GSBC607 - Multi Mice

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 1

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

THE PHILIPPINE WOMEN’S UNIVERSITY Graduate School of Education Pedro Gil, Taft Manila

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

By:

NANELYN T. BONTOYAN GRADUATE SCHOOL OF EDUCATION THE PHILIPPINE WOMEN’S UNIVERSITY

GSBC 607: STATISTICS WITH COMPUTER APPLICATIONS

Dr. Guillerma De Leon Professor

2016 Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 2

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Table of Contents Chapter 1 ..................................................................................................................................................... 4 Introduction.............................................................................................................................................. 4 Background of the Study ....................................................................................................................... 7 Significance of the Study..................................................................................................................... 13 Statement of the Problem ................................................................................................................... 14 Hypothesis of the Study ...................................................................................................................... 15 Chapter 2 ................................................................................................................................................... 16 Methodology.......................................................................................................................................... 16 Research Design .................................................................................................................................. 16 Respondents of the Study................................................................................................................... 17 Sampling Techniques .......................................................................................................................... 18 Research Instruments and Techniques ............................................................................................ 19 Validity and reliability of the instrument ............................................................................................ 20 Data Gathering Procedure .................................................................................................................. 20 Statistical Treatment of Data .............................................................................................................. 21 Chapter 3 ................................................................................................................................................... 23 Presentation, analysis and interpretation of data ............................................................................ 23 Chapter 4 ................................................................................................................................................... 36 Additional Research Findings............................................................................................................. 36 Conclusions ........................................................................................................................................... 37 References ............................................................................................................................................ 40 Appendices............................................................................................................................................ 41

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 3

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Chapter 1

Introduction The art of teaching has always been challenged by harsh realities like the training that was accorded to the teacher prior to actual teaching, the resources that are made available to them as well as the state of the students that are assigned to them.

In the National Capital Region (NCR), the standard teacher student ratio should ideally by 1:25 but the reality is 1:33 on average and in some depressed areas, this can go as high as 1:50. This scenario alone heavily affects the effectiveness of the teacher and impacts the learners directly in terms of knowledge acquired. Couple this with the limited per classroom budget of the government; the teacher is put in a situation where it seems very difficult to deliver at their jobs.

Technology is the clear solution to neutralize this problem. However, considering the limited budget issue mentioned above, it has to be technology that is cheap and easy enough to implement quickly.

The opportunities of the century changed through new technological approaches in every field. One and the most important of these fields are education and instructional systems. Through the technological changes students of this century need to understand the opportunities and advantages of the new approaches. The effective use

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 4

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

of technological opportunities by students and teachers on education is the requirement of new technological world.

Barr (1990) emphasizes “If we wish to prepare students for life-long learning, we must begin to introduce them to the tools which they will use in the careers they pursue after their formal education is completed”. Technological advances with multimedia changes the way of information, sources of information and the communication. The pace of changes in technology also changes educational approaches and offers new opportunities to the instructional systems. A technological approach which includes multimedia application and contains text, graphics, and all other media has become increasingly important for students in schools. The use of the multimedia opportunities makes the instruction readily available, more affordable and limitless technology in every step of the instructional systems is the requirement of today’s world. Technology gives the learners control over their learning.

Technology aided instructional applications in schools have become widespread, from pre-schools through the university level. Instructional technology use in preschools help students learn effectively and increase learning enjoyment through gamebased instruction.

The technology is a place where children can have fun while exploring the many exciting things through its opportunities. Technology is also a way for children to demonstrate self-direction and independence. If technology can be used effectively in Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

classrooms, children’s learning opportunities will multiply. A successful experience with technology depends on how the technology is integrated into the classroom (Dodge, D., L Colker, & C. Heroman 2002).

Effective use of technology for instructional systems requires successful adoption of technology opportunities to the instructional programs. Integrating multimedia opportunities consist of hardware and software proficiency, instructional proficiency, detailed design proficiency (Eristi, 2008). Slowinski (2000) suggested that full integration of a technology plan within a school should “be advantageous to teachers, be compatible with needs and expectations, be simple to use, be easily tried without a huge commitment to change, and be observable and modeled by staff who embrace technology”.

A specific technology that has been used for some time in teaching is a Clicker.

This is a tech wherein students are given a device (clicker) that they can use to react to whatever the teacher is saying or asking. This has been known to increase the teacherstudent interaction level.

Computer software giant Microsoft has introduced an add-on to its popular PowerPoint product that allows it to convert a computer mouse into a clicker. It does not have the full functionality of commercial clickers but it already accords the teachers enough interactivity. Since most teachers are already adept in using Microsoft products

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

and computer mouse are already available everywhere, this technology now becomes one of the likely candidates for implementation in the classroom.

