Republic of the Philippines

Department of Education
Region VIII- Eastern Visayas
Division of Calbayog City
SAN POLICARPO NATIONAL HIGH SCHOOL
Brgy. San Policarpo, Calbayog City

EFFECTS OF INTERACTIVE MULTIMEDIA LEARNING ON THE ACADEMIC PERFORMANCE

OF GRADE 11 STUDENTS IN SAN POLICARPO NATIONAL HIGH SCHOOL DURING
THE SCHOOL YEAR 2018-2019

Researchers

Jomari Carcallas

Klent Montealto

Jude Rafael Villa

Blyne Erena Comilang

Gilmarie Filizario

Natasha Mae Gepayo

Alexandra Linong

Research Teacher
Mrs. Jeazyl M. Miano

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 CHAPTER I

The Problem and Its Setting

Introduction

The call for learning diversity is all-embracing as society undergoes constant

change in the way of living and communication. Thus, this growing need has heralded

change and transformation in the learning and teaching arena to shape learners in this

knowledge-based society (Teoh & Tse-kian, 2007). Multimedia capable features such as

the embellishment of graphics, ability to orchestrate sounds, animate moving pictures and

present videos are innovations which can enliven the learning experience. The flexibility

of multimedia to replace traditional textual instructions allows a wider range of stimuli,

both in verbal and visual, thus increases the state of student engagement in learning. In

this digital age, multimedia is often connected to learning in school as it makes everything

convenient and easy for the students to understand different things due to the graphics

shown or provided (Mayer, 2005).

Teachers who use PowerPoint presentations as their way of presenting or teaching

the lessons encourage the students to participate in class due to the appealing visual

presentations (Schrand, 2010). This also motivates the students to embrace media,

computer and information literacy unlike in the previous times wherein it was not possible

to adhere to this kind of learning strategy. It brings opportunities about the attainment of

new knowledge and ideas through multimedia.

The usage of multimedia learning on students’ achievements can be observed

through the students’ active participation in class. A study conducted by Ercan (2014)

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showed that the 5th graders were more active, participative, and interactive when

animations were presented to them because the visual presentations helped them

understand different things in an easier and faster manner. This emphasizes that

multimedia serves as a good tool and it is more suitable to their ages and mental

processes as their cognitive skills are still growing.

In another study conducted by Shilpa & Sunita (2016) showed that children ranging

from ages 3-6 became more dependent and physically inactive. Due to the visual

presentations provided for them, the children tend to focus more on what is shown to

them rather than letting them engage in physical activities. This results into higher

chances of dependence as they absorb anything that is presented to them through

multimedia.

The use of Web-based multimedia learning on an introductory course on electricity

and magnetism reduced the lectures from 70 to 50 minutes (Stelzer, 2010). This is

because of the use of visual presentations and animated narrations that make it easier

and faster for the students to comprehend the lessons. Stelzer (2010) also added that

multimedia learning enhanced the students’ attitudes toward the course.

According to Plass et.al (2014), the usage of shapes specifically round face-like

shapes and colors, specifically warm colors, can enhance the students’ way of learning

and absorbing the lesson. It was also suggested that the presentation of round face-like

shapes and warm colors contributed positive emotions on the students.

The objective of the study is to know the significant effects of Interactive Multimedia

learning on Grade 11 students’ academic performance and to gather data about what

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makes interactive multimedia learning effective as a teaching strategy that could possibly

help the students want to learn more about their subjects.

This research aims to contribute a study about the kind of teaching method that

could be more effective to the students’ way of learning since there are still teachers who

are engaged in the traditional way of teaching. This would further enlighten the teachers

and the students about the multimedia learning and its effects on students’ performance

in class.

Theoretical Framework

Multimedia Teaching Theory

Multimedia teaching theory was developed on the basis of theories such as dual

coding, limited capacity, and active processing. According to this theory, learning is

enhanced when words and pictures are used together (Mayer, 2005). The results

obtained in studies which focus on the use of multimedia materials support this thesis.

