EFFECTIVENESS OF 4A’s (ACTIVITY, ANALYSIS, ABSTRACTION, APPLICATION)

TEACHING STRATEGY IN MATHEMATICS ACHIEVEMENT OF SELECTED

GRADE-7 STUDENTS OF BIGAA NATIONAL HIGH SCHOOL,

CITY OF CABUYAO, LAGUNA

S.Y. 2016-2017

DONNABELL R. METICA

LAGUNA STATE POLYTECHNIC UNIVERSITY

LOS BANOS CAMPUS

Los Banos, Laguna

APRIL 2017
EFFECTIVENESS OF MULTIMEDIA-AIDED INSTRUCTION APPROACH

IN MATHEMATICS ACHIEVEMENT OF THE SELECTED GRADE-10

STUDENTS OF BIGAA NATIONAL HIGH SCHOOL,

CITY OF CABUYAO, LAGUNA

S.Y. 2016-2017

ARNOLD T. MILLONES JR.

LAGUNA STATE POLYTECHNIC UNIVERSITY

LOS BANOS CAMPUS

Los Banos, Laguna

APRIL 2017
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is the science that deals with the logic of shape, quantity and

arrangement. Math is all around us, in everything we do. Since the beginning of time,

cultures and societies have recognized the importance of mathematics. Mathematics is

more than a simple subject; it is a language that helps us describe ideas and

relationships drawn from our environment. Mathematics is a tool of science and

technology that enables people to explore concepts with idealized models before trying

them in the real world (Clark and Fulton, 2003).

Teaching Mathematics is a teaching-learning process. Instruction is one of the

factors for students to learn. A teacher must think of various ways and means of

stimulating and encouraging learning in the students. He should find strategies and

methods to provoke their interest and motivate them to learn as well as create

conditions in which they feel they need to learn. As spearheaded by the Department of

Education (DepEd) and the Metrobank Foundation Inc., Mathematics Teachers

Association of the Philippines (MTAP) conducts yearly training of students in

Mathematics Education in the Philippines. The objectives of the said training are: (a) to

enhance students’ competence and mathematical skills; (b) develop potential student-

teacher; and (c) foster the spirit of camaraderie and cooperation among students.
 According to the results of the Third International Mathematics and Science

Study (TIMSS), despite the importance of Mathematics, research has found out that

Filipino students are still weak and low rate in Math. Also, a report of the Department of

Science and Technology (DOST) said that the 6,601 Filipino students who took TIMSS

last 2014 ranked 36th in Math test out of a field of 38 th countries. In Mathematics test, it

noted that Filipino students did best in Data Presentation, Analysis and Probability, and

poorest in Algebra. Likewise, the Philippines also placed 42 nd in Math among 45

countries in the 2003 TIMSS, a quadrennial international assessment of Math and

Science Skills among primary and Secondary Schools. Moreover, according to Senator

Juan Edgardo Angara, “the government should upgrade the quality of Science and Math

teaching in the country where most students grapple with low test scores, lack of

Science laboratories and overall poor global ranking. The global ranking is no surprise

given the fact that local performance in Math is low”. He pointed out that Math and

Science are two subjects that remain the building blocks of a strong national economy.

A United Nations Development Program report says that results of the yearly-

administered National Achievement test (NAT) are quite disappointing. About one-fourth

of schools nationwide were able to reach the desired 75% cut-off score in Mathematics.

In fact, in 2006, the mean percentage score in Math was only 44%.NAT scores below

50% indicate a low mastery of the subject. To support the researcher gathered data

where the study will be conducted, it shows that:

 RESULT OF NATIONAL ACHIEVEMENT TEST IN MATH

Bigaa National High School

City of Cabuyao, Laguna

Year 2006- 2007- 2008- 2009- 2010- 2011- 2012- 2013-

2007 2008 2009 2010 2011 2012 2013 2014

Mean 24.43 30.38 25.60 37.38 31.10 33.08 30.27 34.94

Percentage

Score(MPS)

National Achievement Test (NAT) scores of the school on Math indicate a low

mastery. This means that each should exert effort for the improvement.

The Department of Education envisioned the universality of quality basic

education that by the year 2018, Filipino who has finished basic education should be

able to demonstrate in all subjects, specifically Math and Science. Likewise, Filipino

students can acquire proper skills, a globally competitive.

The world is firmly entrenched in a new century as well as a new millennium. In

spite of the shortcomings of Filipino students in mathematics, educators have been slow

to embrace the rapid change that has engulfed other areas of our life. Enter most

classrooms today and very little difference from a classroom of a hundred years ago

would be observed in the methods of instruction. Investment in information and

communication technology (ICT) infrastructure was one of the key priorities of education

policies of countries all over the world over the past decades. Despite the great amount
of money that has been spent of technology, today’s teachers still primarily convey

information to students in the form of lecture. Research indicates that the use of

technology is superior to traditional methods of instruction alone. The research

demonstrates that the benefit of it is generally true of different ages and abilities and for

learning in different curricular areas (Cotton, 1991). Mathematics instruction is too

important to not utilize all available resources to their full potential. We must ensure that

the use of technology in instruction is effective in increasing student academic

achievement. Research conducted on the effectiveness of technology has not been

extensive or conclusive. Further research is required to determine if the vast amounts of

money spent is warranted.

So how does technology impact education? It is a huge question where everyone

can ran out of content. In classroom setting, for better or for worse, Technology can

decrease dwell time with a media (e.g., a video, a tweet, a meme, an essay).It can

increase the diversity and rate of consumption of information. It can emphasize need for

critical research skills, including data filtering, duration, evaluation, and citation. Lastly, it

can encourage the socialization of ideas.

Background of the Study

 Mathematics instruction is among the most explored research areas in education.

There have been considerably varied computer applications in instruction (Hatfield,

1984). The teachers of mathematics are confused with the extensive amount of

suggestions on how to teach mathematics with a computer. Teachers’ attitudes towards

computers vary mostly as a function of teachers’ age or years in service. Complete

‘ignorance’ attitude towards computers still continues, although its magnitude is weaker

compared to past years. This attitude is mostly shared by teachers who have had their

training before the start of the computer age who have the most negative attitudes

towards its pedagogical use and who insist on using the traditional modes of teaching.

