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Multi-media Utilization in Teaching-Learning Process

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 IJRDO-Journal of Educational Research ISSN: 2456-2947

Multi-media Utilization in Teaching-Learning Process

Nathalie Jane I. Duya, MAEd

Public School Teacher, DepEd-Negros Oriental Division, Negros Oriental, Philippines

_____________________________________________________________________________________________

Abstract

This study aimed to determine the utilization of multi-media in teaching learning process in
Manalongon Nicolas N. Lajot Central School, Sta. Catalina District I, involving 95 respondents of 46 male
and 49 female, using the whole population of Grade V during the SY 2017-2018. This study is a descriptive
design as the main data gathering instrument. The modified questionnaire was based on the questionnaire of
Demetrio Catid. Since this was a modified questionnaire, the trial run was conducted in Mabuhay
Elementary School, to find out the internal reliability and consistency of the items the researcher used
cronbach alpha. The questionnaire was divided into two parts. Part one was the respondent’s demographic
profile and part two was the areas of multi-media utilization in teaching-learning process. The study utilized
the frequency distribution, percentage, weighted mean and composite mean for the statistical treatment.
Findings revealed the following: The composite mean obtained in the following areas were: learner’s
motivation 3.56 (Very Helpful), learner’s cognition 3.49 (Very Helpful), learner’s interaction 3.44 (Very
Helpful), the learner’s engagement 3.22 (Very Helpful). Recommendations included the following: that the
teachers must be computer literate; that multimedia be used frequently in teaching to encourage learners to
be active in the class, that the school must have enough computer units and a skilled personnel to maintain
and secure the technological devices prey from vandals.performance.

Keywords: Multi-media, Utilization, Teaching-Learning Process, Philippines

I. INTRODUCTION
The world is rapidly changing. The field of education is experiencing these changes in particular in the
field of media services. Children of today have become dependent on technologies, they are considered
“digital natives” (Jones, 2014). Digital natives are said to be fluent in today’s social technologies. They live
in a world where within seconds they can call up any fact that they want; have instant access to the latest
songs, films and photos with less effort; possess the ability to interact with friends across the globe within
seconds both by typing and talking. They can get help from experts without even leaving the house. They
can easily create impressive media such as music, movies and images and publish it for everyone to share
and comment on. They are digital natives who do not know life without the ability to do these things.

Technology is everywhere. It has entwined in almost every part of people’s lives. It affects how they
shop, socialize, connect, play, and most importantly learn. In today’s society, people have begun to gain
knowledge through computers, internet, television, smart phones, and other types of media. It has become
apparent that society as a whole is changing the way it gathers stores and receives information.

Multimedia education is now gaining grounds in the classrooms. Multimedia is a variety from audio,
video, animation and interactive features though computers andelectronic devices and bring different form of

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media together. It is use a massive amount in entertainment and art by audio, video and animation. The
advantages of integrating multimedia in the classroom are many, though participation in multimedia
activities, learners can learn real-world skills related to technology like the value of teamwork; effective
collaboration techniques.

Technology allows people easy access to information and communicates with each other. With its
great increasing importance in the young children’s lives, it also makes sense to have technology especially
in the field of education. An experienced teacher using technology in the classroom revealed that if
technology is used correctly it opens up possibilities for more students’ learning. It makes the classroom
learning fun, an engaging place to gain knowledge and understanding daily. Integrating technology into the
classroom in a meaningful and purposeful way holds and sustains a student’s love for learning (Elliott, 2016;
Comighud, 2019; Comighud & Arevalo, 2020; Pillado, Futalan, & Comighud, 2020).

Technology has the ability to enhance relationships between teachers and students. Thus, when
teachers effectively integrate technology into subject areas, teachers grow into roles of adviser, content
expert, and coach. Technology helps make teaching and learning more meaningful and fun. Students are also
able to collaborate with their own classmates through technological applications (Pine Cove, 2018).