The researcher wants to use this technology as a tool to see if indeed, a cheap implementable technology will give impact in teaching methodology of the teachers within the Division of Pasay.

Background of the Study In order to meet the individual academic needs of the pupils, educators have turned to technology as part of their strategies and techniques. Technology has surged and forged ahead captivating and drawing the attention of users, predominantly ages eight to eighteen. The Henry J. Kaiser Family Foundation (2010) reported that young people have increased their daily use of technology and media from 6.5 hours a day to slightly over 7.5 hours a day. This increase is attributed to the explosion of mobile and online media accessible to youth ages 8 to 18 years old. In knowing that these generations of students are filling today’s classrooms, it is essential that teachers tap into this medium to motivate learners.

The opportunities of the century changed through new technological approaches in every field. One and the most important of these fields are education and instructional systems. Through the technological changes students of this century need to understand the opportunities and advantages of the new approaches. The effective use

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 7

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

of technological opportunities by students and teachers on education is the requirement of new technological world.

K-12 classrooms of today are now equipped with interactive white boards, LCD projectors, multiple computer stations, document cameras, speaker systems, and even student response systems (SRS) or “clickers” as they are often called (Judson & Sawada, 2002; Adams & Howard, 2009). These devices are now more the “norm” than not making the need for change in how we teach vital (Marlow, Wash, Chapman, & Dale, 2009). No more is there a need for overhead projectors, film strip projectors, opaque projectors, tape recorders, or CD players; even chalk and marker boards are almost obsolete in classrooms. Now, teachers can invite K-12 students up front to share work on the document camera, to interact with the stroke of a pen or even a finger on the active white board, or click in a response using a remote hand-held device (Wash, 2011).

A particular technology that we can focus on is clickers or student response systems which are widely used today in the developed countries.

Student response systems consist of individual hand-held remote response devices (clickers), a receiver, a projector, and a computer. Regardless of the brand name purchased, special software is required to operate and manage the devices.

Once all components are available and ready for use, questions can then be posed to the class either in presentation format or orally. Students will then respond by pressing Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

the corresponding buttons on the remote device sending their responses electronically to the software for class display. Some clickers allow for only multiple choice responses A-F, while other devices allow both alpha and numeric input and even short answer responses. For example, the Promethean Active Expression clickers allow the teacher to pose short answer questions and then display and manipulate all responses on the board for discussions and clarification if needed. Additionally, several of the clicker brands even allow for self-pacing assessments that enable the students to take a quiz independently through their individual device and no class display is needed; thus allowing for both informal and even formal assessments to be provided through this instructional technology.

Prior research studies conducted on the effectiveness of clickers in the classroom support their use. Mula and Kavanaugh (2009) concluded with their study of first year accounting students that 96% of the students reported that clickers were a positive experience, that students using clickers perceived they gained an enhanced understanding of the material presented, that the use of clickers increased student participation, yet data comparing assessment performance between those using clickers and those not using clickers was inconclusive. Additionally, Kolikant, Drane, and Calkins (2010) reported three findings based on their study working with seasoned university faculty: 1) Implementing clicker technology is neither a simple nor an overnight process.

It takes time and a willingness to change; 2) Provided an anonymous means to engage reluctant students. They stated that Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

this form of participation helped provide “out of public attention� in class participation; and 3) The feedback from the student responses during class moved them from teacher-centered faculty to student-centered faculty.

However good this literature might be, we again go back to the harsh reality of having limited education budgets so we have to be more resourceful in dealing with this matter.

Year 2010, Microsoft released a free PowerPoint add-in program called Mouse Mischief/Multiple Mice as an alternative student response system. Microsoft Mouse Mischief is an add-in to Microsoft Office PowerPoint 2010 and 2007, the presentation program by Microsoft that is part of the Microsoft Office system. This allows ordinary computer mouse be turned into clickers. It runs on the Microsoft Windows operating systems Windows XP SP3, Windows Vista and Windows 7. The program enables teachers to create and insert questions, polls, and drawing activity slides into Office PowerPoint lessons. When the lessons are played, students can actively respond to these slides, individually or in teams, by using their own mice to click, circle, cross out, color in, or draw answers on the screen.