Second major attitude is not being able to abandon their traditional habits completely

foreseeing its potential for the future of education. Most prevalent and widening attitude

is the realization and acceptance of the importance of computers for education.

Multimedia offers exciting possibilities for meeting the needs of the 21 st century

learners. The use of multimedia instruction can significantly enhance students’ learning

if properly designed and implemented. But, integrating multimedia-aided instruction in

Mathematics high school classroom cannot be developed in a day because it takes a

life-long process. Molders of society play a vital role in the learning of the child.

Everyone must show concern in monitoring school achievement of a child.

Today’s 21st century learners are very different from even their recently

graduated peers. These students are digital natives. They live in a world in which digital

technology is part of the texture of their daily lives. They have never known a world

without technology, Technology is their “native language” and they expect to use

technology in school. This increase reliance on technology combined with what we

know about brain processing, offers enormous potential for instruction. Research has

shown us that the brain processes information using two channels, the brain can

accommodate more new information. By taking advantage of this multimodal processing

capability and technological-based tools, we can dramatically enhance students’

learning through multimedia-aided instruction.

Many may argue against or with such studies of evaluating the impact of

technology on learning compared to traditional education. On the other hand, it can be

an alternative approach in teaching to traditional education that can awaken the

students’ interest in studying and improve their performance in school. In the present

days, without introducing educational games, students are already equipped in using

computers or other ICT equipment. They almost spend their time 24/7 watching and

playing video games. As their guardians, we must limit the amount of time that students

spend using such technologies. As the most common disadvantage of technology to

students, they might explore things such as addiction of computer games, and indecent

photo or video. It is important that the teacher must use technology or offer interesting

activities to enhance mathematical skills of students. These days, A lot of teachers

follow the new trends of education. Teachers use technology such as multimedia-aided

instruction to present their lesson. They spend money to buy computers, monitors, and

laptops for instruction. Moreover, there are some schools that need technologies and

not all schools are equipped with technology especially in rural areas. We can also

consider that some teachers are not prepared and trained for this innovation in the

learning system. The government is allocating the biggest budget in Education so there

is no reason we are left-behind to the new innovation. Teachers must be properly

trained to upgrade the quality of Philippine Educational System, specifically in the area

of Mathematics. Educators continue searching for ideas to help their students increase

the competency in Mathematics.

Since we are in the 21st century, the use of computer, internet and other ICT

equipment has become an eye opener. Teachers explore ideas to improve the

performance of Mathematics learners. But as disadvantage of Technology, it leads

students into a wrong path. To maximize the use of Technology, multimedia-aided

instruction is most commonly used by teachers. It serves as medium of instruction. It is

a good idea to make students learn in an interesting way. Teachers can easily employ

games. But it is important that the teachers should determine the individual differences

and their performance in Mathematics to integrate strategies at appropriate level.

In K-12 curriculum, teachers instruct to use technology as medium of instruction.

But, unfortunately, most government schools in the Philippines still use traditional

teaching method such as chalk and board; pen and paper. Computer-based instruction

may be used as an alternative approach to improve the performance in Mathematics.

(Sprackin, 2009)

To solve such issues, the researcher thinks to study multimedia-aided instruction,

in effect to the academic performance of the students in Mathematics. Teachers should

determine the topics in Mathematics using multimedia-aided instruction. Everyone has

been familiar with this multimedia instruction. The researcher wants to emphasize its

importance for further study.

 In Bigaa National High School, City of Cabuyao, Laguna, the NAT scores of the

school on Math indicate a low mastery. It shows that from 2006-2014; the mean

percentage score of the school is ranging from 24.43 to 34.94. The result is quite

alarming because for those consecutive years, Mathematics was not improved. The

administrators of the school do something to improve the Mathematical skills of

students. Due to this, all teachers exert efforts and find more time to review students.

Students are motivated to join quiz bee and attend MTAP classes every Saturday. So

the researcher is looking forward that the use of multimedia-aided instruction in learning

system particularly in Math will awaken greater interest in Mathematics in order to the

performance in Mathematics and improve NAT to above mastery level.

The researcher observed that some students especially from Bigaa National High

School show less interest in Mathematics. They are poor in problem solving, critical

thinking skills and basic mathematical skills. They ignored its importance and

interpreted the subject as useless and boring. Most math teachers are tired of hearing

about how awful people are at math, and many of us just don’t want to deal with this

typical response to our profession. However, researcher recently realized how this exact

conversation can actually be a priceless opportunity to make a critical change in our

nation’s math crisis. Let’s be honest here: in a world of i-Pods, MySpace, cell phones,

and video games, math is boring. Sure, most of the teachers don’t allow these particular

tech devices in our classrooms. However, we are still in direct competition with them.

Maybe it’s not the actual math that bores the students, perhaps it’s the way we are

presenting it to them. Many adults perpetuate this myth, even though they use math

everyday without knowing it. As math teachers understand, even if they don’t directly
involve numbers, skills such as solving problems, exploring options, and staying

organized are all math-related. It’s our job to make sure the students understand this,

too. This is a big challenge for Math teachers and administrators to improve teaching

strategies and integrate Educational Technology to improve student’s performance in

Mathematics.

The researcher believes that the use of Multimedia-aided instruction can awaken

greater interest in Mathematics, encourage them to strive for excellence in Mathematics

and encourage them to master basic skills. There are many factors that are identified as

the cause of student’s low achievement in academic but the worst is the lack of interest

in the subject matter. (Sushma, 2003)

Since year 2000, it has been the policy of Department of Education (DepEd) to

give preference to the hiring of teachers who are computer-literate. Most teacher

training institutions offer computer education as a required course. Likewise, the DepEd

has intensified the provision of ICT training to teachers of English, Science, Math and

THE. Also, the Department of Education as the primary concern states that the

importance of technology in providing good and quality education cannot be taken for

granted. “The modern media like Television, computer, internet and other technologies

are all products of civilization in 21st century, making life in a sense more comfortable

and enjoyable”. (DepEd, 2010) It is the outcome of intelligence.

