies dealt under this heading give a clear picture about the children with Disabilities. Anna Elizabeth Kuruvilla (1999) investigated creativity among learning disabled children. The objectives of the study were (1) to assess the level of creativity of the learning disabled children; (2) to compare the creativity scores of the learning disabled boys and girls of std IV and V studying in government, government aided and corporation schools; (3) to establish relationship between creativity scores of learning disabled and economic status of the family and (4) to determine if creativity scores of learning disabled are influenced by literacy of their parents. The result showed that (1) learning disabled children are creative (2) differential analysis of the creativity scores of the learning disabled boys and girls showed that boys are more creative than girls (3) differential analysis made between the samples of std. IV &V revealed that V std. children are more original than their juniors (4) learning disabled children of government aided schools were found to be better than those in government schools in flexibility and originality (5) corporation schools are better than government aided schools in fluency and flexibility, whereas, in originality government aided schools were better (6) all aspects of creativity of corporation school performance were better than government schools (7) correlation analysis showed that creativity scores of the learning disabled are not influenced by the literacy status of parents and

group design studies but moderately effective for single subject design studies and they could be effectively implemented to students with learning disabilities in mathematics. Geetha (2000) attempted to find out the impact of adapted techniques on achievement of dyslexic children. The objectives of the study was to identify children with reading disability, to determine the areas in which they need corrective instruction, to develop remedial package and implement on the selected children, to evaluate the progress of the children with dyslexia and to find out the relationship between the achievement of the students and adapted techniques followed. The result revealed that there is increase in scores of post test when compared with pre test scores. The result indicated that there is an impact of adapted techniques for the achievement of children with Dyslexia. Mohapatra (1991) studied the problem of reading, memory and attention processes of normal and reading disabled children. The sample compromised 40 subjects, 20 each from Grade II and Grade IV. Among them, 10 were normal and 10 were reading disabled. The tools used included decoding test, comprehension test, letter cancellation test, visual closure test, visual memory test, auditory memory test. The study revealed that the normal and the reading disabled children did not differ with respect their intelligence. In the case of decoding score, normal subjects of both grades performed better than the reading disabled subjects. In the case of oral reading errors, the normal children made significantly less errors than the reading disabled children. There was a significant difference in comprehension as a function of reading ability only and not grade. There was a significant difference in the Digit Span Score as a function of reading ability only and not for grades. This indicated that the normal children of both grades had better performance in digit recall than the reading disabled of both grades. The difference in the errors in letter cancellation as a function of grade was not significant. There was no significant difference in the letter of cancellation time as an effect of grades as well as an effect of reading ability. Passolunghi, Maria Chiara (2011) conducted a study on cognitive and emotional factors in children with mathematical learning disabilities (MLD). Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities compared with 18 normally achieving children matched for chronological age, school level, gender and verbal IQ. Working memory, short term memory, inhibitory processes, speed of processing and level of anxiety in

mathematics were assessed in two groups. The results stated that the children with MLD showed higher levels of anxiety in mathematics. Rafdal, Brooke et (2011) conducted a study on the effectiveness of kindergarten peer assisted learning strategies for students with disabilities. The researchers randomly assigned 89 kindergarteners with individualized education programs from 47 classrooms. Multivariate analysis of covariance on post test measures of beginning reading skills indicated that students outperformed controls on alphabetic and oral reading measures, but that no reliable between group differences were attributable to level of support. Reddy’s (2000) paper on role of Educational technology in learning disability in which he has highlighted the need for assistive technology to the learning disabled. The processing, spell checking, proof reading programmes, brainstorming, speech recognition system, speech synthesis, screen reading, word prediction, personal frequency modulated listening systems and talking calculators were of much use to circumvent the learning disabilities in children. Scheuermann (2006) attempted a study on the effects of a mathematical instructional model on the performance of students with learning disabilities on one-variable equations and found that participants learned to illustrate and manipulate one variable equation word problems using multiple illustration modes and there was an increase in the student’s ability to transfer their skills to a variety of situations including mathematical notation, textbook word problems and standardized mathematics achievement measures. Schischka, Janice et (2012) conducted a study on factors affecting the transition to school for young children with disabilities. The qualitative study examined that the factors involved in school transitions for a sample of 17 children with a range of disabilities, aged from 5 to 6 years, their parents, and their year 1 teachers. Parents and teachers were interviewed and asked for their retrospective views on how the transition process had occurred for their children in the period immediately before and after school entry. Certain practices emerged as most successful for this sample, particularly good ongoing levels of communication and collaboration between families and schools. Holding meetings to plan the transition and allowing children multiple opportunities for pre-entry visits to the new school contributed to this. Following school entry, teachers' use of differentiation practices also aided the transition. The study concluded that the home-school partnership is the most critical factor determining school transitions for this sample of children with disabilities.

children with learning disabilities a specific relationship was observed between reading and loco motor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities.