Mouse Mischief emerged from collaboration between two of Microsoft's research labs in India and China. In 2006, in response to the high student-to-computer ratio in many schools, Microsoft Research India (IDC) began working on a technical solution Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

that would provide each student with a mouse and a cursor on the screen. They conducted several field studies of multiple-mouse software program and computeraided education. This was extended by Neema Moraveji, then a researcher with Microsoft Research Asia in Beijing, China, to class-wide interactions using a large display and interaction with PowerPoint. Initial uses were meant to support remote teaching from urban Chinese centers to villages. The remote-teaching component was soon dropped and utility was observed for in-class interactions.

Further studies by members of the same team were conducting experimenting with mouse-based text entry and the impact of pointing performance when seeing multiple cursors on-screen. Further research on Mouse Mischief continued when Moraveji continued research as a doctoral student at Stanford University's Learning Sciences and Technology Design program.

A distinct feature observed in computer use in schools or rural kiosks in developing countries is the high student-to- computer ratio. It is not unusual to see more than five children crowding around a single display, as schools are rarely funded to afford one PC per child in a classroom. One child controls the mouse, while others are passive onlookers, without operational control of the computer. Learning benefits appear to accrue primarily to the child with the mouse, with the other children missing out.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 11

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

So how does Mouse Mischief work? Users can simply launch Microsoft PowerPoint, which is typically already familiar software, and drop in question slides using the provided templates within the add-in program. Student participants are provided wireless mice as their remote devices. When Mouse Mischief begins, each wireless mouse is assigned a pre-set icon for ease in identification of each participant.

When the question slides are provided, students move their assigned icon using their mouse to click on their answer or even draw or write responses directly on the slides from their seats. This particular feature, the drawing tool, allows for fill-in-the-blank type responses, matching responses, sequencing, parts of speech identification, and other questioning strategies.

The obvious technical solution is to provide each child with a mouse and cursor on screen, thus effectively multiplying the amount of interaction per student per PC for the cost of a few extra mice. To our surprise, both the concept and the implementation appear to be unique to date, for the specific application to computers in education in resource-strapped communities, with previous work restricting studies to two mice, or for largely non-educational applications. Using the developed software of multiple mice, it allows multiple colored cursors to co-exist on the monitor, along with two sample games with some educational content. Initial trials with both single mouse and multiplemice scenarios suggest that children are more engaged when in control of a mouse, and that more mice increases overall engagement. Our results suggest new areas of research in pedagogy for computers in education.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 12

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

With the introduction of Mouse Mischief to the market and its obvious differences regarding equipment and implementation, the need to research the effectiveness of this modified student response system was conceived.

The researcher will now use this technology as a tool to see if indeed, a cheap implementable technology will give impact the teachers within the Division of Pasay.

Significance of the Study The general significance of this research is also the reason why the researcher has selected this topic and was already made evident in the introduction and background of the study.

To better emphasize:

For the Teachers, the results of this study may likewise challenge teachers to think out of the box and not be confined to the restrictions being posed by realities.

That with less, we can actually do more. All that is needed is creativity and imagination and resourcefulness.

Further, the result of this study may also give them a glimpse of what a 21st century classroom will looks like despite the scarcity of resources given and the proper approaches they need to give just to address the needs of the Z generations.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 13

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

For the Pupils, they will be the ultimate beneficiary of this study since better teachers will mean better instructions and better instructions will translate to them being better prepared for tomorrow.

For the School Administrators, the concepts learned from the study may provide them an inspiration to think more creatively in order to maximize the little resources that are handed them, not just for kindergarten but for the entire school.

For Future Researchers, this study would serve as a baseline for those who want

to

take

related

study

using

Multiple

Mice/Mouse

Mischief

as

one

methodology/strategy in teaching not just only in kindergarten but to other grade levels.

Statement of the Problem The study aims to determine the Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kingergarten Pupils in the Division of Pasay

Specifically, this study will attempt to answer the following support questions: 1. What is the demographic profile of kindergarten teachers in terms of the following variables: 1.1 Age 1.2 Gender

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 14

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

1.3 Length of Service 2. What is the knowledge of the kindergarten teacher in terms of: 2.1 Use of Computer Skills 2.2 Integration of Multiple Mice in Teaching 3. Is there significant difference in the MM scores in terms of gender and length of service?

4. Is age significantly correlated to MM scores?

5. What is the extent of use of multiple mice in the classroom?

6. How is the survival rate of the students before and after applying multiple mice in the classroom?

7. How effective is the multiple mice in the classroom in terms of the level of integration of the teachers through kindergarten pupils?