Theoretical Framework
Multimedia Content Working Memory Long-term Memory

WORDS SOUNDS Verbal

Model Prior
Integrated Knowledge
Model (Existing
Schema)
SOUNDS IMAGES Pictorial
Model

Figure 1: Information Processing Model based on Mayer (2005)

This study anchored our ability to process information is a multi-step process that

involves the perception, attention, selection, organization and integration of information

(Sweller, 2003). At the center of this process is long term memory. As the name implies,

our long term memory stores our accumulated knowledge. Our accumulated knowledge

is organized into ― “chunks” of information in what are known as schema. Schemas

allow us to organize information in meaningful ways and help us integrate and organize

new information (Chi, Glaser, and Rees, 1982). In short, our long term memory is where

what we know is stored and where we integrate new information. If information does not

find its way into long term memory, it is lost. Learning can be thought of as change in

our long term memory.

Before information can be integrated into long term memory it must be received

and processed by our working memory. Working memory is very limited; it can only

handle small amounts of information before it has to be integrated into our long term

memory or lost. George Miller (1956) suggested that we can only process about seven
pieces of information at one time. And, we must do so quickly, as working memory can

only keep information for about 20 seconds.

Researchers now believe that there are multiple channels in working memory.

Baddeley (1992) proposes an auditory and a visual channel. The auditory channel

handles information that is heard, while the visual channel processes information that is

seen. Text seems to have unique processing requirements with words initially captured

by the visual channel and then converted to sounds in the auditory channel (Mayer,

2005).

Research suggests that the visual channel handles less information than the

auditory channel (Miler, 2005). However, when information is presented using both the

visual and auditory channels, working memory can handle more information overall.

Using multiple channels can increase the amount of information that the brain

can process (Sweller, 2005). But, there is still the risk of cognitive overload. Too much

information delivered in an ineffective manner can interfere with the brain’s ability to

successfully integrate information into long term memory.

The information in working memory is integrated into long term memory using

existing schema (Sweller, 2003). If there are no existing schema in which to ―fit‖ the

information, new schema need to be created and working memory may need to do

some extra work to help organize the information (Baddeley 1999). If information is

poorly organized, or if it is difficult to relate newly presented information to existing

schema, working memory can handle even less information. This can be prevented

somewhat by presenting organizing information along with the information to be learned

 Piaget (1968) pointed out that every normal student is capable of good

mathematical reasoning if attention and care is directed to activities of his interest, and if

by this method the emotional inhibitions that too often give him a feeling of inferiority in

Mathematics lessons are removed.

In contrast to Piaget’s explanation of construction, Vygotsky (1986) presented an

alternative theory where imbalance and not equilibrium is considered normal. Piaget’s

suggested that when children do not understand or have difficulty with a certain

concept, it is due too rapid passage from a qualitative structure of the problem to the

quantitative or mathematical formulation.

Gardner (1989) defines logical-mathematical intelligence as the ability to detect

patterns, reason deductively and think logically. This intelligence is mostly associated

with scientific and mathematical thinking. Accepting Gardner’s theory of Multiple

intelligence, it has several implications for teachers in terms of classroom instruction.

Another implication is that teachers should structure the presentations of material in a

style which engages most or all of the intelligences.

Conceptual Framework
 In this study, the multimedia and the traditional groups are the independent

variables. The respondents are the Grade 10- students at Bigaa National High School.

The respondents will be from a heterogeneous group of students of Grade 10-Zeus and

Grade 10- Apollo. Grade 10- Zeus will use multimedia-aided instruction approach and

Grade 10- Apollo will use traditional teaching approach.

The mathematical ability is the dependent variable. The researcher will give the

same test to both groups to measure the academic performance of the respondents.

Independent Variables Dependent Variables

Academic Performance of
Students
 Multimedia-aided
Instruction Approach  Pretest
 Post-test
 Traditional Teaching  Formative Test
Approach  Summative Test

Figure 1. Research Paradigm

Statement of the Problem

 This study aimed to determine the effectiveness of Multimedia-aided instruction

approach in the academic performance of the selected Grade-10 students of Bigaa

National High School, City of Cabuyao, Laguna School Year 2016-2017.

Specifically, sought to answer the following questions:

1. What are the mean scores of the two groups in the pretest and post-test

under traditional and multimedia-aided instruction approach?

2. What are the mean scores of students in the formative tests?

3. What are the means scores of students in the summative test taught with

traditional and multimedia-aided instruction approach?

4. Is there significant difference between the mean scores of students in the

formative and summative tests taught with traditional and multimedia-aided

instruction approach?

5. Is there significant difference between the mean scores of students in the

pretest and post-test taught with traditional and multimedia-aided instruction

approach?

Null Hypothesis
The hypotheses were raised in the study and were tested at 0.05 level of significance.

Ho.1. There is no significant difference between the mean scores of students in

formative and summative tests taught with traditional and multimedia-aided instruction

approach.

Ho.2. There is no significant difference between the mean scores of students in the

pretest and post-test taught with traditional and multimedia-aided instruction approach.

Significance of the Study

The results of the study are relatively significant to the following:

Pupils. This study will help them learn and progress at their own pace and profit

from the learning process by involving themselves actively in doing activities. The result

of this study is beneficial for them to increase their performance in Mathematics and

appreciate it for their daily lives.

Teachers. This study helps replace ineffective learning activities and increase

student contact time for discussion and save time for more challenging topics in

Mathematics.

Learning Leader. This study serves as their ever ready reference for better

insight on classroom and administrative practices. This also guides them in making

future plans for in-service trainings and seminars to improve teacher’s innovativeness

and competency.

District Supervisors. This study helps them and serves as a basis for

determining who among teachers are qualified to step ahead for promotion.
 Future Researchers. This study serves as an enlightening to other researchers

especially those who will conduct studies related to this. This will serve as a reliable

source of information. As they discover the sources of problems they will be motivated

to clarify dimensions and remedy existing problems related to technology-based

teaching.

Commnunity. This study would produce graduates who are independent and

lifelong learners.