For instance, Taşçı & Soran (2008) examined the effects of multimedia applications on

learning at the level of comprehension and implementation in cell division unit in science

classes and discovered that the experimental group taught with multimedia applications

achieved more compared to the group taught with traditional methods. In the study,

undertaken with university students, Su (2008) investigated the effects of multimedia

applications on science performance with the help of educational software. The results

revealed that the use of multimedia applications contributed to student learning and

positively affected their attitudes towards science. In their study with 8th graders, Ardac

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& Akaygun (2004) found that students who were taught science with multimedia materials

were more successful compared to students who were taught with traditional methods.

The relationship of Multimedia Teaching theory to the researchers’ study is it will

help the researchers have extra information about their study. It will also help the

respondents to better understand the topic of the study. Multimedia teaching theory also

help the researchers to their study to gather information and opinions from other authors

that may help them to better understand the purpose of their study.

Effects of Multimedia Applications

Another study which implemented multimedia materials (Chang, Quintana &

Krajcik, 2010) investigated the effects of multimedia applications on 7th graders’

performance in science class. The study focused on three different groups of students

and concluded that learning was more effective in the group taught with multimedia

applications. In their study on learning physics, Günel, Hand & Gündüz (2006) stated,

that the group presented with multimedia applications was more successful than the

groups taught with traditional methods. There are various studies in literature regarding

multimedia applications (Neo & Neo, 2001; Norhayati & Siew, 2004; Kim & Gilman, 2008;

Neo & Neo, 2009; Tsai, 2009; Chien & Chang, 2012). In addition to studies which stress

the positive effects of multimedia applications on learning, there are also studies that state

the opposite (Guan, 2009; Montazemi, 2006; Rasch & Schnotz, 2009).

These theories will give the researchers a wider perspective and more clearer

comparison on the positive and negative effects of using multimedia as a teaching

strategy to students.

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The Extent to which Multimedia Learning affects Students’ Performance

In the traditional approach, students sit passively and wait for the information. And

this situation generally decreases students’ motivation. They get bored easily. Therefore,

teachers should find alternative teaching methods for learning. At this point, technology

based instructional materials are very effective. Web based instructional materials

address students’ different senses. When teachers provide students’ learning

environments enriched by different senses, students learn more easily and effectively.

Multimedia learning can address students with different characteristics and give them

opportunity to learn in their own learning way and speed (Ercan, 2014).

Students will be successful in their learning task if they interact meaningfully with

their academic material, select relevant verbal and non-verbal information, organize

information into corresponding mental models, and integrate new representations with

existing knowledge when learning with multimedia (Mayer, 2002). An important aspect

required for multimedia learning is that learners must be able to hold corresponding visual

and verbal representations in short-term memory simultaneously. Based on Mayer's

assumptions and research, the cognitive theory related to multimedia learning has shown

how people construct knowledge from words and pictures (Mayer & Moreno, 2003).

Research has revealed that deeper learning is achieved when the following multimedia

combinations are used: text and picture explanations rather than verbal explanations;

exclusion of irrelevant words, sounds and video; avoidance of complex verbal and

pictorial representations with no guidance for low-prior knowledge learners; and words

presented in a personalized conversational style, rather than a detailed description style

(Mayer, 2001 & 2002; Moreno, 2004).

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 Instructional systems and educational technology have been gaining great

attention by educators in order to enhance students’ learning. Hospitality educators have

become aware of the benefits and shortcomings of various traditional methods used to

provide instruction and training to hospitality students and practitioners (Feinstein, Raab,

& Stefanelli, 2005) and the possible benefits of educational technologies; thus educators

have been adapting their curricular to take advantage of new instructional methods.

Educational technologies such as multimedia presentations, simulation methods, online

courses, and computer-assisted case based instruction are becoming common place

(Feinstein, Raab, & Stefanelli, 2005). Multimedia allows teachers to integrate text,

graphics, animation, and other media into one package to present comprehensive

information for their students to achieve specified course outcomes. Multimedia permits

the demonstration of complicated processes in a highly interactive, animated fashion and

that instructional material can be interconnected with other related topics in a more natural

and intuitive way (Crosby & Stelovsky, 2000). Multimedia-based instruction can be

efficient and effective for three reasons (Issa, Cox, & Killingsworth, 2003): (1) it is self-

paced learning: the individualized pace of the learning allows students to break down the

group instructional setting, which often inhibits some people’s natural progression (West

& Crook, 2000); (2) it includes video/audio production: enhancing a learner’s interaction

with the course material through less bridging effort between the learner and the

information being processed; and (3) it provides autonomy in the learning process: self-

regulated instruction shifts the sense of responsibility from the instructor to the student.