Thus, it is the desire of the researcher to study the utilization of multi-media in teaching-learning
process of the three grade V sections in Manalongon Nicolas Nalam Lajot Central School, Sta. Catalina
District I.

II. METHODOLOGY
Research Design

This study is a survey that follows a descriptive design type of research. The objective of this study
was to determine the grade V pupils perceptions on the use of the available multimedia in Manalongon
Nicolas N. Lajot Central School, School Year 2017-2018.

The modified adopted questionnaire was used to determine the respondents’ demographic profile; age,
sex, number of years in school, previous average grade in Grade IV and gadgets used and available at home.

Research Environment

This study was conducted in Nicolas N. Lajot Central School, Sta. Catalina District 1 of the 3rd
Congressional District, Division of Negros Oriental, is located in Barangay Manalongon Negros Oriental,.

Manalongon is a barangay school located 80 kms from Dumaguete City. It has been a consistent
awardee of the Clean and Green Search in the Annual Buglasan festival of the Province. It was an awardee
of the Best Brigada Implementer Reflective School Community Partnership.

This school has twelve (12) computer units in an air-conditioned ICT Room as seen on Appendix I ,
page 61 .An ICT Teacher has been designated. The school has an internet connection. Learners perform
hands-on computer activities with the guidance of the ICT teacher.

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Research Respondents

The respondents of this study were the grade V learners of Manalaongon Nicolas N. Lajot Central
School. The three grade V sections namely Hyacinth, Lirio, and Rose, had a total of 95 learners distributed
as follows:

Research Instruments

The researcher modified adopted survey questionnaire coupled with unstructured interviews were the
data gathering instruments used. The questionnaire was patterned after that of Demetrio Catid in his
research. A copy of the permission letter e-mailed to Mr. Calid is found on Appendix G, page 58. Since the
latter’s instrument was more on the use of the power point presentation in teaching Science and Technology,
the researcher modified the statements from each question. The modified version was then subjected to
review by the panellists before it was finalized.

The questionnaire was divided into two parts namely: Part I. The personal information of the
respondents and Part II was on the four areas: learner’s motivation, learner’s cognition. Leaner’s interaction
and learner’s engagement. Since the questionnaire was an adopted one with modifications, in some portions,
the researcher conducted a trial run in Mabuhay Elementary School which yielded a Cronbach alpha of
0.96945841 (excellent). After the validity and reliability was determined in the trial-run the final
administration of the questionnaire followed.

Research Data Gathering Procedure

After the design hearing, the researcher integrated all the comments and suggestions of the panel
members. The critique on the questionnaire followed and was later finalized. Then the researcher made a
letter of request for the trial-run and the final administration of the .questionnaire. The permission letter was
signed by the dean of the graduate school and transmitted to the Division Office for approval from the
Division Superintendent. The endorsement and approved letter from the Schools Division Superintendent
together with a letter of request was presented to the District Supervisor for which the latter endorsed the
approved request letter to the principal. Upon the principal’s approval, the researcher then visited each
classroom to meet the advisers and the grade V pupils from the three sections.

During the distribution, the researcher gave the instruction and explained to the grade V pupils what to
do. The respondents were also enlightened on the purpose of the research. The answered questionnaires were
retrieved after the respondents answered the questions and subjected to statistical treatment. But before the
final administration of the questionnaire, the researcher conducted a trial run in Mabuhay Elementary School
which yielded a Cronbach alpha of 0.96945841(excellent).

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III. RESULTS AND DISCUSSION

This section presents the result of the study and provides in-depth analysis and interpretation of data.

1. Profile of the Learners

Table 1.1. Age

The table shows the age of the respondents. Of the 95 total respondents, there were 56 (9 58.95%)
aging 10 and below; 37 (38%) were 11 years old; 2 (2.11%) were 12 years old. The results hold that the
grade V learners are mostly10 years old and below. Being at this age and endowed with millennial
characteristics the learners are mobile, dynamic and highly interactive. This implied that the learners more or
less fall within the age range of 10-12. In the field of Psychology these learners who are within the same
range are regarded as possessing the same interest and level of maturity. They are the Children of today who
are exposed to the use of cellphones and other gadgets. In short they have become dependent on
technologies, they are considered “digital natives” (Jones, 2014).