The researcher believes that this study will improve the teaching-learning

process in increasing the performance of Mathematics. The use of Multimedia-aided

instruction approach shall serve as a springboard for further activities on the techniques

in developing strategies to improve quality education specifically Mathematics.

Scope and Limitation of the Study

 The study focused on determining effectiveness of multimedia-aided instruction

approach in the academic performance of students in Mathematics of the selected

Grade-10 students from Grade 10-Zeus and Grade-10 Apollo for the School Year 2016-

2017.

The study will be conducted on June 2016 to November 2016, which comprised

the first and second grading period.

The topics included are the following:

First Grading

Module 1: Sequences

Lesson 1: Arithmetic Sequences

Lesson 2: Geometric and Other Sequences

Module 2: Polynomials and Polynomial Equations

Lesson 1: Division of Polynomials

Lesson 2: The Remainder Theorem and Factor Theorem

Lesson 3: Polynomial Equations

Module 3: Polynomial Functions

Second Grading
Module 4: Circles

Lesson 1A: Chords, Arcs, and Central angles

Lesson 1B: Arcs and Inscribed Angles

Lesson 2A: Tangents and Secants of a circle

Lesson 2B: Tangent and Secant segments

Module 5: Plane Coordinate Geometry

Lesson 1: The Distance Formula, the Midpoint Formula, and the Coordinate proof

Lesson 2: The Equation of a circle

Definition of Terms

The following are the important terms used in the study. The researcher used the

operational definition in order to facilitate data analysis and comprehension of the future

readers.

Achievement. It is a result of hard work and the act of achieving something. It

refers to the scores obtained by the pupils during the first and second grading periods in

Mathematics in this study.

Computerized and Electronic Devices. Multimedia devices are electronic

media devices used to store and experience multimedia content. In this research,

Multimedia is distinguished from mixed media in fine art; by including audio, for

example, it has a broader scope.

 Formative test. It is a quiz given after two weeks of a lesson or a period of

instruction is finished to determine what students have learned.

Multimedia. This refers to the teaching approach that uses a combination of text

and graphics. This contrasts with media that use only rudimentary computer displays

such as text-only or traditional forms of printed or hand-produced material. In this study ,

multimedia includes a combination of text, audio, still images, animation, video, or

interactivity content forms in teaching Mathematics of the selected Grade 10- students

in Bigaa National High School, City of Cabuyao, Laguna.

Post-test. It is a test given after a lesson or period of instruction is finished to

determine what students have learned.

Pretest. This is preliminary test given/ administered to determine student’s

baseline knowledge or preparedness for educational experiences.

Teacher. It refers to the facilitator of learning. In this study the teacher uses the

multimedia-aided instruction approach in teaching.

Traditional approach. It is a method in the form of lecture-discussion method.

Variable. It refers to anything that may change or may be changed for one

condition to another, either quantitatively or qualitatively.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

 This chapter presents literature and various studies that are related to the

present study.

Related Literature

ICTs play a fundamental role in daily life and to exclude or relegate it from the

educational context would be thoughtless (Yelland et al., 2001). It has been raised as a

concern among business leaders, educators, policymakers and parents that traditional

practices are not necessarily delivering the skills that students need, and it is evident

that traditional education environments do not always seem to be appropriate for

preparing student to be productive in the workplaces of the 21st century (Yelland,et al.,

2001). Various research findings indicate that ICTs need to be integrated into education

(Kim & Hannafin, 2011; Kozma, 2001; Liu, 2010; Mumtaz, 2000; Schacter, 1999) so that

children can learn in new and dynamic ways and be prepared for the challenges of life

in the 21st century (Yelland, et al., 2001).

“The Australian Association of Mathematics Teachers and Early Childhood

Australia believe that all children in their early childhood years are capable of accessing

powerful mathematical ideas that are both relevant to their current lives and form a

critical foundation for their future mathematical and other learning. Children should be

given the opportunity to access these ideas through high quality child-centered activities

in their homes, communities, and prior to school settings and schools.”

In Australia, there have been education policy shifts to include ICTs in the

schooling system. ICTs have begun to have a place in education and access to
computer-based technology in schools and classrooms has increased. This became

more important when the Melbourne Declaration on Educational Goals for Young

Australians (MCEETYA, 2008) stated, “Young people need to be highly skilled in the

use of ICT” (Ministerial Council on Education & Affairs, 2008). According to the

Melbourne Declaration, schooling should support the development of skills in the use of

digital media and increase students’ effectiveness in learning over the next decade. In

regards to the teaching of mathematics in Australia, all State, Territory and

Commonwealth Education Ministers some time ago agreed on a national goal that

states ‘every child leaving primary school should be numerate’ (Doig, McRae, & Rowe,

2003). However, Australian students are performing less well as measured

by TIMMS (Trends in International Mathematics and Science Study) than they used to.

In the TIMSS 2003 results, Australian and US students achieved similar levels.

Learning through technology, especially multimedia learning, can give children

access to powerful new ways to explore concepts at a depth that has not been possible

through traditional ways of teaching. A multimedia approach is a powerful tool for the

visualization and representation of mathematical concepts and can facilitate the

learner’s abstract thinking. Using multimedia and computer-based tools can also allow

multiple representations to be linked dynamically; for instance, changing a formula that

can instantly change a graph (Milovanovic, et al., 2011) or showing a numeral and

having multiple representations of the relevant number available in pictures, sounds and

even animation.
 The proposed computer-based application is, as previously mentioned, based on

the Bloom/Anderson taxonomy and the aim is to produce educational multimedia texts

or stories that encourage the cognitive learning objectives in the Bloom/Anderson

taxonomy. Since our target audience is lower primary students, a high level of computer

skills cannot be assumed and, hence, the system needs to be simple, clean and easy to

use to encourage mathematics learning without the technology ‘getting in the way’.

The interactive multimedia educational application, called My Maths Story applies

the cognitive learning objectives through the use of technology with a strong theoretical

underpinning. Teachers and educators should be able to use this interactive application

to introduce many mathematical concepts relevant to their classroom and curriculum.