Bartlett and Strough (2003) stated that, besides potential advantages to students,

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multimedia formats may offer benefits to instructors teaching multi-section courses

because this type of format ensures uniformity in the lecture content across the sections.

These theories will greatly contribute to researchers for further ideas and

information prior to its main subject and purpose. These theories prove that multimedia

learning is more efficient teaching strategy than traditional methods in which this can help

to the students’ performance for the effectiveness of their learning process. The use of

multimedia learning will immensely help in boosting students’ motivation and interest for

a higher eagerness to learn and understand their discussions.

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 Conceptual Framework

The main purpose of this study is to determine the effects of Interactive Multimedia

Learning on the Academic Performance of Grade 11 students in San Policarpo National

High School during the school year 2018-2019.

The diagram starts with the first box which points the profile of the Grade 11

students in terms of age, gender, strand, and general weighted average. The second box

contains the effects of Interactive Multimedia Learning on the Academic Performance of

Grade 11 students in terms of level of comprehension, students’ interest and teacher and

student interaction and the third box is the recommendation to be made by the

researchers based on the results of the study.

Profile of the Grade 11 The Effects of Interactive Recommendation

Students in terms of: Multimedia Learning on
Academic Performance of
1.1 Age Seminar/Workshop for both
Grade 11 students in terms
Teachers and Student
1.2 Gender of:
teachers for the Mastery of
2.1 Level of Comprehension using technologies and
1.3 Strand Multimedia Learning as a
2.2 Students’ Interest teaching strategy
1.4 General Weighted
Average 2.3 Teacher and Students in
Interaction

Figure 1. The conceptual paradigm of the study which shows the flow of the study entitled “The
Effects of Interactive Multimedia Learning on the Academic Performance of Grade 11 students
in San Policarpo National High School during the school year 2018-2019”

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Statement of the Problem

The researcher aims to study the effects of Interactive Multimedia Learning on the

Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019.

Specifically, it sought to answer the following questions:

1. What is the profile of the Grade 11 students in San Policarpo National High School in

terms of:

1.1 Age

1.2 Gender

1.3 Strand

1.4 General Weighted Average

2. What are the effects of Interactive Multimedia Learning on Grade 11 students’

academic performance in terms of:

2.1 Level of Comprehension

2.2 Students’ Interest

2.3 Teacher and student interaction

3. Based on the findings of the study, what recommendations can be made by the

researchers?

Null Hypothesis

There are no significant effects in using Interactive Multimedia Learning on the

Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019.

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Scope and Limitations of the Study

This study focuses on the effects of Interactive Multimedia Learning on the

Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019. The researchers conducted the study from July, 2019

during the first semester of school year 2019-2020 in San Policarpo National High School

Brgy. San Policarpo, Calbayog City.

Definition of Terms

In order to understand clearly the subject matter, the following key concepts are

defined.

Academic Performance. According to James Dixon (2018), it is an

academic achievement of students who meet or exceed performance standards

prescribed by course work. In this study, it is the attitude towards study and the

level of participation and understanding of the students when the teacher uses

multimedia as a way of teaching.

Multimedia Learning. According to Seel (2012), these are situations in

which people learn from words and pictures, also optionally, using other modes,

such as haptic devices, smells, or tastes. In this study, it is the use of PowerPoint

presentations, graphics, sounds, short clips/videos, movies and pictures shown in

classroom televisions as a way of presenting or teaching the lessons.

Level of Comprehension. According to Tyson (2014), it is the efficiency of

a process in which information from the text and the knowledge possessed by the

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reader act together to construct meaning. In this study, it is the degree of the ability

of students to decode, analyze, and understand their subject discussions with the

use of multimedia learning.

Students’ Interest. According to Lexico.com (2019), it is the feeling of

wanting to know or learn about something or someone; it is the quality of exciting

curiosity or holding the attention. In this study, it is the level of attention, time and

participation/involvement that the students exert or give in their subject that uses

multimedia learning as a teaching strategy.