Table 1.2. Sex

Table 1.2 presents the sex of the respondents. The data showed that there were 46 ( 51.58% )female
and 49 ( 48.42% male). Generally girls outnumbered the boys in class but here they have almost the same
number with a difference of one. On the subject towards accommodating gender differences in multimedia
communication no true experiments in the strictest sense can be conducted in gender-related issues,
empirical research in many related disciplines.(Klecum,2012). Regardless of sex no difference of the

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multimedia effect can be ascertained. Moreover from this table, it could be deduced that sex has no room for
special treatment on the use of the computers. Generally, female are given preference than male since boys
always give way to the female. This is generally evident when the number of computers is limited. Thus,
there is no need for the teacher to have special treatment for a preferred sex because of the great number of
girls. All these were gleaned through observation and informal interviews both the teacher and learner’s
concern. Gender sensitivity is then respected. This has also cultural basis since Filipinos have high regard
with female.

Table 1.3. Number of Years in School

Table 1.3 presents the number of years in school of the respondents. The data above shows that the
greatest number of school attendees was those attending school for 7 years with 69 (72.63%). The lowest
number was those who attended school for 8 years with 6 (6.32%). The difference in the number of years in
school among those from 6-8 years could be attributed to the one year stay either in day care or kindergarten.
Learners’ length of stay in school be 6 years or more that would create a gap in computer-aided instruction.
This is because computer learning specifically, age or years of experience is not a constraint in acquiring the
skill.
Table 1.4. General Average in Grade IV

The above table shows the general average in Grade IV, here 66 (69.47%) had a grade of 80-85%
compose of 37 (39.95%) female and 29 (30.53%) male. The highest grade of 90-95% obtained a total of 4
(4.21%) of which 3 (3.76%) were female and 1(1.05%) was a male. On the range of 75-79%, 12 or (12.63%)
obtained this rating. The implication is that the learners have average academic ratings. On this regard the
teacher shared that the grade V pupils could easily be taught and are participative in class activities
especially with the use of multimedia. This group of learners would be of help for the teachers because they
are not only receptive to learning but they they are also responsible in handling multimedia equipment.

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Table 1.5
Gadgets Used and Available at Home

Table 1.5 shows the gadgets used and available at home. The data revealed that all of the learners used
mobile phones which obtained 95 or 100%. There were only 31 or 32.63% learners who used laptop, 26 or
27.37% of the learners used tablet and there were only 8 or 8.42% having computers at home. The above
data implied that the learners of today endeavour to possess gadgets and used them. This is a characteristics
of the millennial. The millennial generation is ttps://www.cpcc.edu/millennialActually this behaviour could
be channelled so much so that the multimedia would facilitate learning. Thus, in the actual classroom setting
mobile phones could be utilized to search for additional information and so do with computers.

2. The Extent of Helpfulness of Multi-media Instruction to Gauge Learning

Table 2.1. Learners’ Motivation

Table 2.1 presents the learners’ motivation wherein the indicator “I am eager to attend class when
multimedia is being used” obtained the highest weighted mean of 3.71 (Very Helpful). All the other
indicators from indicators 2 to 5 had a weighted mean of 3.40 to 3.60 (Very Helpful). It is important to note
the relationship of the top 3 behavior indicators: I am eager to attend Science class when multimedia is being
used (3.71)., I am motivated to listen to the discussion when the topic is presented through the use of

