The Effectiveness of Multimedia as an

Instructional Tool for Modern Teaching

Presented by:
Chua, Mark Anthony C.
Defensor, Ingrid Kate C.
Diaz, Leo Angelo L.
Law, Maria Olivia C.
INTRODUCTION
Traditional ways of learning process
ways of education years ago were more of a textual
form.
Instructor’s side
It is their task to converse clarifications.
Learner’s side
Students may absorb some knowledge in these ways,
however, there is a possibility that students could not
express themselves.
Multimedia
Combination of different types of media
Statement of the Problem
How will multimedia tools help the student to absorb more
knowledge from their lessons?
How will multimedia tools help the student understand
more the topics that includes cycles, movements, stories
and situations?
In what way can multimedia tools improve the students’
retention of information better?
How can multimedia tools aid the teachers to discuss
lectures more clearly, more logically and more efficiently?
In what way can teachers maximize the purpose of
multimedia tools to present topics which are based on
reality so as to avoid students from imagining a situation?
Objectives
Promote the use of computers as an instructional media.
Encourage students to make use of available educational videos
from the Internet as a reference instead of pure text information
for better understanding of cycles and situations.
Encourage students to look for references that contain videos or
as long as it has audio and it can be replayed so that the student
can have several views. These can help a student to remember
every detail from the reference and there is a chance to take down
notes, too.
Encourage teachers to create PowerPoint presentations or visual
representations of lectures since most of the students are visual
minded.
Encourage teachers to provide educational video clips as long as
it has relevance to the lessons.
Significance of the Study
The use of a multimedia tools in the learning can be
the start of a widened and advanced learning to
enhance the student's capability and knowledge while
them being introduced with the modern and
sophisticated form of learning. This study will be a
significant leap in promoting the up to date process of
teaching the students. This research is made to help
students improve academic performance and to
implement a good participation between instructors.
This study will also be beneficial to the instructors in
effective impartment of lessons regarding the different
concepts, as well as the assurance of advantage of both
students and instructors.
Methodology
Research Design
Research Studies:
 Interactive Multimedia Systems for Technology-Enhanced Learning and Preservation
 Interactive Multimedia Courseware and the Hands-on Learning Experience: An
Assessment Study
 The Value of Multimedia in Learning
 Comparison of Computer-Assisted Instructions and the Traditional Method of Teaching
Biology
Summary
 Better retention of information (Statistics provided)
 Human-Computer Interaction for the enhancement of academic
performance
 Advantages of multimedia as an instructional tool over the verbal
discussion
 Advantages for visual-minded and aural-minded persons
Methodology
Data Analysis
Combining media effectively, not merely adding media.
The most effective multimedia provides learning
experiences that mirror real-world experiences and let
learners apply the content in various contexts.
Research shows how multimedia can extend and
augment learning by determining the proper multimedia
elements that must be used for teaching purposes.
Comparison of student’s academic performance with
multimedia as an instructional tool and the traditional
manner of teaching.
Review of Related Studies
 According to the research studies used in methodology supports the main
concept of the proponents’ research.
 Main Focus: Effectiveness of multimedia as an instructional tool for
learning as well as for teaching.
 Benefits of using multimedia for the students/learners:
 Alternative perspectives
 Active participation
 Accelerated Learning
 Retention and application of knowledge
 Problem-solving and decision-making skills
 System understanding
 Higher-order thinking
 Autonomy and focus
 Control over pacing
 Sequencing of information
 Access to support information
Findings and Result
The achievement posttest of the treatment group
has a higher estimated marginal means that the
control group and it is reversed in the attitude
posttest.
Teaching biology using CAI made the treatment
group to excel in the course matter
Increasing interactivity was also notice in the
conducted experiment, the testing and focus
group comprehends more with the video, literal
effects and animated graphics.
In part of teachers and professors, the
courseware tend to optimize the preparation for
class. It improves the ability of each educator to
teach in a short period of time.
Conclusion
The proponents conclude that using multimedia
can aid the students in learning more effectively.
Technology when used effectively and for the right
purpose can elevate the learning process for
students in this era of technological advancements.
Presenting instructions in multiple media can be
more effective than doing it through a single
medium such as text.
The students retain more information
Recommendations
should maximize the use of multimedia in teaching
students.
multimedia developers should develop more
applications that will aid the teachers in making
the lesson easy to understand using various forms
of media.
The students should take advantage of what
technology offers.
References
The Commonwealth of Learning.(2006). Multimedia.Retrieved March 9,
2011 from http://www.cemca.org/emhandbook/edmul_full.pdf
 
The Value of Multimedia Learning.(2007). Multimedia.Retrieved March 9,
2011 from
http://www.adobe.com/designcenter/thinktank/valuemedia/The_Value_of_Mul
timedia.pdf
 
Application and Research of Multimedia Technology in Modern Teaching.
(July 2008).Multimedia. Retrieved March 9, 2011 from
http://www.ccsenet.org/journal.html
 
Ragasa, C.Y.(2008). A Comparison of Computer-Assisted Instruction and the
Traditional Method of Teaching Basic Statistics (Journal of Statistics
Education Volume 16).Retrieved March 9, 2011 from
http://www.amstat,org/publications/jse/v16/ragasa.html