Teacher and Students Interaction. According to Myers et.al (2017), it is

the in-class communication behaviors center on performing their classroom

functions as lecturer and discussion leader and managing the classroom. In this

study, it the kind of bond/relationship that they have or the interactive process that

occurs when teachers uses multimedia learning in his/her discussions.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter primarily presents the different researches and other literatures from

both foreign and local researchers, which have significant bearings on the variables

included in the research. It focuses on several aspects that will help in the development

of this study. The study is generally concentrating on the effects of interactive multimedia

learning on the academic performance of Grade 11 students in San Policarpo National

High School during the school year 2018-2019. The literatures of this study come from

books, journals, articles, electronic materials such as PDF or E-Book, and other existing

theses and dissertations, foreign and local that are believed to be useful for better

comprehension of our study.

Related Literature

With the enhancement of technology, schools are also advancing their teaching

strategy by utilizing multimedia presentations that would benefit the students. Interactive

multimedia learning is now a teaching strategy that utilizes visual and audio annotations

for the students to comprehend the lessons in an easy and fast manner. The study aims

to examine and analyze the effects of interactive multimedia learning on Grade 11

students’ academic performance in class.

In the journal of Baltic Science Education by Orhan Ercan (2014), students are

now fonder of using technology; thus, teachers are being recommended to utilize

multimedia to increase the students’ motivation and interests. He stated that one of the

teaching technologies included in the learning-teaching process is a series of multimedia

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applications developed due to advances in information technologies and cognitive

theories. The author emphasized that it is imperative that the educational system

implement information technologies. The rapid growth of the internet highlights the

importance of web-based learning environments and paves the way for educators to more

greatly benefit from multimedia applications. He emphasized some of the most significant

features of web-based learning environments, including less need for a multitude of

devices; accessibility by anyone, anywhere, and anytime; independence of time and

space limitations; and worldwide support for communication and cooperation.

Soo-Phing & Tse-Kian, in their online journal of Educational Technology (2010)

stated that interactive multimedia serves as an alternative medium of instruction to the

current way of learning. This emphasizes that multimedia bears an interactivity and

discovery among the students. It allows the learners to explore more explanations and

information about their lessons on their own due to the interactivity the multimedia it offers.

The researchers added that multimedia shapes the higher order thinking skills of the

students.

The book, Multimedia Learning of Richard Mayer stressed the Cognitive Theory of

Multimedia Learning Implication for Design Principles (1979-2010), provided an approach

to designing multimedia. Mayer and Merlin (2010) stated that the instructional technology

researchers are focusing on the cognitive processes which take place inside the student

to present content corresponding to his mental processing of knowledge, and to have the

new knowledge linked with the prior knowledge. Mayer (2009) explained a cognitive

model of multimedia learning to explain the human information processing based on three

basic assumptions: the dual channel assumptions, limited capacity assumptions and

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active processing assumptions. The dual channel assumptions- based on the working

memory model by Baddeley (2000), the human cognitive system is divided into two

different channels for representing and handling knowledge --- pictorial and verbal

channels. Pictorial channel enters the cognitive system via the eyes such as images and

written text. Verbal channel enters the cognitive system via the ears such as audio

illustration audio narrative and animation. Limited capacity assumption- based on each

Sweller’s cognitive load theory (2000) and Baddeley’s working memory model (2008),

each channel in the human cognitive system has a limited capacity for holding and

manipulating knowledge. To illustrate, when we present a lot of pictures (or other visual

materials) at one time, the visual-pictorial channel can become overloaded. Furthermore,

when we present a lot of spoken words (and other sounds) at one time, the auditory-

verbal channel can become overloaded. Active processing assumption- Mayer (2010)

stated that meaningful learning occurs when students engage in active processing within

the channels. Meaningful learning occurs through selecting suitable words and pictures,

organizing them into coherent pictorial and verbal models, integrating them with each

other based on appropriate prior knowledge. These active learning processes occur when

corresponding verbal and pictorial representations are in working memory

simultaneously.