Hypothesis of the Study There is no significant relationship between the use of Multiple Mice to the impact of the teaching effectivity of Kindergarten Teachers in Selected Schools in the Division of Pasay

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 15

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Chapter 2

Methodology This chapter presents the procedure of research activities as follows: research design, participants of the study or respondents, research instruments and techniques, data gathering procedure, statistical treatment of the data, research triangulation, Cronbach’s Alpha analysis, and validity of the instrument.

Research Design This study is quantitative in design. Quantitative method of research is the processes of inquiry based on testing a theory through the use of variables, measured with numbers and analyzed using statistical techniques. It also determines whether predictive generalizations of a theory can enable the researcher to understand the phenomena. The study will quantitatively examine the gathered data from the respondents (Kindergarten teachers of the Division of Pasay City) and interpret the results through the use of the mean and percentage.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 16

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Respondents of the Study This particular study was conducted in the Division of Pasay which consists of 4 districts: North, East, West and South District. Table 1 presents the summary of kindergarten teachers in Division of Pasay.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 17

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

This study used purposive sampling techniques, all districts in the Division of Pasay were included. Schools with the highest number of teachers were chosen to be the respondents of this study. Table 2 shows the number of respondents per district.

DISTRICT

SCHOOL

Male

Female

Total

North

PBES

1

6

7

East

TPES

1

9

10

West

JRES

0

7

7

South

KES

1

9

10

3

31

34

TOTAL Table 2 Number of Respondents per District

Sampling Techniques The researcher used purposive sampling, also referred as selected or subjective sampling, which is a non-probability sampling technique characterized by a deliberate effort to gain representative samples by including groups or typical areas in a sample.

The respondents provided information related to their demographic profile, their views on computer technology with the integration of multiple mice, acceptability of integration, the process of integration, and the level of integration. They also provided data on the attendance of the learners every day after using multiple mice in the classroom.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 18

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Research Instruments and Techniques In this paper, an approach was proposed to introduce effectiveness of interactive instruction using multiple mice which was designed for kindergarten pupils. Each teacher in the research study was trained on how to use the program Mouse Mischief/ Multiple Mice. A survey instrument was designed consisting of thirty (30) items divided into five parts.

Part I gathers the demographic profile of the respondents in terms of their age, gender, and length of service.

Part II gathers their views on computer technology with the integration of multiple mice and is further sub-divided into two parts: the use of computer skills that use likert scale that scored from 1 to 4 that correspond “1= Strongly Disagree”, “2= Disagree”, “3 = agree”, “4 = “Strongly Agree” same as the integration of Mouse Mischief/ Multiple Mice.

Part III is the process of integration of Multiple Mice, the scale indicated frequency of use of Multiple Mice that respond to “1-never”, “2- once in a while”, “3– fairly often” and “4 – almost always” Part IV is about the survival rate of kindergarten pupils before and after applying multiple mice in the classroom and the impact of computer technology in the classroom.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 19

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Part V is about the level of integration of multiple mice in teaching activities. This part talks about the stages that best describes where the teachers are in the process of integration.

Descriptive survey method was employed to collect the necessary data and to examine the impact of multiple mice to the kindergarten teachers. Furthermore, observations and interviews were conducted to clarify some points and supplement the data gathered from the questionnaires.

Validity and reliability of the instrument The Survey Instrument was referred to experts and practitioners for further validation. After the questionnaires were validated, the researcher tested its reliability using cronbach alpha with the result of 0.88 which means the questionnaire is good and ready to be distributed to the respondents and utilized for this study.

Data Gathering Procedure After the validation and the approval of the researcher-made questionnaire, the researcher submitted a request letter to the Superintendent of the Division of Pasay for the purpose of distributing and disseminating the questionnaire. It was given a positive response. With the approval, The researcher took the effort to explain the purpose and the importance of the study, which was to identify the effectiveness of Interactive Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 20

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Instruction using multiple mice designed for Kindergarten Pupils. The researcher then personally handed the questionnaires to the respondents.

Two weeks later, the researcher collected the fully accomplished questionnaires.

During retrieval, a thorough check of the research instrument was done to ensure that all items were properly answered. The data gathered were classified, analyzed, interpreted and presented in external and tabular forms.

Statistical Treatment of Data In this research, the data were metric. After gathering the data, the following statistical tools were applied: For sub problem number 1, the demographic profiles of the kindergarten teacher in terms of their age, gender, length of service and educational attainment were described using frequency distribution and percentage statistics. The frequency was used to determine the number of respondents in particular classification. The percentage distribution was employed to find out the proportion of the respondents in a particular category.

