Computer-Aided Instruction Vis-à-vis Academic Achievement of Grade 12 Students

Abstract

This study evaluated the effect of Computer-Aided Instruction (CAI) on the academic achievement of Grade 12 STEM students in Empowerment Technologies at Pardo National High School during the 2025–2026 school year. Using a quasi-experimental, non-equivalent control group design, the study involved two intact groups of 52 students, divided into an experimental group taught via CAI modules and a control group taught through traditional instruction. Data were gathered using a localized 40-item test that was validated and pilot-tested, yielding a Cronbach's alpha reliability coefficient of 0.8721. Statistical analysis was conducted using frequency counts, percentage distributions, paired-samples t-tests, and independent-samples t-tests. The findings revealed no significant difference between the pretest performances of the two groups, indicating that the two groups had comparable baseline knowledge before the intervention. Following the instructional period, both groups achieved very good academic performance on the post-test. Furthermore, a significant difference was observed between the pretest and post-test performances within both the control and experimental groups, indicating that both instructional methods were associated with significant academic growth. However, statistical analysis indicated no significant difference between the final post-test performances of the two groups, demonstrating that while CAI successfully facilitated learning, it yielded comparable academic achievement outcomes to traditional instruction. Based on these findings, it is concluded that custom-designed CAI serves as a highly viable pedagogical alternative that matches the efficacy of conventional methods while managing cognitive load and fostering independent learning tracking. The study recommends that public secondary educators strategically deploy contextualized digital instructional modules to complement classroom instruction and accommodate diverse learning paces within the STEM curriculum.