In the context Ten Steps to Complex Learning: A New Approach to Instruction and

Instructional Design by van Merrienboer & Kirschner (2007), it is very important for

teachers to be able to teach and arouse students’ interest in the lesson in classroom. It

is within the benefit of education that teachers should use instructional strategies,

incorporating the computer-based learning materials; especially multimedia is widely

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recognized to hold great potential for improving the way that people learn. As a result,

educators are now introducing more various forms of software and multimedia

presentation driven media into their classroom activities. These creative presentations

systems produce a great deal of excitement and attract students’ attention during

academic learning.

Jing Li, in her article Using Multimedia to Promote Teaching Effectiveness (2014)

stated that the teacher plays the predominant role in conventional teaching practices

concentrating on textbooks and lecture notes, with verbal aptitude and blackboard

presentation being important measurement standards for evaluating teaching

competence. With multimedia learning strategy, students no longer face insipid

blackboard. Instead, they now have imaginary screens potential of all possibilities

displayed before them. This makes it vital means to attract students’ attention that

teachers work out appealing, vivid and exquisite multimedia courseware. These days,

PowerPoint, due to its user-friendliness, is basically the most popular application software

of animation design, which integrate multiple types of digital (like text, diagrams, images,

audio, video and animation effects) into one, they now can impress the students with

more directly perceived information and thereby improve their understanding about the

course content. It calls for teachers’ higher proficiency in making multimedia courseware.

In this way, multimedia technology on entering classrooms promotes teachers’ adeptness

at employing computers and televisions, and mastering modern pedagogical skills, which

not only acclimates themselves to the needs of development of the information society as

well as their own career, also elevates their personal competence and capacity for

information, thereby resulting in higher levels of classroom instruction quality and

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effectiveness, and most importantly, it boosts interactivity between teachers and students

for a more synergistic relationship and interaction.

Related Studies

Reading the previous studies is essential for providing some scientific facts which

serve the study. Many researchers were concerned with studying the effects of the use

of multimedia learning as a teaching strategy on the students’ academic

achievement/performance and their attitudes. The following are the most prominent

studies.

Gupta and Tyagi (2014) tested the effectiveness of multimedia-assisted instruction

on achievement in Biology among Senior Secondary School students. The result of the

study revealed that post-test achievement scores of the experimental group were

significantly higher than that of the control group students. So, they concluded that

multimedia-assisted instruction is effective in enhancing the achievement of students.

Angel and Viswanathappa (2013) investigated the impact of multimedia- assisted

instruction on academic achievement in Mathematics. The study reveals that use of

multimedia-assisted instruction enhances achievement in learning Mathematics. Thus

mediation of information and communication technology in the teaching learning process

enhances learning which in turn helps to provide quality education.

Khasnis (2013) conducted a study on enhancement of Mathematics learning

through multimedia-assisted instruction, which showed positive outcomes in the students’

16
immediate achievement in Mathematics and attitude towards Mathematics. The

investigator concludes that presentations should be integrated into the Mathematics

education system for effective learning.

Krishnan (2013) developed and tested a multimedia package for students at

primary level with dyslexia (a learning disorder that involves difficulty reading due to

problems identifying speech sounds and learning how they relate to letters and words).

The findings revealed that the package is effective in reducing the reading miscues.

Significant enhancement was seen in the reading attainment scores and reading capacity

of dyslexic students after the intervention of the multimedia package.

Mehar and Kumar (2013) investigated the effect of audiovisual aids on

achievement in Physics in relation to Creativity. He arrived at the conclusion that audio-

visual aids were found to contribute significantly to higher achievement scores and

Creativity of students. Significant interaction was also found to exist between the two

variables.

Nirmavathi (2013) conducted a study to test the effectiveness of multimedia for the

development of scientific attitude. The sample consisted of Secondary School students

of ninth standard. The multimedia package, prepared by researcher for teaching science,

was found to be more effective than the conventional method on the scientific attitude of

ninth standard students.

Tyagi (2013) developed and validated a multimedia-assisted instruction learning

module on Biology. The study revealed that multimedia-assisted instruction provides

greater opportunities for students to learn and is better than the traditional method of

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learning. It enhances achievement and is capable of providing novel multisensory

learning experiences.

Anilakumari (2012) conducted a study on multimedia remedial tracking package

for dysgraphia (a learning disability that affects handwriting and fine motor skills) among

primary school students with specific learning disabilities and found that the package is

more effective on the performance of primary school students with specific learning

disabilities having different learning styles with respect to different aspects of dysgraphia

and with respect to different aspects of dysgraphia characteristics.

