Is Series Teaching as Effective as Simultaneous Teaching

Is Series Teaching as Effective as Simultaneous Teaching
in demonstrating knowledge on the use of computer
application and explaining its process?
La Salle University
Ozamiz City
Research in Cultural Education
CUL ED 203
Is Series Teaching as Effective
as Simultaneous Teaching?
Submitted to:
EMMA O. SUANA, PHD
Dean, College of Teacher Education and Graduate Students
La Salle University
Submitted by:
JEANELEI L. CAROLINO
Ozamiz City National High School
March 7, 2015

Is Series Teaching as Effective Jeanelei L. Carolino
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ABSTRACT
Students in public schools with computer classes experience limited chance for hands-on
learning due to lack of computer facilities. There is a need for them to learn computer lesson
even with the limitations. Simultaneous teaching is ideal in computer classes; however there is a
need to devise a teaching type which is the Series teaching so that the lack of computer facilities
could not hamper students’ learning. Both teaching type are anchored on the Experiential
Learning Theory (Tisdell, 1993 P.98) state that learners must relate “theoretical concepts to real-
life experience”. This study hypothesize that there is no significant difference between the two
learning style in teaching demonstrating knowledge on the use of computer application and
explaining its process.
Keywords: simultaneous teaching, series teaching

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BACKGROUND
To show that one has learned his lesson is by applying what was taught to him in real life
situations. And what experiences one undergoes makes learning achievable. Today is a
generation that’s inevitably link with the advent of technology. For such reason, the schools of
today should participate in the educational and social revolution, and that the curriculum should
envision being computer-based (Hagos, 2008). That’s what schools are trying to promote, for
the learners to experience the use of computer facility and equipment for the teaching-learning
process. However, with the scarcity of public funds, the acquisition of computer facility and
equipment are very inadequate. In a school with limited computer laboratory, it could not cater to
all the computer aided and related classes, giving a very minimum chance for students to
experience hands-on learning process. Students need to experience and learn how to use them as
many are using it today. But how will these students learn when they could not immediately take
hold of these computers for hands-on activity as needed, for every class takes turn in the use of
the computer laboratory.
Reality exist that there is eagerness to cope up with the current trend in technology
advancement, nevertheless the capability of public institutions are limited to the extent of not
being able to provide for what is needed. This research examined two ways of teaching computer
software use and explaining its process, which refers to the series learning process where
students are exposed to the usual discussion while hands-on activity will follow once the
computer laboratory becomes available and the other is simultaneous learning process where
students are exposed to usual discussion and actual hands-on activity at the same time in the
computer laboratory. Both learning process would make learners achieve the desired objective to

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learn the lesson, such as experiential learning theory expresses. That no matter when the hands-
on activity would undergo, as long as they would experience the learning activity, they could still
learn. For experiential learning theory as suggested by many authors that ideas cannot be
separate from experience, they must be connected to the learners’ lives in order for learning to
occur (Boud, Cohen, & Walker, 1993; Gassm 1992; Keeton & Tate, 1978).
The research aims to establish the point that the limitations on the computer laboratory
use in the learning activity are not a hindrance to the teaching-learning process. With the
hypothesis that there is no significant difference in searing teaching and simultaneous teaching in
demonstrating knowledge on the use of computer application and explain its process. For as long
as there is experiential learning in the teaching-learning processes the chance of being able to
actually learn the lesson either in the series or simultaneous learning activity is possible.

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METHOD
This study utilized Posttest Control Group Design. Conducted Ozamiz City National
High School Grade 8 with 38 students, where there are nine (9) male and twenty nine (29)
female. The class is split into two (2) groups by matching the previous grading period grades.
Matching is done to equate the comparison group. One group is exposed to a series teaching
environment which is the experimental group. The second group is exposed to a simultaneous
teaching environment which is the control group.
Lesson on demonstrating knowledge on the use of computer application and explaining
its process is conducted. After the lesson, both groups will be given a posttest. The posttest will
measure two concepts; the first part is testing their skill on demonstrating knowledge on the use
of computer application which has twenty (20) items (refer to Appendix A) and the second part is
testing their knowledge on explaining its process which has ten (10) items (refer to Appendix B.).
The study has one independent variable which is the Type of Teaching with two levels
the Series and the Simultaneous. And it has two dependent variables which is the Use of
Application and Skill in Explaining that is why the statistical tool used for data analysis is
ANCOVA (refer to Figure 1) to compute for the analysis of group differences for each of the
two dependent variables. ANCOVA is use because these two dependent variables are not
theoretically similar. Furthermore it has a co-variant of Prior Knowledge and holding this
constant to both groups to ensure that the students in the two groups have the same amount of
type.