STUDIES ON ATTENTION DEFICIT HYPERACTIVE DISORDER

In inclusion setup, students with diverse needs are sitting along with normal children in classroom. One such diverse needs student is with Attention Deficit Hyperactive Disorder (ADHD). The studies dealt under this heading give a clear picture about the nature, skill, difficulties, performance on arithmetic problems of students with Attention Deficit Hyperactive Disorder (ADHD).

According to Amon & Campbell (2008), the journey to wild divine as a biofeedback management tool for teaching breathing and relaxation skills to children with Attention Deficit Hyperactive Disorder (ADHD). The children played the game by manipulating their heart rate using breathing techniques taught in the game, measured through three finger sensors. Parents completed questionnaires to measure behavioural and emotional changes. In the experimental group, children with Attention Deficit Hyperactive Disorder (ADHD) (n = 24) demonstrated significant reductions in the Attention Deficit Hyperactive Disorder (ADHD) questionnaire, F(1,34) = 44 and the strengths and difficulties questionnaire, F(1,34) = 19 compared to a control group (n = 12). The wild divine has shown potential in teaching, breathing and relaxation techniques to reduce disruptive behaviours in children with Attention Deficit Hyperactive Disorder (ADHD). Ashwood, Karen L et (2015) conducted a study on adaptive functioning in children with Autism spectrum disorder (ASD), Attention Deficit Hyperactive Disorder (ADHD) and Autism spectrum disorder (ASD) + Attention Deficit Hyperactive Disorder (ADHD). Children with Autism spectrum disorder (ASD) and Attention Deficit Hyperactive Disorder (ADHD) demonstrated deficits in adaptive functioning, pure and co morbid groups have not been directly compared. Vineland Adaptive Behaviour Scales (VABS-II) data were examined in boys with Autism spectrum disorder (ASD) (n = 17), Attention Deficit Hyperactive Disorder (ADHD)

(n = 31) and Autism spectrum disorder (ASD) + Attention Deficit Hyperactive Disorder (ADHD) (n = 38). Results demonstrated that lower socialization, composite scores and greater discrepancy between cognitive and adaptive abilities in the Autism spectrum disorder (ASD) + Attention Deficit Hyperactive Disorder (ADHD) group compared to the Attention Deficit Hyperactive Disorder (ADHD) only group. Significant associations were shown between reduced adaptive functioning and autism symptoms, but not Attention Deficit Hyperactive Disorder (ADHD) symptoms. Children with Autism spectrum disorder (ASD) + Attention Deficit Hyperactive Disorder (ADHD) present with exacerbated impairments in adaptive functioning relative to children with Attention Deficit Hyperactive Disorder (ADHD), associated with Autism spectrum disorder (ASD) symptoms.

Brock, Clinton (2007) examined recent literature related to the diagnosis of Attention Deficit Hyperactive Disorder (ADHD) in childhood. First, the article discussed diagnostic criteria presented in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000). Next, it explored the diagnostic procedures of Attention Deficit Hyperactive Disorder (ADHD) recommended in publications. Results of this comprehensive literature review indicated that rating scales, interviews, laboratory / psychological testing and observations are the most frequently recommended Attention Deficit Hyperactive Disorder (ADHD) diagnostic techniques. Ghanizadeh, Bahredar and Moeni (2006) conducted a study about attitude among parents and elementary school teachers regarding Attention Deficit Hyperactive Disorder (ADHD). The sample in their study consisted of 196 elementary school teachers in Shiraz, Iran and 119 parents whose children had received a diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Forty percent of parents considered typical Attention Deficit Hyperactive Disorder (ADHD) behaviors such as difficulties in complying with rules as a sign of child displaying independence. An overwhelming 94 percent believed that these difficulties were more maturational in nature and would hence not persist into adulthood.

