Computer Aided Instruction (CAI) on the Social Studies Performance of Grade 8 Students

This study investigates the motivation, perception of computer-aided instruction (CAI), and academic performance in Social Studies among Junior High School students at Lamblight International School in Negros Occidental for 2025-2026. Utilizing a descriptive-correlational design, it analyzes the relationships between these factors using quantitative methods, including mean, standard deviation, and Pearson Product Moment Correlation Coefficient. Results reveal varied motivational experiences, with an average engagement level of 3.64, indicating general agreement towards learning Social Studies. While students expressed strong readiness for class (mean 4.45), concerns regarding lesson variety (mean 2.65) suggest areas for improvement. The perception of CAI yielded a mean score of 3.32, categorized as "Somewhat Agree," with an emphasis on its effectiveness in understanding concepts (mean 4.77). However, issues surrounding computer usage restrictions were highlighted. Academically, 90.32% of students attained "Outstanding" performance (90-100), while only 9.68% achieved "Very Satisfactory" (85-89). A significant correlation (p=0.001) was found between motivation and academic performance, emphasizing the need for increased student engagement. Additionally, a strong positive relationship (r=0.980, p<0.01) exists between academic performance and perception of CAI, suggesting that fostering positive views on technology enhances learning outcomes. Overall, while students demonstrate high engagement levels, there is a need to improve instructional strategies and technology integration. The findings emphasize the critical role of motivation and positive perceptions of learning tools in optimizing educational experiences in Social Studies. Future research should explore long-term impacts of teaching methods on student performance.

computer-aided instruction, academic performance, social studies, descriptive-correlational, motivation

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