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Figure 1 Data Analysis

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RESULTS
It was predicted that the participants in both groups would learn the same way, either in
the Series Teaching environment or in the Simultaneous Teaching environment. The prediction
was confirmed that Series Teaching is as good as Simultaneous Teaching because they don’t
significantly vary.
ANOVA result for the first dependent variable which is the Use of Computer Application
where Prior Knowledge as a co-variant has an effect on the Use of Computer Application.
Nevertheless, there is no significant difference between the two types of independent variable
which is the Series Teaching and Simultaneous Teaching (refer to Table 1). On the other hand
the ANOVA result for the second dependent variable which is the Skill in Explaining where
Prior Knowledge as a co-variant has no effect on the Use of Computer Application. And that
there is no significant difference between the two types of independent variable which is the
Series Teaching and Simultaneous Teaching (refer to Table 2).
These results supported the hypothesis, thus it showed that there is no need to worry
about students not being exposed out rightly to computer hands-on activities. As long as they
will be taught with lesson through experiential learning and be exposed in whatever time it may
be possible for them to make use of the computer whenever it is available.
To see the results from the data analysis, refer to Table 3 up to Table 7.

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Table 1 ANCOVA Result for Use of Computer Application
Table 2 ANCOVA Result for Skill in Explaining

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Table 3 Descriptive Statistics (ResearchData)
Valid N Mean Minimum Maximum Std.Dev. Skewness Kurtosis
Gender 38 0.76316 0.00000 1.00000 0.430851 -1.28944 -0.35913
Grade 38 84.42105 81.00000 89.00000 1.825222 0.23206 -0.06764
Group 38 1.50000 1.00000 2.00000 0.506712 0.00000 -2.11429
TotalDV1 38 12.68421 9.00000 16.00000 1.918689 -0.22522 -0.95217
TotalDV2 38 7.65789 2.00000 10.00000 1.380879 -1.81013 6.91991
Table 4 Univariate Tests of Significance for TotalDV1 (ResearchData) Sigma-
restricted parameterization Effective hypothesis decomposition
SS Degr. of - Freedom MS F p
Intercept 9.8278 1 9.82777 3.085571 0.087737
Grade 23.0488 1 23.04878 7.236499 0.010873
Group 1.0301 1 1.03015 0.323429 0.573185
Error 111.4775 35 3.18507
Table 5 Group; Unweighted Means (ResearchData) Current effect: F(1, 35)=.32343,
p=.57319 Effective hypothesis decomposition
Group TotalDV1 - Mean TotalDV1 - Std.Err. TotalDV1 - -95.00% TotalDV1 - +95.00% N
1 1 12.89474 0.409433 12.06354 13.72593 19
2 2 12.47368 0.409433 11.64249 13.30488 19
Table 6 Univariate Tests of Significance for TotalDV2 (ResearchData) Sigma-
restricted parameterization Effective hypothesis decomposition
SS Degr. of - Freedom MS F p
Intercept 1.18491 1 1.184910 0.639232 0.429382
Grade 4.38554 1 4.385536 2.365897 0.133005
Group 1.57755 1 1.577545 0.851050 0.362572
Error 64.87762 35 1.853646

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Table 7 Group; Unweighted Means (ResearchData) Current effect: F(1, 35)=.85105,
p=.36257 Effective hypothesis decomposition
Group TotalDV2 - Mean TotalDV2 - Std.Err. TotalDV2 - -95.00% TotalDV2 - +95.00% N
1 1 7.473684 0.312346 6.839587 8.107781 19
2 2 7.842105 0.312346 7.208008 8.476202 19

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DISCUSSION
Lack of computer facilities at school is a main problem for computer teachers. With such
situations, teachers need not have to wait for the school to provide in order for students to learn
the lesson. The need to find a solution to the existing situation is of importance so as not to
hinder the students learning. Devising a teaching style would not be a bad idea, as long as
students were exposed to and experience the learning whenever possible.
This study showed that regardless of the lack of facilities, teachers need not to complain
because with the Series Teaching, it’s still okay since it does not make a difference when it
comes to learning lessons in demonstrating knowledge on the use of computer application and
explaining its process specifically when equated with Simultaneous Teaching. Through this, the
teacher would feel more confident that despite of the lack of computer facilities, the students’ are
still learning in the same way as they should, as long as they experience the learning. That only
shows that there is no limit to the teaching-learning process which teachers can utilize in order to
deliver lesson which learners could acquire knowledge and skill on computer lessons.
There is however things to consider when we talk about the use of the series teaching, for
topic or lesson content matters. This teaching style might not be possible for high level of skill
development such as keyboarding, wherein there is a must for students to have a hands-on
activity regularly to make their fingers used to pressing the keyboard keys. And if further studies
could be done, then might as well explore more on how the experiential learning was done in
class.

