Multimedia Instructions and its Effectiveness to the Academic

Performance of SHS Students in Bued National

High School S.Y. 2018-2019

Glaiza Mae J. Maningding

Danica Ellen F. Uson
Mary Joy Z. Cendana
Josha Mae Reyes
Pamela Joy Manaios
Andrei Kobe F. Chen
Roberson F. Abalos
Lorenz A. Dreje
 CHAPTER 1
The Problem
Background of the Study
According to Vaughan (2006), multimedia is a combination of text, graphic,
animation, audio, and video which are everything we can see and hear in our daily life.
Multimedia also refers to the uses of computer technology to create, store and experience
multimedia content (Singh, 2007). Multimedia applications play a crucial role in education
which range from preschool education to postgraduate students and corporate training
packages.

Multimedia applications can be defined as an application that uses a combination

of many media sources such as texts, graphics, audios, videos and animations. It is often
use to deliver information which is more powerful than printed learning resources such as
printed text book. It also allows users to interact with the information quickly and
accurately. Educational multimedia applications enable students to get information in
various formats. Examples of multimedia applications are World Wide Web, courseware,
interactive TV, computer games, and virtual reality.

In education, multimedia application is used to provide computer base training

courses and reference books such as encyclopedia. A computer base training courses
lets the students go through a series of presentation, text about a particular topic in
various information format (Singh, 2007). Multimedia applications are used by teachers
and lecturers to convey information such as lecture slides, assessment materials and
others learning resources. It can also use by students to learn new skills and knowledge
without lecturers’ guidance.

Multimedia applications for educational purposes are similar like the printed text
books and other teaching materials, but they can be come in a wider range of sources.
The potential of multimedia applications for educational purposes is well-recognized by
the universities, school, government and private organization. Educational multimedia
applications can be more focused on specific objectives or in more comprehensive ways
(Norhayati & Siew, 2004).

There has been an increase in demand of educational multimedia applications at

all level of citizens for them to apply their knowledge in different field of study and
situations. Multimedia applications had greatly influenced the education in many ways.
They give teachers or lecturers to prepare study materials for students in a more clearly
and comprehensive way such as demonstrate and visualize the study material in a
multimedia presentation (Milkova, 2012). Multimedia applications can also be used as a
source of information. Multimedia applications can be developed to enhance the learning
process and increase the interaction between students and lecturers. Lecturers can make
the lesson more interesting by using the multimedia presentations. As the information is
presented in variety ways, multimedia applications enhance the user experience and
make the learners easier to grasp the information (Singh, 2007).
 Multimedia is effective in part of students because it helps them learn more fast,
for example students who don’t want to listen through class discussions but loves to watch
educational videos because they find it easy to understand the certain topic. Nowadays
it has been easy to educate students because of multimedia. Even at home because of
the internet. Student, today’s generation is advanced.