Gretchen Geng (2011) investigated teacher’s verbal and non verbal strategies for managing Attention Deficit Hyperactive Disorder (ADHD) students in a classroom environment. It was found that effective verbal and non verbal strategies included voice control, short phrases, repeated instructions, using student’s names and visual cues and verbal instructions combined. It

esteem. Implications are that Attention Deficit Hyperactive Disorder (ADHD) characteristic behaviour in girls can be identified earlier so that treatments can be studied and improved.

Guerra, Fred & Brown, Michelle (2012) examined the knowledge levels middle school teachers in South Texas have in relation to Attention Deficit Hyperactive Disorder (ADHD). The study specifically compared teacher knowledge levels among three specific Attention Deficit Hyperactive Disorder (ADHD) knowledge areas as a) general knowledge of Attention Deficit Hyperactive Disorder (ADHD), b) knowledge of symptoms / diagnosis of Attention Deficit Hyperactive Disorder (ADHD) and c) knowledge of treatments for Attention Deficit Hyperactive Disorder (ADHD). The three subscales were measured by the study instrument, knowledge of Attention Deficit Disorder Scale (KADDS). The sample for this study involved 107 teachers from five predominately Hispanic middle schools in South Texas. The middle schools were in three independent school districts and data were collected during 2008-09 school year. Results indicated that teachers great area of knowledge dealt with identifying the symptoms / diagnosis of Attention Deficit Hyperactive Disorder (ADHD). Teachers had lower scores related to general knowledge and knowledge of treatments for the disorder. Holst (2007) conducted a qualitative study on early childhood teachers across 3 different school districts in Denmark. This study focused on teachers experience and manages challenging behaviour and Attention Deficit Hyperactive Disorder (ADHD). Interviews with this group of teachers indicated that general teachers did not have much knowledge about Attention Deficit Hyperactive Disorder (ADHD). Teachers noted that parents were reluctant to recognize that their children had challenges; hence if a child presented problems in school, teachers could not rely on parent involvement in addressing the issue. Stress, lack of time and modern child rearing methods were seen as the main causes for challenging behavior of Attention Deficit Hyperactive Disorder (ADHD). Karande et al. (2007) studied children with Attention Deficit Hyperactive Disorder (ADHD) and Specific Learning Disability in Mumbai. This study was based on a clinical sample of 50 students who had received a diagnosis of Attention Deficit Hyperactive Disorder (ADHD) and Specific Learning Disability (SLD) after they had fulfilled research diagnostic criteria which included standardized norm based tests of ability and curriculum based measures of achievement. The study observed that the average age of students was 11 years. There was a

gap of 5 years between noticing learning and behavioral difficulties and actually making a diagnosis. This long gap before their presentation in the clinic clearly impacted on their learning. All children in the study demonstrated poor school performance. In the Indian context, problems in school performance as opposed to specific symptoms of Attention Deficit Hyperactive Disorder (ADHD) often constitute the reason for referral. Parents in this study (6 percent) preferred to use alternative form of medicine and addressed their children’s behaviour difficulties by initiating homeopathic treatment.

Kleiman, et (1981) compared 18 children's performance on arithmetic problems administered by computer with problems given in a standard paper and pencil format using a program that was specially modified for use of students with Attention Deficit Hyperactive Disorder. Modifications included individualized level of problem difficulty, a more readable display, self-paced problem- solving, familiar answer format and motivational features (such as graphic displays and praise statements). Dependent measures included accuracy, number of problems attempted and rate of problem solving in the computer format, paper and pencil format. On average, children did almost twice as many problems on the computer as they did with paper and pencil. In addition, the ADHD group on average also spent more time working on problems on the computer, without any significant loss of accuracy or speed. Two factors limited the usefulness of this study. First, the specific nature of the problems of these children was not provided in detail, thus there is no way to evaluate how many subjects actually met the criteria for an ADHD diagnosis. Second, and most critically, no statistical tests were conducted to determine whether there were real differences across treatments. Leasha Barry et (2010) conducted a study on rule-governed behavior and self-control in children with Attention Deficit Hyperactive Disorder (ADHD): a theoretical interpretation. Three theoretical models of Attention Deficit Hyperactive Disorder (ADHD) are reviewed and interpreted in light of educational and behavioral research findings specifically in respect to interventions using self management to address a deficit in rule governed behavior. The perspectives considered in this paper are (a) the unified theory of behavioral inhibition, sustained attention and EF (Barkley, 1997), (b) the cognitive- energetic model (Sergeant, Oosterlaan, & van der Meere, 1999) and (c) the dynamic developmental theory (Sagvolden, Johansen, Aase, & Russell, 2005). The perspectives are discussed in terms of the continued development of