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laptop/projector (3.60)., I am not bored with the discussion throughout the learning period when technology
is used.(3.57). All these boil down to the fact that interest is a motivating factor as seen in this lines “eager to
attend”, “motivated to listen” and “not bored with the discussion”. Technology when used wisely is an
enabler, motivating students to achieve, to excel, to think and to learn. This is related to the table on page 37
because the data then, pointed out their eagerness/interest to use computer. Multimedia composed of high
quality teaching design could help arouse the intrinsic motivation of learners as well (Gilakjani, 2012).
Motivation then is very important in the learning process. Relative to the use of appropriate software that it
is an alternative method of teaching that has the potential of improving the performance and motivation of
learners (Gweshe, 2014). Observation of the learners in Manalongon Nicolas N. Lajot Central School points
out that when the teacher tells the learners to do hands-on activity, they were very active and excited, they
were motivated to execute and perform the activity. The lowest weighted mean is item no. 4 “I can focus my
attention to the topic presented with laptop/projector” it is said to be the lowest because some students could
not focus their attention especially when they are not interested to the topic being discussed.

Table 2.2. Learners’ Cognition

Table 2.2 presents the learners’ cognition on computer-aided instruction wherein the indicator “My
imagination on the concept presented is enhanced with the use of computer technology because it is more
realistic” obtained the highest weighted mean of 3.59 (Very Helpful). All other indicators had a weighted
mean of 3.40-3.55 (Very Helpful). The above data pointed out that the imagination of the students will be
developed and improved. Technology contributed to global development and diversity in classrooms and
helped develop upon the fundamental building blocks needed for students to achieve more complex ideas.
Many studies have discussed how multimedia affects the brains and impacts how much it is use affects the
way that learners think and perform (Al-Hariri and Al-Hattami, 2016). Learners gather and analyse their own
data as teachers guide them in the discovery of concepts. The lowest weighted mean was item no. 5 “I can
describe the events after it was presented through laptop/projector”, obtained 3.40 (Very Helpful). This was
said to be the lowest because it was difficult for them to understand the events that happened.

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Table 2.3. Learners’ Interaction

Table 2.3 shows the interaction of the learner on computer-aided instruction wherein the highest
indicator was item no. 1 “I actively participate in the discussion when it is presented through the use of
technology” which obtained the weighted mean of 3.57 (Very Helpful). All other indictors obtained the
weighted mean of 3.35-3.47 (Very Helpful). The data above demonstrates that the learners were really
active and participative in the class discussion. With the use of technology, as learners were very active in
the class discussion, they as well learn more because they were interested in the discussion. Multimedia as
the powerful tool can provide individual and interactive instructions as well as motivation for practice in an
entertainment environment (Arvind, 2014). ). This help learners to give feedback in a timely manner,
allows to maintain a dynamic interaction with the learners and teacher in regard to the content that are
learning and applying.The lowest weighted mean was item no. 2 “I can easily take down notes from
teacher’s discussion when it is shown in the laptop” that obtained 3.35 (Very Helpful). This was said to be
the lowest because learners could not take down notes when the discussion was ongoing because attention
was focused on the presentation.

Table 2.4. Learners’ Engagement

The table above presents the learners’ engagement on computer-aided instruction wherein the highest
weighted mean was item no. 1 “I can work fast enough to cope with the time allotted when the activity is
clearly presented with laptop/projector” obtained 3.39 (Very Helpful). Indicator item no. 2 “I can answer
fast enough and finish answering the questions presented in the laptop/projector” had a weighted mean of

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3.25 (Very Helpful), indicator no. 3, “I can save time in note taking when the topic is presented through
laptop/projector” and 4, “I can do difficult learning task easily when instructions are clearly presented in
the laptop/projector” obtained 3.02-3.22 (Helpful). This again reiterates the usefulness and facility and ease
of the use of computer-aided instruction. Note the phrase “answer fast enough”, “save time”, “do difficult
learning task” which capsulized the usefulness of this modern technology. In this school, the computers are
functional with 1:3 ratio, television sets are used in some classrooms and the projectors used at certain
times.

The study of (Simuforosa, 2013) stated that technology can facilitate deep exploration and integration
of information, high-level thinking and profound engagement by allowing students to design, explore,
experiment, access information and model complex phenomenon. The lowest weighted mean was item no. 3
“I can save time in note taking when the topic is presented through laptop/projector” this was said to be the
lowest because they were enjoying watching over the presentation, they could not save time because their
attention was focused on the screen.