For sub problem number 2, the knowledge of the kindergarten teachers in terms of the use of computer skills and integration of multiple mice in teaching were used the weighted mean. Weighted mean was calculated by giving values in a data set more influence according to some attribute of the data. It is an average in which each quantity

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 21

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

to be averaged is assigned a weight, and these weightings determine the relative importance of each quantity on the average. Weightings are the equivalent of having that many like items with the same value involved in the average For sub problem number 3, the significant difference in the Multiple Mice scores in terms of gender and length of service were used T-test and Analysis of Variance (ANOVA). A t-test is an analysis of two populations’ means through the use of statistical examination; a t-test with two samples is commonly used with small sample sizes, testing the difference between the samples when the variances of two normal distributions are not known. A t-test looks at the t-statistic, the t-distribution and degrees of freedom to determine the probability of difference between populations; the test statistic in the test is known as the t-statistic. To conduct a test with three or more variables, an analysis of variance (ANOVA) was used.

ANOVA is a collection of

statistical models used to analyze the differences among group means and their associated procedures (such as "variation" among and between groups) While for sub problem number 4, the age significantly correlated to Multiple Mice scores used Pearson R Correlation, or simply Pearson R. It is a statistical formula that measures the strength between variables and relationships.

For sub problem number 5 and 6, the extent of use of multiple mice in the classroom and survival rate of the students was described by using mean. It used both qualitative and quantitative methods in gathering the data.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 22

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Chapter 3

Presentation, analysis and interpretation of data This chapter deals with the presentation, analysis and interpretation of data in pursuit of answering the problems raised in Chapter I.

Problem 1 - What is the kindergarten teachers' profile in terms of the following variables: 1.1 Gender 1.2 Age 1.3 Length of service

The following tables describe the demographic profile of selected kindergarten teachers in the division of Pasay City in terms of: 1.1 Gender Table 1 presents the frequency and percentage distribution in terms of gender of kindergarten teachers in the Division of Pasay City from the selected schools in four districts.

Table 1: Gender Gender Male Female Total

Frequency 3 31 34

Percentage 8.82% 91.18% 100%

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Male 9%

As shown in table 1, from 35 respondents, only three (3) are male (estimated 9%) while thirty-one (31)

Female 91%

are femail (estimated 91%). There were more female than male respondents.

1.2 Age. Table 2 - Age Age 21-25 Years Old 26-30 Years Old 31-35 Years Old 36-40 Years Old 41-45 Years Old Total

Frequency 4 15 8 5 2 34

Percentage 11.77% 44.12% 23.53% 14.71% 5.88% 100%

Based on Table 2, ages 26-30 Years Old got the highest percentage which is 44.12%. It shows that because of the full blast implementation of kindergarten last 2011, the Department of Education hired lot of young teachers to handle kindergarten. Ages between 31-35 years old next in the line that corresponds to 23.53% followed by 36-30 years and 21-25 years old. Only 2 or 5.88% of the teachers belong to the bracket of 41-45 years old. According to the National Association for the Education of Young Children, the most important characteristic for teachers of kindergarten is enthusiasm and passion for children. This goes well beyond enjoying being will children. It means wanting to make a difference to each Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

and every child. Teachers must have the drive to unlock every child's door to learning, overcoming any obstacle a child may have. This is the reason why most of the teachers in Division of Pasay are young and enthusiastic.

1.2 Length of Service Table 3 – Length of Service Age 1st year in teaching 2-5 years 6-10 years 11-15 years 16-20 years Over 20 years Total

Frequency 1 8 14 6 4 1 34

Percentage 2.94% 23.53% 41.18% 17.64% 11.77% 2.94% 100%

Table 3 shows the length of service of kindergarten teachers. Since RA 10157 also known as “Universal Kindergarten Act” was fully implemented last 2011, it was the year of mass hiring for kindergarten teachers, therefore 6-10 years in service covered 41.18% or 14 respondents followed by 2-5 years. Other brackets in terms of the length of service such as 11-15 years, 16-20 and over 20 years are those teachers who handle other grade level before handling kindergarten.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

Page | 25

GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Problem 2 - What is the knowledge of the kindergarten teacher in terms of:

2.1 Use of Computer Technology in the Classroom 2.2 Integration of Multiple Mice in Teaching The following tables describe the knowledge of kindergarten teachers in the division of Pasay City in terms of:

2.1 Use of Computer Skills Table 4 – Use of Computer Technology in the Classroom The use of computer technology in the classroom…