They will also be able to generate their own stories by choosing appropriate characters,

settings and multimedia content. Students have opportunities to interact with the story

and introduce variations (and even to pose their own problems) to permit engagement

with the relevant concepts more thoroughly and deeply. The My Math’s Story

application should offer teachers many opportunities to share and discuss a range of

mathematical concepts for various ability levels, within the motivational context of a

storybook that links mathematical concepts to real world events and settings.

Mathematical language is reinforced and extended and cross curricular links are made

with literacy. Moreover, the application can be adapted to multiple grade levels and can

be used to target different learning objectives throughout the school year.

 The evolution of multimedia has made it very possible for learners to become

more involved in their work. With multimedia technologies, they can create multimedia

applications as part of their project requirements. This would make them an active

participant in their own learning process, instead of just being passive learners of the

educational content.

John Locke claimed that knowledge is direct awareness of facts concerning the

agreement or disagreement among our ideas. By “ideas” he meant mental objects, and

by assuming that some of these mental objects, and by assuming that some of these

mental objects represent non-mental objects he inferred that this is why we can have

knowledge of a world external to our minds. Although we can know little for certain and

must rely on probabilities, he believed it is our God-given obligation to obtain knowledge

and not always to acquire our beliefs by accepting the word of authorities or common

superstition. Ideally our beliefs should be held firmly tentatively depending on whether

the evidence on whether the evidence is strong or weak. He praised the scientific

reasoning of Boyle and Newton as exemplifying the careful formation of beliefs. He said

that at birth our mind has no innate ideas; it is a blank, a tabularaza. As our mind gains

simple ideas from sensation, it forms complex ideas from these simple ideas by

processes of combination, division, generalization, and abstraction. Radical for his time,

Locke asserted that in order to help children not develop bad habits of thinking, they

should be trained to base their beliefs on sound evidence, to learn how to collect this

evidence, to believe less strongly when the evidence is weaker.

 Interactive multimedia in the classroom has been implemented under headings

such as CAI (Computer-assisted instruction), or CBT (Computer-based Training).

Whatever it is called, the means of delivery has been the computer, and detailed studies

do not exist of specifically using interactive multimedia CD-ROMS. Yet research into the

nature of the interaction and student’s response to the new media opportunities provide

valuable guidance for the instructional design of this project. Many of the relevant

classroom examples have to do with writing and reading.

The use of multimedia technology has offered an alternative way of delivering

instruction. Interactive multimedia learning is a process, rather than a technology, that

places new learning potential into the hands of users. Information on the design and use

of multimedia characteristics are not available as a coherent body of literature.

Educators should have access to appropriate ways to design software packages that

will take advantage of multimedia capabilities without losing the focus on the user's

needs or the content being presented. The scope of this paper is limited to a review of

research on educational multimedia features used for instructional purposes. In this

article the effects of (a) screen design (visual elements: color, text, graphics, and

animation), (b) learner control and navigation, (c) use of feedback (d) student

interactivity, and (e) video and audio elements on the development of educationally

effective multimedia modules are examined.

Ipek (1995), claims that information in some multimedia software is presented in

a format that must be read. Reading speed and reading rate arc important learner
characteristics to consider in the development of multimedia modules. Hannafin and

Hooper (1989) reviewed the literature about screen design and found that text is read

more slowly and comprehension is lower when it is read from the computer screen

rather than from print based media. People read text on a computer screen at a rate

28% slower than reading from a book. It is recommended that developers utilize as

many screens as needed and not fill individual screens with text information.

John Sculley (1993), former chairman and chief executive officer (CEO) of Apple

Computer Inc., states that multimedia allows for individualized learning, making

students active participants in the instruction learning process. By enabling the

individual to interact With and control the flow of information with the computer,

interactive multimedia distinguishes itself from older multimedia formats such as books

and video. Learners must process information actively in order to comprehend and

remember it (Ausubel, 1960; Weller, 1988).

Interaction is the major difference between traditional instruction and instruction

delivered by multimedia (Scliwier & NEsanchuk, 1993). Interaction is commonly viewed

as stimulus response reinforcement encounters action is an integrated form of between

the learner and instruction. Intera two of Gagne's events of instruction, eliciting and

assessing performance. Schwier and Misanchuk (1993) cite examples of behavioral

orientations to instructional interaction: designer imposed pacing, overt responses,

immediate feedback, knowledge of results, controlled sequencing, small step size,

promoting, and confirmation. Hannafin (1989) promotes cognitive engagement in

interactive multimedia through the use of fault free questions, queries, real time

responding, note taking, predicting/hypothesizing, hypertext, and cooperative dialogue.

Interactivity, actualized through intentional selection of information, can positively

affect learning (Wittrock, 1974). This means incorporating strategies that cause the

learner to code, organize, integrate, elaborate on, or transform information. Weller

(1988) states that an instructional software program should be designed with specific

learning outcomes in mind. The instructional events of the lesson, with which the

learners must interact, should be based on a model of events of instruction that are

related to a known organizer for their thinking similar to Gagne's nine events of

instruction.

Laurillard (1987) suggests that learners should be given more control over the

content, access to the content, and interaction with the multimedia content. One way

multimedia can give control to the learner is by providing the ability to navigate through

programs at the learner's own pace and ability level (Sponder & Hilgenfeld, 1994). One

student may learn all the intended information rapidly and never need to branch for

review or remediation (Hannafin, 1984), where others will want to review previously

presented material. It is suggested that complex programs should advise students about

the sequencing (Hannafin, 1984; Jonassen & Hannwn, 1987; Litchfield, 1993) and

provide some form of coaching to assist learners in making informed decisions

(Hannafin, 1984). Litchfield (1993) states that students feel more confident with advice

about control selections because it helps them make better choices.

 The school has always been the most important means of transferring the wealth

of tradition from one generation to the next. This applies today in an even higher degree

than in former times, for through modern development of the economic life, the family as

bearer of tradition and education has been weakened. The continuance and health of

human society is therefore a stage higher degree dependent on the school than

formerly. Josh A. Multimedia: A technique in teaching process in the classrooms.

Curriculum World Environment 2012, 7(1) 33-36.