Theoretical Framework of the Study

Multimedia learning is a cognitive theory of learning according to Mayer, in the

book, The Cognitive Theory of Multimedia Learning. Which is written by Stephen D.
Sorden were published in 2005. Multimedia learning happens when we build mental
representations from words and pictures. The theory has largely been defined by Mayer’s
cognitive theory of multimedia learning. Generally, the theory tries to address the issue
of how to structure multimedia instructional practices and employ more effective
strategies to help people learn efficiently. Baddeley’s model of working memory, Palvlo’s
dual coding theory, and Sweller’s theory of cognitive load are Integral theories that
support the overall theory of multimedia learning. The theory can be summarized having
the following components: (a) a dual channel structure of visual and auditory channels,
(b) limited processing capacity in memory, (c) three memory stores (sensory, working,
long-term), (d) five cognitive process of selecting, organizing, and integrating (selecting
words, selecting images, organizing work, organizing images, and integrating new
knowledge with prior knowledge), and theory-grounded and evidence-based multimedia
instructional methods. Important considerations for implementing the theory are
discussed, as well as current trends and future directions in research.
The cognitive theory of multimedia learning that was popularized by the work of
Mayer (2005) argues that multimedia supports the way that the human brain learns. They
assert that people learn more deeply from words and pictures than from words alone,
which are referred to as the multimedia principle Mayer (2005). Multimedia researchers
generally defined multimedia as the combination of text and pictures; and suggest that
the multimedia learning occurs when we build mental representations from these words
and pictures Mayer (2005). The words can be spoken or written, and the pictures can be
any form of graphical imagery including illustrations, photos, animation, or video.
Multimedia instructional design attempts to use cognitive research to combine words and
pictures in ways that maximize learning effectiveness.
The theoretical foundation for the cognitive theory of multimedia learning. (CTML)
draws from several cognitive theories including Baddeley’s model of working memory,
Palvlo’s dual coding theory, and Sweller’s theory of cognitive load. As a cognitive theory
of learning, it falls under the larger framework of cognitive science and the information-
processing model of cognition. The information processing model suggests several
information stores (memory) that are governed by process that convert stimuli to
information (Moore, Burton, & Myers, 2004). Cognitive science studies the nature of the
brain and how it learns by drawing from research in a number of areas including
psychology, neuroscience, artificial intelligence, computer science, linguistics,
philosophy, and biology. The term cognitive refers to perceiving and knowing. Cognitive
scientist seek to understand mental process such as perceiving, thinking, remembering,
understanding language, and learning (Stillings et al., 1995). As such cognitive science
can provide powerful insight into human nature, and more importantly, the potential of
humans to develop more efficient methods using instructional technology Sorden (2005).

Conceptual Framework of the Study

In this study, student’s perceptions towards interactive multimedia, the use of

multimedia is to help the statements to improve learning competencies. Multimedia as an
effective teaching aid in teaching and learning process among student process will be
find by collecting data, on how students actively interact by the use of multimedia as a
medium of learning.

Statement of the Problem

General Objective:
This study aims to know how multimedia affect the academic performance of SHS
students in Bued National High School S.Y. 2018-2019.
Specific Questions:
a.) What are the profiles of students based on their name, age, gender, grade and strand?
b.) What are the common multimedia used in teaching-learning process?
c.) How does multimedia affect the academic performance of Senior High Students?
d.) How effective is multimedia instructions to student’s learning?

Significance of the Study

The results of the study will be of great benefit to the following:
STUDENTS: The results will provide the students to gain more knowledge in using
multimedia to their academic performances and to develop more of their skills.
TEACHERS: The study will benefit the teachers in terms of teaching. It will be easy for
them to give and discuss lessons using multimedia as a way of teaching. Include teaching
strategies that will engage students to have interest in learning instructions.
SCHOOL ADMINISTRATORS: This study will benefit the school principals through the
development of the schools, such as school facilities, student performance, and the
standard of school. Also, it will upgrade the performance of the school principal.
FUTURE RESEARCHERS: This study will benefit the future researchers to provide
needed materials in doing research, and will guide them in understanding multimedia
learning instructions.

Scope and Delimitation of the study:

This study focuses on the effectiveness to the Academic Performances of each
students by using multimedia instructions. The researchers will explain and enlighten the
mind of the readers for them to understand clearly this study. The main location of the
study will be at Bued National High School. And the target respondents would be the SHS
that is using multimedia to their academic performances.

Definition of Terms
Academic Performance – Describes how will you perform in school include reporting, oral
examination and recitation, doing assignments etc. (Operationally)
Instruction – the act or process of imparting knowledge or skills to another. (From Merriam
Webster)
Learning Competence – It refers to the learning skills of the students, on how excellent
they are when it comes in academic performances. (Operationally)
Multimedia – It is a tool that they use in teaching instructions and doing academic
performance without hassle or difficulty. (Operationally)

Assumptions/Hypothesis:
This study examines the effectiveness of multi-media in academic performances of
senior high school students. Multimedia can be used for a wide variety of audiences,
ranging from one person to a whole group. It may help to develop brain's ability that lead
to a deeper understanding.
 CHAPTER 2
Review of Related Literature