1. Increases academic achievement (e.g. grades).

2. Promotes student collaboration.

3. Makes classroom management more difficult.

4. Promotes the development of communication skills (e.g., writing and presentation skills).

5. Is a valuable instructional tool.

6. Gives teachers the opportunity to be learning facilitators instead of information providers.

7. Helps accommodate students’ personal learning styles.

8. Improves student learning of critical concepts and ideas.

9. Motivates students to get more involved in learning activities.

10. Promotes the development of students’ interpersonal skills (e.g., ability to relate or work with others).

1

2

3

0

0

16 18

Average Mean Rank N=34 3.52 1

0 0 26 8 0 7

17 17 0 0 17 10

3.5 1.24 3.09

2 10 9

0 0

2 3

18 14 19 12

3.30 3.26

4 6

0

3

24 7

3.12

8

0

3

20 11

3.24

7

0

2

19 13

3.32

3

0

1

22 11

3.29

5

4

From Table 4, in terms of using the computer technology in the classroom, teachers believe that it helps students increase their academic achievement which got 3.52 mean and ranked in 1st place. It also promoted student collaboration which was Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

second place in the ranking with a mean of 3.5. It also motivated the students to get more involved in learning activities. Based on the results, teachers don’t believe that using computer technology makes classroom management more difficult, it ranked last among the group with a mean of 1.24 only.

2.2 Integration of Multiple Mice in Teaching Table 5 – Integration of Multiple Mice in Teaching

1

2

3

0

0

20 14

Average Mean Rank N=34 3.41 5

0

1

18 15

3.41

5

0

0

21 13

3.38

7

0

0

22 12

3.35

8

0

0

20 14

3.41

5

0

1

23 10

3.26

9

0

1

17 16

3.44

3

0

0

12 22

3.65

1.5

0

1

10 23

3.65

1.5

Integration of Multiple Mice in teaching..

1. Multiple Mice increase participation in class.

2. Multiple Mice increase mental engagement in class 3. Multiple Mice facilitate positive interactions in the classroom 4. Multiple Mice help provide instant feedback on what students know.

5. Multiple Mice increase learning.

6. Multiple Mice stimulate class discussions based on data received/displayed.

7. Multiple Mice should be used more often in my classroom 8. Multiple Mice should be used more often in K12 classes.

9. Multiple Mice increase student response in the classroom.

4

Refering to Table 5 above, the teachers believe that the use of multiple mice increases student response in the classroom (Q#9) and should be used more often in kto12 classes (Q#8) which ranked both in 1st place.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Problem 3 - Is there significant difference in the multiple Mice scores in terms of gender and length of service?

3.1 Gender Group Statistics (Table 6 – Result of gender using T-Test) Gender

N

Mean

Std. Deviation

Std. Error Mean

M

3

30.6667

1.52753

.88192

F

31

28.4839

3.20282

.57524

MM

Independent Samples Test t-test for Equality of Means Sig. tailed)

(2- Mean Difference

Std. Error 95% Difference Confidence Interval of the Difference Lower

Equal assumed

variances

.256

2.18280

1.88923

-1.66544

Equal variances not .107 assumed

2.18280

1.05294

-.73623

MM

Based on the results as shown in Table 6, there is NO significant difference among the integration of Multiple Mice in the classroom scores of the participants in terms of gender. Therefore, do not reject the null hypothesis, meaning the integration of multiple mice in the classroom has no influence/effect in terms of gender.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

3.2 Length of service Multiple Comparisons

(I) Combined (J) Combined Mean Length Length Difference (I-J)

Std. Error

Sig.

95% Confidence Interval Lower Bound

1-5 years

6-10 years

.70635

1.21676 .566

-1.7786

11-15 years

.61111

1.50098 .687

-2.4543

4.77778*

1.58849 .005

1.5337

1-5 years

-.70635

1.21676 .566

-3.1913

11-15 years

-.09524

1.38964 .946

-2.9333

4.07143*

1.48373 .010

1.0413

1-5 years

-.61111

1.50098 .687

-3.6765

6-10 years

.09524

1.38964 .946

-2.7428

4.16667*

1.72449 .022

.6448

1-5 years

-4.77778*

1.58849 .005

-8.0219

6-10 years

-4.07143*

1.48373 .010

-7.1016

11-15 years

-4.16667*

1.72449 .022

-7.6886

16 years beyond

6-10 years

16 years beyond

11-15 years

16 years beyond

16 years beyond

and

and

and

and

Table 7 – Result of Length of Service using ANOVA

From Table 7, the integration of Multiple Mice in the classroom scores of those who whose length of service is 16 years and beyond is significantly different from the Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

rest of the other groups. The mean difference is significant at the 0.05 level. It implies only that those teachers below 15 years in teaching are more inclined in using multiple mice in the classroom. Therefore reject the null hypothesis and accept the alternative hyphotesis.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Problem number 4 - Is age significantly correlated to the integration of multiple mice in the classroom scores?