education. Results also indicated that teachers’ ratings of their own knowledge of Attention Deficit Hyperactive Disorder (ADHD) were not associated with test performance. Michael D. Brooks (2009) conducted a study on Attention Deficit Disorder (ADD)/ Attention Deficit Hyperactive Disorder (ADHD): effects on mathematics and mathematical computations. This study evaluated the research that provides an understanding about mathematical results which can be determined independently from contributing factors. The relevance of the findings is important because there are many different reasons hypothesized by researchers as to why Attention Deficit Disorder/Attentions Deficit Hyperactive Disorder (ADD/ADHD) students may be experiencing mathematical difficulties. However, if an environment is created that is targeted at reducing Attention Deficit Disorder (ADD)/ Attention Deficit Hyperactive Disorder (ADHD) students disruptive behaviors and a curriculum implemented that increases active engagement time on subjects for students then understanding and addressing their mathematical issues will become more accurate.

Myrick (2002) conducted a study on counselling interventions for Attention Deficit Hyperactive Disorder (ADHD). He described a developmental school guidance and counseling program with the goal of helping all students learn more effectively and efficiently. Counselors should provide interventions like individual counseling, small group counseling, large group guidance, peer facilitator training and consultation with parents, teachers and administrators.

Nelson, Jason et (2014) conducted a study on test anxiety and college students with Attention Deficit Hyperactive Disorder (ADHD). In the study, test anxiety was examined in college students with and without Attention Deficit Hyperactive Disorder (ADHD). Results indicated that college students without Attention Deficit Hyperactive Disorder (ADHD) reported higher total test anxiety as well as specific aspects of test anxiety, including worry (i., cognitive aspects of test anxiety) and emotionality (i., physiological aspects of test anxiety) than college students with Attention Deficit Hyperactive Disorder (ADHD). Nearly half of college students with Attention Deficit Hyperactive Disorder (ADHD) reported clinically significant levels of the worry aspect of test anxiety. Female with Attention Deficit Hyperactive Disorder (ADHD) reported higher levels of the emotionality aspect of test anxiety than male with Attention Deficit Hyperactive Disorder (ADHD). Those with combined type and inattentive type Attention Deficit Hyperactive Disorder (ADHD) did not differ on any aspect of test anxiety.

Parker (2008) conducted a study on an examination of the effects of Attention Deficit Hyperactive Disorder (ADHD) coaching on university students’ executive functioning**.** This study consisted of seven undergraduates at a selective Midwestern university participated in a semester long pilot study regarding the impact of Attention Deficit Hyperactive Disorder (ADHD) coaching services on their academic experiences. Three major themes emerged from qualitative interviews conducted with participants. Students reported that their goal attainment skill was improved by working with their coaches and they also stated that they enjoyed working with coaches, whom they found to be effective and supportive. Finally, coaching helped students achieve a greater sense of wellbeing and self-regulation.