Multimedia is called effective in education. Multimedia provides easiness and

facilities in education. Thanks to multimedia practices, students can learn brand new
information. Dwyer states that students can gain the knowledge and information that
would be impossible to get in traditional ways; besides they could find the opportunity to
prepare their own products with multimedia technique (1993, translated by Çeliköz, 1998).
As a result, it could be asserted that the use of multimedia possesses the aim of helping
students with different skills and learning styles.
Also, Dwyer points out that multimedia provide the opportunity for every student
to work individually. In other words, a student can work on the subject(s) she/he believes
she/he needs to in the way she/he desires (Dwyer, 1993; trans by Çeliköz, 1998). Also, it
can be observed that multimedia gains authenticity and variety in learning and instruction.
Semerci (1999) expresses the fact that the message via multimedia reaches the receivers
in various ways and thus, it provides a richer learning environment. The subjects being
taught could be transmitted to the students with web-based audio, visuals, video and
animations in a way that could not be taught in classrooms authentically with other
techniques. This way, closeness to reality could be provided and complete learning could
be achieved (Semerci, 1999). Also, multimedia eases education in terms of data used,
storage, share and transportation of the visual and non- visual written material, graphs,
audios and other materials (Bitter, 1989; cited in Semerci, 1999). Moreover, multimedia
creates a familiar, various, economic and practical environment in education (Uşun,
2000). Another contribution multimedia makes into education is the increase in academic
achievement of the students. When compared to traditional instruction, multimedia use
increases the academic achievement of the students. The use of multimedia affects
education positively when designed properly compared to traditional instruction, in terms
of academic achievement (Akkoyunlu and Yılmaz, 2005).
There is evidence that students who use an online revision service perform better
than those who do not (Osbourne, 2007; Kelley, 1999) and that computer use by children
at home is linked to higher attainment (Punie et al, 2008). However this could be
accounted for by the extra time spent studying rather than the medium or be due to the
class inequalities associated with home computer access. Students particularly like
receiving instant feedback, the ability to record their progress (Krechowiecka, 2005),
diagrams and simulations, and formative assessment (Livingston and Condie, 2004).
From the literature, it could be asserted that multimedia use eases and objectifies
learning as it presents more than one technological factor to the learner and it addresses
more than one emotion of the receiver.
 CHAPTER 3
Research Methodology

Research Design
The design that will be use in this study is the descriptive research. Wherein
descriptive research design aims to describe and analyze the effectiveness of multimedia
instruction among senior high school students of Bued National High School. Under the
descriptive research method, the technique always be compared with the standards. With
the survey method, researchers are able to statistically study specific areas where the
proponents must concentrate.

Research Locale
Setting or location of the study plays a vital role since the setting or content may
have an effect or impact on the behavior of the respondents. This research study will be
conducted at Bued National High School which located at Brgy. Bued, Calasiao,
Pangasinan. The total population of grade 11 and 12 senior high school student in Bued
National High School is 320.

Respondents of the Study

The target respondents of the study are the senior high school students of Bued
National High School, S.Y. 2018-2019.
The selection of the respondents will be done through non-probability sampling.
There are seven (7) section in grade 11 and 12 level of Bued National High School and
there are 40 students in each section. Out of the said population the researcher will pick
70 students; where in 10 students in each section.

Instrumentation
In this study, the primary source of collecting data will be through the use of
structured survey questionnaire and documentary analysis. The researcher shall make a
survey questionnaire which will give to the respondents. The sample will receive
questionnaire that can be answered by checking the fixed choices given by the
researchers. The researcher will assist and guide the participants in answering the
questionnaire.
Validation
To assure that each item selected for inclusion in the questionnaire were capable
to eliciting responses need to measure the set objectives for the study.

Validity Indicators 5 4 3 2 1 Average

I. FACE
II.CONTENT
A. FUNTIONALITY
B. ACCEPTABILITY
C. APPROPRIATENESS
D.TIMELINESS
E. IMPLEMENTATION
F. SUSTAINABILITY

POINT VALUES STATISTICAL RANGE DESCRIPTIVE READING

5 4.5-5.0 Very High Validity

4 3.5-4.0 High Validity

3 2.5-3.00 Moderate Validity

2 1.5-2.0 Poor Validity

1 0.5-1.0 Very poor Validity

Data Gathering Procedure

This research has a time allotment of more or less 1 month. Before conducting a
survey and documentary analysis, the researcher shall ask permission the respondents
provided that it was approved and signed by the subject teacher to conduct the survey
and documentary analysis.
All the tools like papers, pens, voice and video recorder shall be prepared for the
data collection.
Statistical treatment
To obtain the validity and reliability of the conclusion of the study, applicable
statistical were used. The following statistical tools were used in the study are the mean,
frequency, general weighted mean and percentage.
Mean
Is the average were and it is the sum if the set of data. Mean can prove to be an
effective tool when comparing different data.
Formula:
∑𝑥
µ= 𝑛 where,