According to Einstein (1954, as cited by Arch 2009), sometimes one sees in the

school simply the instrument for transferring a certain maximum quantity of knowledge

to the growing generation. But that is not right. Knowledge is dead; the school however,

serves the living. It should develop in the young individuals those qualities and

capabilities which are of value for the welfare of the commonwealth. But that does not

mean that individuality should be destroyed and the individual become a mere tool of

the community without possibilities for development. On the contrary, the aim must be

the training of independently acting and thinking individuals, who, however, see in the

service of the community their highest life problem.

Based on the philosophy of Torres ( 1995 as cited by Cometa, 2004) stresses

that to teach a child how to learn is a complex enterprise. It requires a deep sense of

commitment, understanding and dedication. Teaching is not just committing knowledge,

skills and attitude to the learners but rather it involves “ human engineering”. The role of
the teacher is to organize situations in which the content of the curriculum can perform

its rightful function of promoting and fostering the developed characteristics of an

integrated human personality. He further states that an art of teaching embraces the act

of providing adequate resource materials rather than mere destination of information.

The classroom therefore must be made a place in which every student can perform the

act of delivery. Sufficient instructional materials should be provided to the students to

ensure meeting of concepts.

According to Salandanan (2004), learning resources are the references such as

magazines, books, newspapers, and other media instructions like tape and projected

visuals together with the lecture hand outs are provided. Enrichment activities provided

for students who may be interested in pursuing the concepts further for developing more

sophisticated skills. Self-evaluation exercises are the questions after each activity has

been realized. Progress check test: test given that serves as indicator if the subject can

be produced to the next learning session if there is a need to review more the lesson.

Gilakjani (2012) cited that one of the important uses of technology is that it

makes it easy for instructors to incorporate multimedia into their teaching. There are

different multimedia tools. Three of the most popular ones are visual, auditory, and

kinesthetic in which students take in information. Some students are visual learners,

while others are auditory or kinesthetic learners. While students use all their senses to

take in information, they seem to have preferences on how they learn best. In order to

help students learn, teachers need to teach as many these preferences as possible.
Therefore, teachers can incorporate these multimedia tools in their curriculum activities

so that students are able to succeed in their classes.

Using Vygotsky (1978) as a model, Salomon, Globerson and Guterman (2006)

developed a learning system around a computerized Reading Partner, with four reading

principles and meta-cognitive questions during the reading. Vygotsky’s theory states

that social interaction gradually came to serve a cognitive function for self-regulation

and mental representation of information became their basis in exploring current

students’ interactions with the computer. This is called “zone of proximal development”.

Vygotsky determined that the difference between learners can alone and with the

appropriate guidance zone.

Experience with CAI in the classroom have yielded positive results, however,

Project CHILD ( Computers helping instruction and Learning Development) is another

example of integrating technology into the classroom. The goal of the project CHILD

was to accommodate and embrace technology by merging the strengths of the teachers

with the delivery medium (Butzin, 2002). Teachers in this project have been to use the

technology and hands-on techniques of CAI.

Traditional teaching approaches were also used, a combination found be

effective (Butzin 2002). The lessons of Project CHILD can be found in the role of the

teacher, the role of the student, and the role of the technology. The efforts outlined were

not out of ordinary, but simply maximized the available resources to progress. The
design was a synthesis of the educational roles in the classroom, where the teacher

was freed to teach by experimenting with learning styles. One student may have

performed better under CAI, while another favored the traditional methods. The logic

behind this was to use the adaptability of the system to fit the needs of the student. By

transforming the visionary aspects, CAI into a working model adapting to performance,

the program was the first systemin integrating CAI into the curriculum (Butzin, 2002).

When technology is first introduced to a school or program, teachers and parents

can take an active part in guiding how it is first utilized to enrich the current classroom

curriculum. She highly recommends including internet safety, media awareness and

computer etiquette as a mandatory part of computer training at age appropriate levels.

Also, consider how computers are beneficial to children with learning challenges,

including dyslexia, autism, and for students that are considered, “highly distractible”.

Teach students that technology is not necessarily always a toy. It is a learning tool

should be well taken care of for optimal use. (Mc Carter, 2013).

The review of related literature has led to the researcher to the conclusion that if

one wants to improve the performance of the learners some method of teaching

strategies has to be employed.

Personalized education learning and teaching with the assistance of technologies

benefit both students who are able to process information easily and students who need

more time to learn and digest study content (Tsai, Hwang, & Tseng, 2008); Shen et al.,
2008; Caruso, as mentioned by most of the software developers lack teaching

experience, and the products often fail to include theoretical background. Moreover, the

software presentations and interfaces are too distracting”. (Volume 54, TechTrends,

2010)

Related Studies

According to Abbas (2012) one of the most important uses of technology is that it

makes it easy for instructors to incorporate multimedia into their teaching. Some
students are visual learners, while others are auditory or kinesthetic learners. While

students use all their senses to take in information, they seem to have preferences in

how they learn best. In order to help students learn, teachers need to teach as many of

the preferences as possible. Therefore, teachers can incorporate these multimedia tools

in their curriculum activities so that students are able to succeed in their classes.

A study of the Application of Digital Technologies in Teaching and Learning

English Language and Literature Eissa Amir (2011) found out that the use of technology

in various fields has been so successful and beneficial for teachers to reach some

particular goals especially in education and for those who are learning a foreign

language and literature. In every step of our lives the significance of technology is seen

and enjoyed in these days. Communication has never been so easily available and fun.

“The barrier of location for people different parts of the world has been removed by

some of the latest technologies such as the web, internet, and mobile devices such as

Personal Digital Assistant (PDA’s), iphone etc”. (Sarica & Cavus, 2008). Web-based

technologies and powerful internet connections provide various new possibilities for the

development of Educational Technology. English is the only language that has attracted

many people around the world for the most part due to globalization.

Overbaugh (1994) indicates research findings are not conclusive that students in

control of their instruction will achieve higher results. Although the findings are

inconsistent, learner age and ability have been found to affect the extent to which

learner control strategies can be effectively applied (Hannafin, 1984). Older students
and more able students perform more effectively under guided learner control; younger

and less capable students perform best under lesson control (Hannafin, 1984).