Prabhat Sitholey et (2012) aimed to compare the usefulness of DSM – IV and ICD – 10 DCR criteria in clinic children presenting with the symptoms of inattention and hyperactivity – impulsivity. 62 children (54 boys and 8 girls) participated in the study. All could be diagnosed with Attention Deficit Hyperactive Disorder (ADHD) however only 44 (71%) could be diagnosed as Hyperkinetic Disorder (HKD). There was no statistically significant difference in most socio demographic variables, severity of illness on Hillside Behaviour Rating Scale and impairment on Children’s Global Assessment Scale (CGAS) of the subjects diagnosed with Attention Deficit Hyperactive Disorder (ADHD) and Hyperkinetic Disorder (HKD) and subjects with Attention Deficit Hyperactive Disorder (ADHD) but not Hyperkinetic Disorder (HKD). Prevatt, Frances et (2014) conducted a study on recognizing and treating Attention Deficit/Hyperactivity Disorder in college students**.** In this study, academic difficulties experienced by children and adolescents with Attention Deficit Hyperactive Disorder (ADHD) have been observed to continue into young adulthood. Treatment outcome studies demonstrated that behavioral and pharmacotherapeutic interventions can be beneficial in improving Attention Deficit Hyperactive Disorder (ADHD) symptoms such as inattention and so facilitate academic performance in young adults with Attention Deficit Hyperactive Disorder (ADHD). This review discussed how Attention Deficit Hyperactive Disorder (ADHD) leads to academic under performance, the warning signs of undiagnosed Attention Deficit Hyperactive Disorder (ADHD) and the potential impact interventions can have on adult academic impairment. Sujata Sethi et (2012) conducted a study on level of stress in the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD). Comparative study is taken for 50 parents of

optimal level of arousal. As a result, these kids provided their own stimulation in the time-out centre in a way that is often disruptive to the classroom. STUDIES ON COMPUTER ASSISTED INSTRUCTION

Teacher plays a vital role for effective teaching learning process in classroom. One of the effective teaching methods is Computer Assisted Instruction. The studies dealt under this heading give a clear picture about the nature, skill, difficulties, performance on Computer Assisted Instruction (CAI).

Despotakis et (2007) conducted a study on students’ attitude towards animated demonstration as computer learning tool. This study aimed at investigating users' initial attitude towards animated demonstration as computer learning tool. Quantitative and qualitative information was collected from forty six interviews with students who used animated demonstrations for the first time. Interview transcripts revealed that students' attitude were influenced by several factors such as the nature of the computer application to be learnt, students' prior knowledge of that application, their prior learning practices, narrator's characteristics, simulated practice options and the procedural segmentation of the presentation. Results of the study can be exploited to enhance the design of educational applications that incorporate animated demonstrations. Jeyamani (1991) conducted a study on effectiveness of the simulation model of teaching through Computer Assisted Instruction (CAI). The objectives of the study stated that the effectiveness of the simulation model of teaching is compared to the traditional method and to utilize the growing use of computer in education. The researcher developed a Computer Assisted Instruction (CAI) package in physics for class XI students. The pre test, post test method was used for the study. Mean, standard deviation and t test were used to treat the data. The findings of the study indicated that the experimental group obtained a higher mean than the control group and there was no significant difference in learning level between Tamil medium and English medium students. It was concluded that the experimental group performed significantly better than the control group.

Joy, B.H et (2002) conducted a study on Computer Assisted Instruction (CAI): attitude of teachers and correlates. The sample consisted of 50 high school science teachers of the

Thiruvananthapuram revenue district, Kerala randomly selected with the help of purposive sampling. Teacher competency was positively related to post knowledge in Computer Assisted Instruction (CAI) of the experimental group. As a result of training in Computer Assisted Instruction (CAI), the attitude of the experimental group became more favorable towards computer education. Khasnis (2013) conducted a study on enhancement of mathematics learning through CAI. The results of this study showed positive outcomes on the student’s immediate achievement in mathematics, attitude towards mathematics and computer assisted learning made the investigator concluded that computers could be integrated into mathematics education system. Khirwadker (1998) conducted a study on development of computer software for learning chemistry for standard XI Science students studying GSTB syllabus. The objective of the study was the development of Computer Assisted Instruction package in Chemistry and to study the effect of the software package on student achievement in relation to student (a) intelligent level (b) motivation level and (c) attitude towards the package. The data was quantitative as well as qualitative including teachers and students’ opinion about the package. The sample for experiment was 30 students in experimental group and 30 students in control group randomly taken. The findings were the software package developed for teaching three units of standard XI Chemistry textbook of GSTB was effective in terms of students’ achievement. Kuo-En et (2004) proposed a computer-assisted system named MathCAL, whose design is based on four problem-solving stages: (1) understanding the problem, (2) making a plan, (3) executing the plan and (4) reviewing the solution. A sample of one hundred and thirty fifth-grade students (aged 11 years old) completed a range of elementary school mathematical problems and empirically demonstrated. The results showed MathCAL to be effective in improving the performance of students with lower problem solving ability. Levy (1985) investigated the effect of Computer Assisted Instruction (CAI) upon achievement in reading and maths and to determine the significance of gender in this respect. The study resulted in a significant gain by Computer Assisted Instruction (CAI) group. In reading, girls gained more as compared to the boys whereas, no gender differences were found in respect to their achievements in maths. Rivet, J. (2001) conducted a study on students achievement in middle school mathematics: Computer Assisted Instruction (CAI) versus traditional instruction. The main objective is stated

