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ISSN: 2315-7844

Review of Public Administration and Management
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Theory

Highly Motivated Learning through CBI: A Case of SDCA College Students

Noel A. Sergio, Agripino P. Licauco* and Jesucito M. Garcia
School of Business and Computer Studies, St. Dominic College of Asia (SDCA), Bacoor, Cavite, Philippines
Corresponding Author : Licauco AP
SBCS Faculty, SDCA, St. Dominic College of Asia
Bacoor, Cavite, Philippines
Tel: +63 46 417 7322
E-mail: [email protected]
Received: May 11, 2015 Accepted: October 17, 2015 Published: October 19, 2015
Citation: Sergio NA, Licauco AP, Garcia JM (2015) Highly Motivated Learning through CBI: A Case of SDCA College Students. Review Pub Administration Manag 3:172. doi:10.4172/2315-7844.1000172
Copyright: © 2015 Sergio NA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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Abstract

This study intends to investigate whether or not using highly illustrative pedagogical practice, through the use of computer and related technologies can indeed motivate students to learn and put into practice what they are taught inside the classroom. For students to grow fully as human persons, they should develop their minds through effective learning. Effective learning however is possible only if students are truly motivated to learn. Computer based instruction (CBI) can help in motivating students to learn and even put into practice what they are taught in class. Following Keller’s ARCS motivational model in pedagogical practice, CBI is said to ‘intrinsically’ motivate students by drawing their attention while encouraging them to relevantly apply what they learn in class. Students also develop sense of confidence and satisfaction in their learning process through CBI. A survey of Saint Dominic College of Asia (SDCA) students was conducted. Results of the survey showed that majority of the students had absorbed better teaching materials when CBI was used than when CBI was not used. Results also revealed that CBI as an approach to teaching was preferred by students than non-CBI approach to teaching, confirming the hypothesis in this study.

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