Correlations

Pearson Correlation Age

MM

Age

MM

1

-.574**

Sig. (2-tailed)

.000

N

34

34

Pearson Correlation

-.574**

1

Sig. (2-tailed)

.000

N

34

34

Table 8 – Result of age using Pearson R

**Correlation is significant at the 0.01 level (2-tailed).

Based on Table 8 above, there is a moderate negative correlation between age and the integration of Multiple Mice in the classroom scores and this correlation is significant therefore reject the null hypothesis and accept alternative hypothesis because p-value which is .000 is less than the level of significant that is 0.01.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

by Nanelyn T. Bontoyan

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Problem number 5 - What is the extent of use of multiple mice in the classroom?

1. Use Multiple Mice in your lessons.

2. Use LCD projector (a projector connected to a computer) in class.

3. Create PowerPoint presentations using multiple mice to use in class.

4. Create lesson plans with integration of multiple mice.

5. Allow students to draw using multiple mice.

6. Use multiple mice as a form of games in the classroom.

7. Use multiple mice as a form of assessment in the classroom.

TOTAL

1

2

3

4

1 0

8 0

10 5

15 29

Average Mean Rank N=34 3.14 4 4.64 1

0

1

14

20

3.64

3

7

0

1.61

7

20 7 7

17 10

0

2.08

6

2

10 15

7

2.79

5

0

2

25

3.67

2

7

30 90 204 384

Table 9 – Extent of use of multiple mice in the classroom

Based on the results of table 9, they used the multiple mice almost always with the sum of 384, while most of the teachers using LCD projectors connected to the computer in class. This is because of the initiative of the local government thru local school board provides projector to each kindergarten teachers with wide screen and pointers.

The result also shows that they use multiple mice as a form of assessment in the classroom while they find difficulty in creating lesson plans with integration of multiple mice.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Problem number 6 - How is the survival rate of the students before and after applying multiple mice in the classroom?

Attendance

Before

After

A. 100% perfect attendance everyday B. 90-99% attendance everyday C. 80-89% attendance everyday D. 70-79% attendance everyday E. 69% and below the attendance everyday

0

0

0

32

14

2

20

0

0

0

35 30 25 20 15 10 5 0

A. 100% B. 90-99% C. 80-89% D. 70-79% perfect attendanc attendanc attendanc attendanc e everyday e everyday e everyday e everyday

Attendance Before

0

0

14

20

E. 69% and below the attendanc e everyday 0

Attendance After

0

32

2

0

0

Table 10 - Comparative Attendance The result shows that before they used multiple mice in their teaching, the attendance of their student every day was ranging only from 70 to 89% while after using, attendance is in between 90 to 99% every day. The researcher also Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

used quantitative method by asking what the effect of multiple mice in the classroom and the respondents answered aside from the students eager to come to school every day, it makes teaching more fun and interactive.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Sub – problem number 7 - How effective is the multiple mice in the classroom in terms of the level of integration of the teachers through kindergarten pupils?

Level of integration

f

%

A. Awareness

3

8.82

B. Learning

1

2.94

C. Understanding

13

38.23

D. Familiarity

10

29.41

E. Adaptation

2

5.88

F. Creative Application

2

5.88

TOTAL

34

100%

14 12 10 8 6 4 2 0

Series1

A. Awareness

B. Learning

3

1

C. D. Familiarity E. Adaptation Understanding 13

10

2

F. Creative Application 2

Table 11 - Effectivity of Multiple Mice Question number 7 used both qualitative and quantitative method, based from findings, out of 34 respondents, 13 respondents or 38.23 % falls under understanding level which they are beginning to understand the process of using multiple mice and they can think of specific tasks in which it might be useful.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Chapter 4

Summary of Findings, Conclusions, and Recommendations Additional Research Findings In conducting this study where practicing teachers are working to perfect the implementation of an instructional tool like Mouse Mischief, the findings go way beyond the quantitative results. Additional informally collected data included the sharing of celebrations

regarding

classroom

management

strategies

through

the

online

discussions during the implementation phase of the study. Such strategies were the sharing of the order of the pre-assigned icons to assist teachers with assigning the mice to specific groups; how to strategically place a “parking lot” on each question slide to park the mice icons since the mice are moving across the screen and can be very distracting; how to effectively use the pause button built into each slide’s tools as well as the built-in timer; to how to develop questions on each slide to prevent the “follow the leader” aspect that can occur because the icons for all mice are visible until an answer is clicked. These lessons learned are invaluable and assisted each teacher participant with the overall implementation of the instructional technology.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Conclusions Effective use and choice of interactive learning tools engages students to use new and emerging information and communication technologies. Teachers may use films, slides, overhead projectors, and the latest technologies in teaching, including computers, telecommunication systems, and video discs. The use of computer resources, such as educational software, internet and other devices exposes students to a vast range of experiences and promotes interactive learning.