higher on post test than the students of traditional method group and Students opined favorably for learning through Computer Assisted Multimedia Package. Sindhi, N. (1996) conducted a study on the construction and try out of multimedia package for the teaching of physics in standard XI. The main objective of the study was to find the effectiveness of multimedia package in terms of achievement of students. The finding showed that if the teaching is done through multimedia package, then student can remember it for a longer time. Singh, R et (1991) conducted a study on teaching of mathematics: effectiveness of Computer Assisted Instruction (CAI) and conventional method of instruction. The objective of the study stated that the difference in mathematics achievement occurred as a result of the difference in instructional strategy among boys and girls separately and as a group. The sample of the study consisted of 220 students from four selected higher secondary schools of the Bhilai steel plant. The findings of the study were the students who used the computer scored significantly higher than those taught mathematics through the conventional method and the students who used the computer showed significantly highly favorable attitude towards mathematics than those who did not use the computer. Stultz (2008) researched on the effectiveness of Computer Assisted Instruction(CAI) for teaching mathematics to students with a specific learning disability. The objective of the study was to determine if computer assisted instruction was as effective as other methods of instruction that do not use computers for teaching mathematics to students with a specific learning disability. It was found that a statistically significant difference does not exist between the two methods of instruction and that individual student characteristic or other factors may interact with the method of instruction utilized when teaching students with specific learning disability. Wang (1997) investigated the effectiveness of a computer based self- instruction training programme for teaching mathematics problems to children with learning disabilities and the results of the study supported the efficacy of computer based self instruction training programmes for teaching mathematics.

Wei, Quan (2010) conducted a study on the effects of pedagogical agents on mathematics anxiety and mathematics learning. The purpose of this study was to investigate the impact of the mathematics anxiety treatment messages in a computer based environment on ninth grade students' mathematics anxiety and mathematics learning. This study employed a pretest and

posttest experimental design. 128 students were included for data analysis. The results suggested that mathematics anxiety treatment messages provided by a pedagogical agent had no impact on student mathematics anxiety and mathematics learning. There were significant interaction effects between treatment messages and learner's prior mathematics anxiety level only on current mathematics anxiety. Yixin Zhang (2004) conducted a study on mathematics pedagogy: traditional method versus Computer Assisted Instruction (CAI). The purpose of this study is to determine the effectiveness of computer-assisted instruction (CAI) versus traditional lecture type instruction on triangles. Two quasi experiments were conducted in six 6th grade classes with a total of 108 students respectively. The analysis revealed that there was no statistically significant difference between the students’ achievement in control and experimental groups. The result implied that teachers could use computer assisted instruction software only as a supplementary tool. Further research is recommended to examine effectiveness of computer assisted instruction with an extended time span. Youngkyun Baek et (2006 ) conducted a study to identify factors influencing teachers’ decisions about using technology in the classroom setting and examined the degree to which teaching experience affects these decisions. Specifically, the items employed in this study were derived from the teachers’ perceptions of technology use. The findings of this study implied that teachers do not pay much attention to raising the quality of learning when they decide to adopt technology especially as they are more experienced. Because of the potential benefits in the classroom, teachers at all levels should use technology while conscious of its purpose and truly believe in its effectiveness for learning. Therefore, teacher education programs must challenge teachers to remain cognizant that technology is used for enhancing instruction and learning and not only for demonstrative purposes. Youngkyun Baek (2011) conducted a study on what makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. The purpose of this study was to identify factors influencing teachers’ decisions about using technology in the classroom setting and examine the degree to which teaching experience affects these decisions. The study analyzed six factors which influenced teachers use technology in their classroom: adapting to external requests and others’ expectations, deriving attention, using the basic functions of technology, relieving physical fatigue, class preparation and management and

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Course : Bsed english (el17)

University : la consolacion college manila.

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