Anboucarassy (2010) conducted a study to find out the effectiveness of multimedia

approach over the conventional method in teaching Biological science among ninth

standard students. The study revealed that there was a significance difference in the

achievement of the experimental group over the control group. It was also found that

multimedia helped the students in the experimental group to sustain their interest and

also their retention power as compared to the traditional method of teaching. The

investigator concluded that the multimedia approach is considered to be one of the best

techniques for teaching Biology at ninth standard level.

Kumar and Habtemariam (2010) undertook a study entitled “Learning with

Multimedia: A constructive cooperative approach in education” and concluded that most

of the multimedia programs for educational purpose create situations that enable students

to interpret information for their own understanding.

Reddy, Ramar, and Ponnambalam (2009) tested the effectiveness of multimedia

based modular instruction on the achievement in Science of problem students. Two

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matched groups of problem students were constituted for the experiment. The problem

students in the Control Group were given routine treatment during the school hours. The

problem students in the experimental group were subjected to multimedia based modular

instructional strategy for a period of three months. The obtained results established the

effectiveness of multimedia based modular instruction on the achievement in Science of

the problem students.

Mohanty (2008), in his article “Multimedia Approach to Teaching”, stated that a

variety of resources, starting from the traditional media to the internet, are now accessible

and if multimedia is to be taken advantage of in the teaching-learning process, teachers

have to use their imagination, ingenuity and initiative .

Susan (2008), in her paper “Multimedia packages: Relevance for effective

evaluation”, explains the importance of multimedia packages in the present scenario, role

of teachers in multimedia approach and evaluation of a multimedia package. A structure

of a multimedia evaluation proforma was also presented in this paper. She is of the view

that the multimedia package should be evaluated in terms of the presentation of the

content, teaching experiences given, language used, computer potentialities, etc.

Benjamin and Sivakumar (2007), in their article “Multimedia enhances effective

self-learning” emphasized the need and importance of learning by using self-learning

multimedia CDs, and dwells on the quality as well as quantity of teaching and learning,

bringing forth the need and significance of learning Science through self-learning with the

help of CD-based Courseware.

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 Anshu (2006) made a comparative study of the effectiveness of single medium and

multimedia on learning gains of 9th graders in Chemistry at different levels of academic

achievements and intelligence. The study revealed that multimedia is as effective as the

traditional method for the teaching of Chemistry to develop the “knowledge” and

“understanding” domains of students having different and varied abilities.

George (2006) conducted a study on the awareness and achievement of student

teachers at primary level in their use of modern instructional strategies. It was found that

the student teachers at primary level do not have adequate awareness about modern

instructional strategies. Again, she compared cooperative learning package and

multimedia-assisted instruction software with conventional lecture method on the

academic achievement of the student teachers. She concluded that the academic

achievement and delayed memory achievement of student teachers using modern

instructional strategies was found to be better than that of student teachers using

conventional lecture method.

Devi and Kumar (2005), in their article “The usage of technology in Mathematics

education”, states that Mathematics education demands a multimedia environment for

the presentation of its ideas. Authors feel that this will facilitate better conceptual

understanding of Mathematics.

Sangeetha (2005) identified the impact of multimedia and co-operative learning in

enhancing the writing competence of High School students. She found out the existing

level of writing competence of High School students and identified the impact of

multimedia and cooperative learning on it. She also compared the relative efficacy of

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multimedia and cooperative learning on the writing competence of students. The study

revealed that both the approaches are effective in improving students’ performance, but

it cannot be said that one of the two approaches is more effective. Also, small group

interactions and use of multimedia enhances language learning by making it more

interesting.

Ranade (2004) tested the effectiveness and critical evaluation of a multimedia-

assisted instructional package developed for teacher educators. The major finding was

that even though information on multiple intelligences was not readily available, the

content of the presentation was very useful. Besides, those teachers who were almost

technology illiterate, felt motivated to learn to use LED televisions and PowerPoint

presentations after seeing their usefulness in teaching and learning.