Through the technological opportunities in instructional systems, students can communicate with students in other countries to gather information (Bureau of Labor Statistics 2005). The increasing use of multimedia opportunities presents different educational approaches to the student.

Information and communication technology has become part of the teacher’s instructional repertoire along with the increasing accountability demanded of early childhood and elementary grades (Cuban, 1986). Clark (1994) concluded that media and technology could be used to make learning more efficient (enable students to learn faster), more economical (save costs), and/or more equitable (increase access for those with special needs).

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Based on this research, the data supports that multiple mice increases students response in the classroom and teachers feel that they should be used more often in class. Furthermore, the teachers feel that the use of Mouse Mischief increases mental engagement

and

promotes

positive

interactions.

However,

contrary

to

the

aforementioned data results, the data also revealed that the teachers don’t believe that the Multiple Mice stimulate class discussion based on the data received / displayed, nor did it help to provide instant feedback on what the students know. This result seems to be in contradiction to the other supporting data and lends itself to a follow-up study.

Mouse Mischief is a relatively new, less expensive alternative for a student response system inside the classroom that can be used for informal assessment and classroom participation. The data supports that students and teachers feel it is a viable instructional tool for both stimulating participation and providing practice for standardized tests. As such, Mouse Mischief should be considered when vying for a SRS device for the classroom. But as with all other technologies, there are always pros and cons.

Indeed, Mouse Mischief for education deserves much more exploration, particularly, but not limited to, developing-world classrooms, where financial resources may be scarce, and the addition of a few mice is far easier than a PC per child. As per the condition of our country where the Kto12 is still experimental, this program helps a lot to boast and uplift the quality of the education of our country; however, due to the

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

limited resources inside the classroom such as projector, laptop and mouse the researcher recommended the following: 

Since Kindergarten used play-based approach, one laptop, projector and 4 pieces of mouse will do to run this program.



Ask the support from NGO and other stakeholders to sponsor materials such as projector.



Train more teachers not just only kindergarten teachers to familiarize and how to use Multiple Mischief/Multiple Mice.

Nevertheless, Interactive instruction using Multiple Mischief/Multiple Mice have positive effects on learning and they are more motivating for students, if the contents are designed carefully through the students’ learning needs, and mental perception and individual preferences. It means that there is a directly correlation between interactive instruction using Multiple Mischief/Multiple Mice and student learning quality.

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

References Adams, H., & Howard, L. (2009). Clever clickers: Using audience response systems in the classroom. Library Media Connection, 28(2), 54–56.

Bloom, B. (1956). Taxonomy of educational objectives: Book 1: Cognitive domain.

New York, NY: Longman.

Clark, R. E. (1994) Media will never influence learning. Educational Technology Research & Development, 42 (2), 21-29.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167-81.

Kaiser Family Foundation. (2010). Generation m2: Media in the lives of 8-18 year olds. Retrieved on March 3, 2010 from http://www. kff.org/entmedia/upload/8010.pdf .

Kolikant, Y., Drane, D., & Calkins, S. (2010). “Clickers” as catalysts for transformation of teachers. College Teacher, 58, 127-135.

Marlow, D., Wash, P., Chapman, J., & Dale, T. (2009). Using clickers with preservice teachers. Teacher Education Journal of South Carolina, 2009(1), 85 -92.

Mula, J., & Kavanagh, M. (2009). Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal of Business Education & Scholarship of Teaching, 3(1), 1-17.

Wash, P. (2011). Clicking to learn- clicking to teach: Using student response systems with pre-service teachers. National Social Science Technology Journal, 1(1), 8-11.

Udai Singh Pawar, Joyojeet Pal and Kentaro Toyama, Multiple Mice for Computers in Education in Developing Countries. India Wash, P. (2012) The Power of Mouse, University of South Carolina Upstate, SRATE Journal Vol.21

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Appendices

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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GSBC 607: Statistical Methods Applied to Educational Research Dr. Guillerma De Leon, Professor

Effectiveness of Interactive Instruction Using Multiple Mice Designed For Kindergarten Pupils

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