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REFERENCES
Hagos, L. & Dejarme, E. “Enhancing Curriculum in Philippine Schools in Response to Global
Community Challenges.” Edith Cowan University, Perth Western Australia,
(2008) November 19-21, 2008. < http://ro.ecu.edu.au/ceducom/21 >
Gentry, James (1990) Guide to Business Gaming and Experiential Learning

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APPENDICES
Appendix A
POSTTEST 1
On Demonstrating Knowledge on the Use of Computer Application
1. It provides access to menu commands such as New, Open, Save, Save as, Print, and Recent
Documents.
a. Group Categories b. Contextual Tab c. Office Button d. Text Area
2. Allows you to set text within a paragraph at different margins.
a. paragraph alignment c. formatting paragraphs
b. indenting paragraph d. highlighting text
3. This allows you to move up, down and across your window by dragging the icon.
a. Scroll Bars b. Status Bar
c. Title Bar d. View Toolbar
4. Allows you to set how you want text to appear.
5. Allows you to change the appearance of the whole document.
6. Eliminates text or space to the left one space at a time.
a. esc key b. backspace key c. delete key d. enter key
7. Allows you to emphasize text as if you had a marker, it is also used to highlight the parts of
the text or paragraph to be altered, deleted or added.
8. It helps you in emphasizing information by guiding the eyes of the reader while reading your
document.
a. Bording and Shading c. Paragraph Alignment
b. Creating Links d. Font Styles
9. Allows you to put in a URL that readers can click on to visit a web page.
a. Creating Links c. Formatting text
b. Highlighting Text d. Formatting paragraph
10. Allows you to copy the format of a text.
a. copy b. paste c. format painter d. styles
11. These group of buttons on a tab that are exposed and easily accessible.
a. Text Area b. Group Categories
c. Ribbon d. Ribbon Tabs
12. This gives an overview of the current status of the active document.
13. A group in the Picture Tools Command Tab Options that allows you to edit the brightness,
contrast, and color of the picture.

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a. size group b. picture styles group
c. adjust group d. arrange group
14. A group in the Picture Tools Command Tab Options that allows you to change the size of the
image using the Crop tool or by specifying the height and width of the images.
a. size group b. adjust group
c. picture styles group d. arrange group
15. This enables you to adjust the display views of a document.
16. Eliminates text or space to the right of the insertion point and keeps the insertion point
stationary.
a. esc key b. backspace key c. delete key d. enter key
17. A group in the Picture Tools Command Tab Options that allows you to reposition the image,
change text wrapping, arrange layers, and rotate objects.
a. size group b. adjust group
c. picture styles group d. arrange group
18. This magnifies or reduces the contents in the document window.
a. Scroll Bars b. Zoom Button
c. Status Bar d. View Toolbar
19. This appears only on the Ribbon when certain objects or commands are selected.
a. Ribbon b. Quick Access
c. Ribbon Tabs d. Contextual Tabs
20. Is a format enhancing tool that includes font typeface, font size, effects, colors and more.
a. Typeface b. Effects c. Format d. Style

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Appendix B
POSTTEST 2
On Knowledge on Explaining its Process
Arrange the following steps in using MS Word. Number them from 1 to 5.
Number
(Answer)
STEPS
3 1. Click MS Word in the menu.
1 2. Click the Start button.
2 3. Move your mouse pointer over the Programs menu.
4 4. The MS Word window opens with a blank document.
5 5. You can start typing immediately.
How do this view options in MS Word works?
Word Answer:
6. Print Layout It shows a view of the document as it would appear when printed.
7. Full Screen
Reading
It provides a full-length view of a document which is good for
viewing two pages at a time.
8. Web Layout It gives a view of the document as it would appear in a Web
browser.
9. Outline It shows a view of the document in an outline form with bullets.
10. Draft It allows you to view only the texts of the document and does not
show pictures or layouts.

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