Taj (2004) conducted a study on the use of activities and multimedia package in

enhancing the performance and self-confidence of slow learners through activities and

use of multimedia package. The subjects were exposed to the experimental program,

which consisted of audios, films, visuals and multimedia-assisted instruction. In addition,

the researcher employed activity method also. The major finding was that there was no

significant difference between the experimental and control groups with respect to self-

confidence and performance in Environmental Science, indicating that the slow learners

improved significantly both in terms of their achievement and self-confidence following

the experimental program, thereby proving its effectiveness.

Alexander (2003) prepared and validated two multimedia packages in the teaching

of Science for the hearing impaired students of secondary schools. The results showed

21
that both the packages are more effective than the traditional method of teaching for the

hearing impaired students of standard IX. She also compared the two packages with

regard to different intelligence level of students.

The previous studies show the effectiveness of using multimedia as a facilitating

and teaching strategy, it helps in delivering the educational material to students easily

and it plays a positive role in enhancing the general trend toward the use of multimedia

in education. Multimedia has a positive impact on cognitive achievement, academic

achievement, comprehension and application.

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 CHAPTER III

METHODOLOGY

RESEARCH DESIGN

The study will utilize the quantitative research design which focuses more on

expressions such as numerical data, objective thinking and scientific method. This kind

of research requires the researchers to gather data by using structured research

instruments. The type of quantitative research will utilize a non-experimental research in

which there is a group of subjects that cannot be manipulated by the experimenter

(Baraceros, 2016). This implies that the researchers mainly depend on observation,

interaction and interpretation gathered by them instead of controlling or manipulating

certain variables. The type of non-experimental research that will be utilize is in

descriptive design. This type of research is used to observe and gain data without

controlling any variables (Baraceros, 2016). This emphasizes that it provides a particular

situation in its own natural setting.

LOCALE AND TIME OF THE STUDY

The school we have chosen is San Policarpo National High School, a DepEd

managed partially urban secondary public school. It is headed by the Office-In-Charge

Mr. Danilo S. Jadulco. This school comprises Senior High School and offers Academic

Tracks. Under Academic Track are General Academic Strand (GAS), Science,

Technology, Engineering and Mathematics Stand (STEM) and Humanities and Social

Sciences (HumSS). It is located at Purok 7 Pajo St. Brgy. San Policarpo, Calbayog City.

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 Figure 1. Location Site of the Study

RESPONDENTS/SUBJECTS OF THE STUDY

The respondents will come from the Senior High Department of San Policarpo

National High School, specifically the Grade 12 students who were former Grade 11

students of the said school during the school year 2018-2019.

SAMPLING TECHNIQUE

The study will utilize sample random sampling as a way of distributing the survey

questionnaires. This is the basic sampling technique where the researcher will select a

group of subjects (a sample) for study from a larger group (a population) (Baraceros,

2016). Each individual will be chosen entirely by chance and each member of the

population and will have an equal chance of being included in the sample. The

researchers will select 10 students from each class of the respective strands: Science,

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Technology, Engineering and Mathematics (STEM), Humanities and Social Studies

(HUMSS), Accountancy and Business Management (ABM) and General Academic (GA).

The researchers will get those respondents through excusing them in their vacant times

like break times and lunch breaks. When the needed respondents are in their classes,

the researchers will excuse them from their subject teacher and quickly explaining and

distributing the questionnaires to limit the time that the researchers will use in order to

avoid prolonged surveying as a sign of respect to their subject teacher and for the sake

of the students.

INSTRUMENTATION

The researchers will use a survey questionnaire for their respondents. These

survey questionnaires will contain short letters wherein the research study, purpose of

the survey questionnaires and the directions would be read by the respondents. In the

second part, the respondents’ names and other required personal information will be

included. The purpose of the survey is to gain information about the participants’ opinions

and thoughts about the study (Baraceros, 2016).

DATA GATHERING PROCEDURE

The researchers will send a letter to the Office-In-Charge of San Policarpo

National High School to allow them to conduct the study on Grade 12 students of different

strands. After asking permission, the researchers will give a clear and brief explanation

about the study and the questionnaires will be personally distributed to the respondents,

as well as the immediate facilitation of the retrieval of responses. Then it will be gathered,

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classified, scored, tallied, tabulated, and treated statistically. It will be analyzed to

determine the findings and consequently draw conclusions and recommendations.

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