Hannafin stated, "Guided learner control is demonstrated in lessons where individuals

control the path, pace, and/or contingencies of the instruction, typically by specifying

choices among a range of designer embedded options. Lesson learner control is

defined as instruction in which all learners follow a predetermined path established by

the designer without exercising individual judgments as to the appropriateness of the

path." (p. 6) Low ability students are especially confused when control depends on a

wide range of options. They do not have the mental models and schema necessary to

investigate a program efficiently and effectively (Litchfield, 1993).

Laurillard (1987) suggests that learners should be given more control over the

content, access to the content, and interaction with the multimedia content. One way

multimedia can give control to the learner is by providing the ability to navigate through

programs at the learner's own pace and ability level (Sponder & Hilgenfeld, 1994). One

student may learn all the intended information rapidly and never need to branch for

review or remediation (Hannafin,1984), where others will want to review previously

presented material. It is suggested that complex programs should advise students about

the sequencing (Hannafin, 1984; Jonassen & Hannwn, 1987; Litchfield, 1993) and

provide some form of coaching to assist learners in making informed decisions

(Hannafin, 1984). Litchfield (1993) states that students feel more confident with advice

about control selections because it helps them make better choices.

 Taylor (1992) has recognized that video is not an ideal medium for presenting

detailed material, but is better used for broader, abstract material, possibly with an

emotional appeal. An abstract video segment may serve well as the medium for an

advance organizer, and, similarly, for a lesson summarization. Hooper and Hannafin

(1988) have found that media that employ both print and video are likely to result in

deeper processing than a medium that employs just print. Taylor (1992) also reports

that most learning occurs when audio and video are redundant, is synchronized with

content, and repeats and reinforces the concepts being presented.

Valentine and colleagues (2005) found evidence that using ICT at home

increased students’ confidence and motivation. ICT was regarded as making homework

less boring and more interactive and interesting. They also found, unsurprisingly, that

online revision sites were more likely to be used closer to exam time. Their study found

that “In year 11, use of revision web sites was extensive. Online revisions sites are

overwhelmingly popular and well used.” (p33). However, there are also potential

negative impacts of online materials. In a recent study Macedo-Rouet and colleagues

(2009) compared students’ performance and satisfaction using web-based materials –

in the form of notes and quizzes – compared to printed ones. They found that students

expressed a preference for printed notes, saying that they are easier to read, and that

the group working with the printed documents had a higher performance. The authors

hypothesise that this may be due to the higher perceived cognitive load of processing

web documents.
 Cranmer (2006) studied young people’s use of the Internet for homework,

undertaking a qualitative longitudinal study with 17 families and suggesting that

“learning at home is neither unproblematic nor socially-neutral” (p303). The paper

argues that parental contribution is key to homework success but those factors such as

time and perceived parental academic ability can limit this. Within the study the majority

of examples of students using the Internet for homework were for children between the

ages of 11 and 15, either with a parent or alone; younger children tended to work with

the support and guidance of a parent. Most examples of use centered on the use of the

web to search for information, in particular images. The study found that young people

tend to use a variety of sites depending on their purpose, either ‘trusted’ or the results of

searching. BBC Bitesize was provided as an example of a trusted site that the children

return to again and again. Young people use online rich media interactive revision sites,

such as that provided by BBC Bitesize in formal and informal ways, but the tendency for

home use is informal. Sefton- Green (2004) defines three characteristics of informal

learning: children’s’ digital cultures, social context and identity; play and interactivity;

and production and design. Sites such a BBC Bitesize clearly exhibit these

characteristics in the form of elements such as collaborative communities and social

networks, game-based learning and interactive multimedia.

Kerr and colleagues (2003) identify a number of characteristics of successful

learning communities: shared ownership and equality; history of collaboration; flat

hierarchies; time to develop trust and relationships; built-in formative evaluation and a

positive ethos. The ways in which learners take part in the communities that support
online learning and revision sites has also been the subject of research. Manchester

Metropolitan University (2003), in the study of the Grid Club site, found that the

communities associated with the site had the potential to foster interaction between

children and adults, a sense of belonging and peer learning, but warned that “the norms

of authority within schools can undermine the opportunities for a Community of

Practice.” (p4). In a recent large-scale study of web 2.0 for learning, Luckin and

colleagues (2008) found that social networking was used by the majority

of students surveyed (74%) and the use of email and instant messaging was almost

ubiquitous. The BBC Bitesize web site was the preferred homework web site by 24% of

respondents; however few learners reported engaging in collaborative learning for

school work (although some reported ‘chat’ about work). There is also evidence that

most online communication takes place with local friends rather than people they have

never met face-toface (Livingstone & Bober, 2004).

In research with primary school children and the use of multimedia to learn

mathematics, Jones (2008) found evidence that there is value in expressing

mathematical concepts in different modalities. While there is recognized evidence for

the benefits of multiple media for learning (e.g. Mayer, 2001) there is also evidence

(McTigue, 2009) that established multimedia learning benefits of using graphical

representations for learning did not hold true for the 11–12 year old age sample on

which the effects were tested. There is also evidence that increased media richness can

decrease learning because of the increased cognitive overhead (Acha, 2009).

 Hennessy and colleagues (2006) carried out case studies to examine the

different ways in which multimedia was used within secondary science classrooms.

They found that over structuring of tasks and curriculum constraints led to students not

achieving the full value of the activity. This has clear implications for the benefits of

students’ studying at home in a more independent manner and being able to gain the

full potential of the interactive media – it is important to balance structure with freedom

for experimentation. Rodriguez (2007) identifies a number of factors that influence

learner engagement with science simulations, including distraction and vividness, the

logic and instructions presented, and relevant prior knowledge.

The research evidence regarding learning benefits – real rather than perceived

by students –of interactive multimedia is extremely narrow; mainly looking at single

instances of multimedia resources used in particular disciplines and age groups over

short time periods. Again the evidence of impact of these types of learning materials on

different types of learner, such as studies carried out with large diverse user

populations, using a wide variety of learning materials, over long periods of time, is

limited. Another issue highlighted by this review is that research in this area tends to be

either qualitative or quantitative, rather than using a mixed methodology, so in a sense

offers only half of the picture.