Table 3.0. Area on the Utilization of Multi-Media Learners Found Helpful

Table 3 shows the area on the utilization of multi-media in terms of learners’ motivation,
learners’ cognition, interaction and learners’ engagement. The data revealed that the highest composite
mean is learners’ motivation which obtained 3.56 (Very Helpful). This shows that learners are
motivated and eager to attend classes when multimedia is being used in teaching-learning process.
Moreover, when technology is used wisely, it motivate learners to achieve, to excel, to think and to
learn (Tabbada, 2015).

The study (Ilhan and Oruç, 2016) states that with the use of multi-media learners’ interest,
motivation and participation increased. Indeed, learners are eager and motivated to attend classes every
day because multi-media killed boring classes, learner’s absences was lessen and encourages learners
to do better in class. The lowest composite mean is learners’ engagement with a composite mean of
3.22 (Helpful). The study of (Baire, 2012) found out that the material is covered with more depth and
retention the first time around, saving time and energy in the long run. But in this study learners can’t
manage their time properly because the attention of the learners was focused on the presentation.
.

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IV. CONCLUSIONS
From the given findings, it can be concluded that the learners of Nicola N. Lajot Elementary School.
Barangay Manalongon , Sta. Catalina District 1 exhibited a high sense of motivation, learner’s cognition,
good interaction and good learner’s engagement.

The use of Multi-media especially the utilization of computers, television sets, and projectors
motivates, creates eagerness, widens imagination, a time saver, processes information and enhances learning
for the grade V elementary learners in Mbarangay level.

V. RECOMMENDATIONS
Based on the above-mentioned conclusion, the following are the recommendations focusing on
pupils’ engagement are hereby given:

For the teacher:

1. That every teacher must be computer literate. Regular training on how to manipulate computers
and enrich classroom learning with the use of multimedia should be conducted.
2. That they should use technology frequently in teaching to encourage pupils’ participation and
interaction.
3. That school activities must be undertaken to develop skill, accuracy and speed among the teachers
and pupils.

For the school:

1. That school administrators should be resourceful in the purchase and maintenance of the different
technological devices. If possible there should be a trained personnel for the maintenance of these
devices or a skilled PTA member.
2. That there should be a functional and dynamic ICT committee to maintain the different
technological devices.

3. That the school should have enough computer units, if possible 1:1 ratio for the pupils to perform hands
on activities because pupils are eager to know more and manipulate computers.
That the school should help by tapping donors. Solicitation for computers should have DepEd approval.
4. That the ICT need be incorporated in the annual school improvement plan (SIP).

For the community:

1. That the barangay should secure the school so that multimedia equipment will not be a prey to vandals.
2. They should encourage donations from generous community members for the purchase of more
computers and help provide for the maintenance of the computers, the television sets, projectors and
the ICT Room.

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Psychology), 2014. http://www.learning-theories.com/cognitive-theory-of- multimedia-learning-mayer.html

Retrieved from http://www.edutopia.org/technology-integration-guide-importance

http://www.investopedia.com/terms/m/millennial.asp

https://webspace.oise.utoronto.ca/~benczela/Constructivism.html

http://www.edutopia.org/technology-integration-guide-importance

http://education-2020.wikispaces.com/Connectivism

https://sites.google.com/a/dresden-is.de/parent-internet-training/benefits-of-growing-up-digital

https://www.cbsnews.com › MoneyWatch › Money

https://www.learning-theories.com/connectivism-siemens-downes.html

http://encyclopedia.jrank.org/articles/pages/6821/Multimedia-in-Education.html">Multimedia in Education -
Introduction, The Elements of, Educational Requirements, Classroom Architecture and Resources,
Concerns
http://www.otterbein.edu/Files/pdf/Education/JTIR/VolumeVIII/sharritts.pdf

https://www.nuiteq.com/company/blog/5-benefits-of-multimedia-learning

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APPENDICES

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