In contrast to the previously described methods, in Computer-Assisted Learning (CAL), the teacher can use computers at different times and places according to the characteristics of the subject matter, the individual or students, and the available software and hardware. Computer programs can be used for practice, revision, one-to-one instruction, problem solving, or simulations during the applications (Demirel, 1996). 

In many studies, CAL has been shown to have some benefits, although there are also cases where none were observed. With CAL, there is a form of one-to-one instruction (or two individual together at each computer), plus the opportunity for the individual to proceed at their own pace, repeating parts of the exercise as they wish.  None of these features are easily available in a didactic classroom/ learning situation.  In addition, there is added variety and, perhaps, novelty in CAL, along with the potential to use vivid and animated graphics, enabling three dimensional aspects, and other features to be viewed more realistically. Of course, not all computer programs have these features, but the potential is certainly there.

For understanding to occur, Individual need to have the time to be able to handle new information, to think through ideas and to revisit difficult areas. All of this may reflect features of many computer programs. However, computers lack the human dimension and the ability to provoke thought by spontaneous questions and answers. A good teacher can respond to the way a class is reacting to a lesson by the skillful use of such spontaneous questions and answers. This flexibility is not easy to develop in a computer program and the style of presentation will depend on the ingenuity of the program developer and his/her own understandings of the solar electrification system.

 In a study that was conducted to find out the effects of the computer on attitudes, motivation or learning, and the possible advantages of computer-assisted test programs (Jackson, 1988), secondary school students were distributed into control and experimental groups. The assessment of the experimental group was done using computers, whereas that of the control group was done through a written test. The statistical evaluations displayed a higher achievement rate for the experimental group that received a computer-assisted test. 

Levine and Donitsa-Schmidt (1996) compared the traditional learning strategies with computer-based activities. Applications and the assessment were administered after the students were distributed into control and experimental groups. The results of the evaluations showed that the experimental group was more successful at answering the questions of the Physics Engineering Achievement Test than the control group. In another study, Demircio─člu and Geban (1996) compared CAL with the traditional teaching method on 6th grade students in science classes. The students of the experimental group were taught with CAL in addition to the traditional teaching method. The students of the control group were taught through problem solving. The topics were static electricity, electrical transmission, and electrical wires and Ohms laws. The science achievement rates of the two groups were compared through a t-test and the group that was taught through CAI was found to be more successful.


System analysis is the process of studying the processors and procedures, generally referred to as systems investigation, to see how they can operate and whether improvement is needed. This may involve examining data movement and storage, machines and technology used in the system, programs that control the machines, people providing inputs, doing the processing and receiving the outputs.


The proposed computer program for teaching solar electrification, street light and is intended to be designed using audio-visual package.

The designed procedure includes the following steps:

i.                    A description note on solar electrification, street light.

ii.                 Practical uses of solar power in street light.

iii.              Features and effects that will make the program both attractive and user friendly are incorporated.

iv.               Sounds and video clip are also incorporated.