The fundamental principle behind multimedia learning is best described by

Richard Mayer (2005), one of the leading researchers in this area: ―People learn better

from words and pictures than from words alone. In this context, words include written
and spoken text, and pictures include static graphic images, animation and video. That

using both words and pictures is more effective than words alone should not be

surprising in light of what we know about how the brain processes information.

Research tells us that the use of both words and pictures lets the brain process more

information in working memory (Sweller, 2005). Extending this basic principle, Mayer

(2005) and his colleagues tell us that narration and video is much more effective than

narration and text. Similarly, narration and video appear to be more effective than

narration, video and text. Narration and text rely on the same channel to process

information (Baddelley, 1999). It seems that text heavy multimedia presentations may

be less effective than those that rely on narration.

Warschaur (2006) and Pytel (2007) examined student attitude toward

mathematics once technology is incorporated in lesson delivery. They concluded that

student enthusiasm and interest for learning when using computers supports teachers‘

reports that students are more attentive, interested, and alert in a technology-based

lesson delivery than in traditional classroom teaching. Feedback is important to let

students know their mistakes or if they are doing well. Computers in education provide

faster and immediate feedback, while traditional teaching styles may require a longer

time. Reinforcement learning, articulated by Hunter (1982) and building on early

theories of Pavlov and Skinner, included factors of positive and negative reinforcement.

Reinforcing learning by immediate feedback gives the learner self-confidence and a

sense of self-worthiness (Marzano, 1998).

 The use of technology in the classroom positively influences the way students

feel about their subject and learning in general (Pytel, 2007). Pytel‘s findings concluded

that students had a high level of enthusiasm for learning and showed an increased level

of self-confidence in classrooms in which computers are being used. Such findings

support a major emphasis of the JRL Enterprises Inc. program. Also, Warschaur (2006)

found similar results when studying a group of students who used laptops in their daily

learning process. At the same time, he found students who use laptops daily have

higher test scores. Middleton and Murray (1999) showed a direct correlation between

student achievement and the amount of time spent using computers for class work and

learning. The study on the Laptops program showed students who spent more time with

laptops scored significantly higher than students with no laptops or limited time with the

technology (Lowther, Ross, Morrison, 2003).

As cited in the study of Ohsomenarra, (2013) multimedia approach to teaching

learning process, Digital integration of Text, Graphics, Animation, Audio, Still Images,

Motion Video is effective in teaching. Multimedia helps educators to get attention of the

learners. This also helps the educators make their learners participate and performed

well.

In the study of Rose and Meyer (2012) revealed that students spend copious

amounts of their free time socializing, shopping and even studying on the internet,

where they are flooded with text, images, video, animation, and sound in what is a

complex multimedia environment. The younger generation is intimately familiar with

multimedia, accustomed to receiving and sharing information in a range of formats.

 Kawas (2008) suggested in her studies that these mathematics learning

strategies are very effective in a way. Thumbs up/thumbs down a strategy to encourage

students to listen to other students in the class. Students must learn to evaluate both

the solutions and the explanations of other students in the class. Another one is Think-

Pair-Share, Ask the students to keep quiet “think” time. This wait time encourage each

student to be actively involved in a question. Ask students to tell their partner the

answer or explain or this allows students the chance to practice on one person before

talking before the whole class. This practice helps reluctant students as they can always

use some or all of their partner’s words. Ask a couple of students to share with the

class, especially those you have overheard who have different ways of explaining or

different answers or different method of solving problem.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methods and procedures used to give answers to

problems from the preceding study. This includes research designs, the respondents,
population and sampling techniques, procedures, instruments, and statistical techniques

and data analysis.

Research Design

The researcher used quasi-research design in giving deeply description in the

classroom design because it is fitted to estimate the causal impact of an intervention on

its target population. This is used to estimate the causal impact of an intervention on its

target population. The respondents were assigned to the intervention group:

multimedia-aided instruction approach and traditional teaching approach, as a result

differences between the academic performances of the two groups would be observed.

Respondents of the Study

The respondents involved in this study were eighty (80) students studying

Mathematics of Grade 10 classes in Bigaa National High School S.Y. 2016-2017.

Forty (40) students from Grade-10 Zeus were exposed to teaching using

multimedia-aided instruction approach while forty (40) students from Grade-10 Apollo

were exposed to traditional teaching approach.

Table 1. Distribution of Respondents

Male Female

Respondents Total
f % f %
Grade-10 Zeus 20 50 20 50 40
Grade 10-Apollo 20 50 20 50 40
 Total 40 100 40 100 80

Research Procedure

Pretest with 40 item test was conducted. A pretest was administered in the

presence of the researcher and the subject.

The researcher integrated multimedia-aided instruction approach in Grade-10

Zeus in teaching Mathematics lessons and used a traditional teaching approach in

Grade-10 Apollo. A formative test administered at the end of the lesson to see the

difference of the scores between the multimedia and traditional group.

Post-test with 40 item test was administered after a grading period. Collecting of

test results after each test followed. After administering the pre and post test and other

formative tests, there was a comparison done to come up with the result of the study.

The researcher went through in conducting this study.

A letter of request was submitted to the District Supervisor to seek permission to

conduct the study in Bigaa National High School, City of Cabuyao, Laguna, and Division

of Laguna S.Y. 2016-2017. Immediately after its approval, permission from school

learning leader to distribute and apply the method to the students was done.

Research Instrument

Formative test was the main instrument used in this research to gather data from

the respondents. The questions included in the discussion or during the lessons were

designed in a way that respondents would simply answer the given test made by the
researcher. The test was patterned in Learner’s Material Module and Teacher Guide

given by Department of Education (DepEd). Lessons were also patterned from the

teacher’s manual.

Statistical Treatment of Data

The data gathered from the scores were classified, tallied, tabulated, statistically

treated, analyzed and interpreted.

The mean, standard deviation and t-test were used for the description and

analysis of data.

T-test for independent means was utilized for research question 4 to determine

the significant difference in the mathematics achievement between the respondents

under traditional and multimedia group.