µ is the mean
∑x is the sum of observations
n is the number of observations

Frequency
The frequency distribution is the basic building block of statistical analytical method
and the first step in analyzing survey data. It helps researcher organize and summarize
the survey data in a tabular format, interpret the data and detect outliers (extreme values)
in the survey data set.

Example:
Effects on students Tally Frequency
Getting a low grade IIIII-II 7

Percentage
One of the most frequent ways to represent statistics is by percentage. A
percentage frequency distribution is a display data that specifies the percentage of
observations that exist for each data point or grouping data points. It is particularly useful
method of expressing the relative frequency of survey responses and other data.
Example: Profile of the students based on their gender.

Answers Frequency Percent

Male 5 50%
Female 5 50%
∑=10

𝑛
Percentage= ∑x100

Where:
%is the percent
n is the number of respondents who answer
∑ is the total number of respondents

Weighted mean
Is a kind of average instead of each data point contributing equally to the final
mean, some data points contribute more weight than others. If all the weights are equal
then the weight mean equals the arithmetic mean, weighted mean is very common in
static especially when studying populations. This tool was to examine the significance of
contextualization and its effect to student’s academic performance.
Formula:
𝛴 𝑓𝑥
𝑥̅𝑤 = where,
𝑛

𝑥̅𝑤 = weighted mean

f= frequency
x= numerical value in set of data
n=number of respondents

Data Analysis
The data which will be gathered will be subjected to analysis and interruption using
appropriate statistical data will be processed in detailed description to obtain more
detailed and define way of explaining the results of the data.
 Republic of the Philippines

Department of Education

Region I

SCHOOLS DIVISION OFFICE I PANGASINAN

Lingayen

October 15,2018
Dear Respondent,

Greetings!

Our group is conducting a research study entitled “Multimedia Instructions and its
Effectiveness to the Academic Performance of SHS Students in Bued National High
School S.Y. 2018-2019”. This study aims to know how multimedia affect performance of
senior high school student in Bued National High School S.Y. 2018-2019.
We would like to ask your cooperation by answering the questionnaire honestly
and completely. Any information you will provide shall highly be appreciated.
Thank you so much for your cooperation and stay blessed.

Sincerely yours,
Glaiza Mae J. Maningding
Danica Ellen F. Uson
Mary Joy Z. Cendana
Josha Mae Reyes
Pamela Joy Manaios
Andrei Kobe F. Chen
Roberson F. Abalos
Lorenz A. Dreje

Contents Noted:
Richard H. Ora
Practical Research II Teacher
 Multimedia Instructions and its Effectiveness to the Academic Performance of SHS
Students in Bued National High School S.Y. 2018-2019

Directions: Put a check mark (✔) on the appropriate box.

I. Profile of the respondents

Name: ______________________________
Gender: Male Female
Age: 15-17 18-20 21 Above
Strand: GAS HE EIM
Grade: 11 12

II.
1. What are the common multimedia instructions as used in your senior high school
discussion?
TV
Computer
Audio
Speaker
Others Please Specify _______________

2. The use of technology enhanced multimedia instructions helps the student to learn a
foreign language
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Strongly Disagree
3. The use of multimedia in doing school works/assignments
Very Important
Important
Moderately Important
Of Little Importance
Not Important

4. How does multimedia instruction affect your study or learning?

Easy Adaptation of the Lesson
High/ More Concentration of the Lesson
Cognitive Overload
No Effect
Others Please Specify _____________
References
https://www.slideshare.net/herne37/multimedia-thesis
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=16323&context=rtd
https://files.eric.ed.gov/fulltext/EJ1099996.pdf
https://www.sciencedirect.com/science/article/pii/S2210831912000033
https://net.educause.edu/ir/library/pdf/ELI3009.pdf
https://ascilite.org.au/conferences/sydney/procs/Tan-full.pdf