Chapter 1

CONTEXT AND RATIONALE

Introduction

As the next wave of one of the largest populations in the history of the
world, the millennial generation, also known as generation Y, net generation,
and digital natives, permeates college campuses and the workplace, the great
need to understand them is imminent. New media encompasses an increasing
spectrum of digital technologies forms animation tools to the virtual world.
Millennial students entering college today do not know a world without
computers or new media. Hence, one of the biggest challenges facing higher
education today is bridging the gap between these "digital natives" and faculty
who may see themselves as digital immigrants.

In the global arena, perhaps in third world countries, significant

challenges are hindering the implementation of the adoption of technologies in
every aspect of education. Electrical power, internet connectivity, training, and
professional development, value teachers and sustainability are the key
barriers to educational technology adoption in some countries in Africa (e.g.,
Ethiopia, Ghana, Kenya, Liberia, etc.). Children in developing countries face
many barriers to accessing an education. In Malawi, for example, there are 130
children per classroom with a lack of all the facilities you would expect a school
to have.

In the Philippines, before the implementation of the K-12 curriculum, the

unavailability of learning materials is just one of the problems still hounding to
this education program. The aim of the Philippines to cope with the millennial
world have not yet reached the entire archipelago. Many educational institutions
were stuck with traditional learning tenets. Students from rural, particularly from
far-flung areas are craving for an advanced education they may experience
which was guided and supported by the technology. For a period, it becomes
visible that technology-aided instruction has brought betterment, development,
and sustainability to the performance of the school in general.

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Background

The problems and challenges in education are happening in some parts

of the province of Compostela Valley. Considering the geographical area of the
valley, most of the school establishments have not met the new millennium
learning environment. Bridging these gaps in the classroom instructions is our
prior concern.

Due to the occurrence of these problems, we came up with an

intervention wherein the students will experience multimedia learning
processes. Unlike traditional pedagogies, multimedia learning processes
provide a learner-centered, interactive and timely instructions.

Learner-centered Interactive

Multimedia
Learning

Teacher as facilitator of
Practical
Knowledge

Figure 1. The thematic framework of Multimedia

Identifying the Root Causes

According to Leonor Briones(2017), the learners need to able to adapt

to changes in their environment. She highlighted the importance of instilling
21st-century skills. Some of these skills are media literacy, information literacy,
and technology literacy. These skills are needed to help students keep up with
the lightning pace of today's modern markets. However, there is still a failure to
use technology in classroom instruction. Many of our educators today employ
traditional pedagogies despite the emergence of technology.

Because of this matter, we had investigated the phenomena in the

classroom instruction with the integration of media technology wherein the
learners have the opportunity to work creatively, collaboratively, think critically

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and be the center of teaching, and classroom where the teacher is the facilitator
of learning. With this classroom setting, they will acquire 21st skills and
competencies needed and suited for this generation.

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 Chapter 2

ACTION RESEARCH QUESTION/S

Technological advancement has been the long struggle of a developing

country like the Philippines to be coped up. It is a problem that this research
had investigated. Through this research, the faculty best serve as designers
and facilitators of learning environments for students. We aimed to provide
information, media and technology-aided instructions that will give an efficient
and timely approach to teaching and learning processes.

Specifically, it sought to answer the questions:

1. What are your experiences that you have encountered before

your situation of having less exposure to the multimedia
integration in the classroom?
2. What are those challenges you have noticed of having a
traditional way of teaching in the classroom instruction?
3. What are the chances that you have recognized for you to
address the challenges you're facing with regards to your
learning processes?

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 Chapter 3

PROPOSED INNOVATION, INTERVENTION, STRATEGY

The Andap National High School is on its way to modernized institution.

They had incorporated technology such as televisions in every classroom. It is
the first move of the school administration to cope with the 21st century learner.
The school facilities were still limited to use for the teaching-learning processes
of the 21st century learners. They still used the chalk-board instruction due to
the lack of funding to meet the needs of the learners for the technology and
multimedia-aided instruction.

As we observed in this situation, we let the students experienced

multimedia-aided teaching approach. We had a teaching demonstration
wherein the multimedia approach to teaching utilized. It included the use of
audio-visual materials such as laptops, speakers, overhead projectors and
smartphones. A class of Grade-10 section Mabini were the focus of the study.
It was on the first two weeks of March in Andap National High School. The
subject taught during the conduct of the research is Araling-Panlipunan. As
what have observed from various institutions, traditional pedagogies utilized in
Social Science where it involves directed flow of information from the teacher
as sage to the learners as a receiver. To address these occurring phenomena,
we provided a learner-centered instruction allowing the students to express his
ideas about the topic and create their learning at their own pace. Unlike
traditional ways of teaching the students, we also provided interactive and
multimedia aided activities that consider the differences and multiple
intelligences of the learners.

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 Chapter 4

ACTION RESEARCH METHOD

Research Design

This research used a qualitative design that tends to seek students'

perspective, opinions, and experiences regarding the use of traditional
pedagogy despite the emergence of technology in this new millennium. Denzin
and Lincoln (2002) mentioned that qualitative research is an interdisciplnary
field which encompasses a wider range of epistemological viewpoints, research
methods and interpretative techniques of understanding human experiences .
Further, it is a phenomenological study that stressed the use of multimedia
learning processes in the classroom arena.

Participants and/or other sources of data and information

The participants of the study is from Grade-10 Mabini of Andap National

High School. We used porpusive random sampling wherein we selected
participants from the larger group which is the Grade-10 Mabini. We pulled out
randomly the seven students from Grade-10 Mabini as our participants in the
study conducted. Random samples are the best method of selecting sample
from the population interest (Mcleod, 2014).

Data Gathering Methods

In gathering the data, we prepared an interview questionnaire for the

participants to answer. These include questions that allow the participants to
share their insights, experiences, and opinion on the use of multimedia in the
classroom setting. We have set the time and day for the conduct of the
interview. The participants gathered in the SDRRM office and had given
questionnaires where they had time in answering them.

Data Analysis Plan

In analyzing data, narrative and thematic framework analysis were

utilized. We compiled the stories of the participants, explaining the explicit
contents, discourse, and context of their insights and understandings. We

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analysed the participants' responses and consider the effects of background
variables ( e.g., history, geography, age, and the environment). It involved
identifying key themes, issues or discussion points embedded in the transcript.
We used interview topics guide as a starting point for creating categories and
any emergent themes from transcripts that have coded as responses to each
question.

Ethical Consideration

Regarding the consideration of the ethics of the participants, if they were

minors, they were given an Ethics Informed Assent Form signed by their
parents that allowed the researchers to conduct the interview. The purpose of
the study was explained and discussed by the researchers. Along with this, we
explained the potential risks and discomforts regarding the sensitive nature of
the topic, the potential benefits of the research to the participants and to the
society. We submitted letters to the school in-charge for the proper notice of the
activities regarding the research conducted in their school.

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 Chapter 5

ACTION RESEARCH WORKPLAN AND TIMELINE

Target Persons Objectives/Task Names Desired Results
Date Involved
Pre-implementation
January Researchers  Identify the problem arises within the classroom  Fomulated the Research title and
 Present the title of the research Literature Review
 Begin the literature review (Find sources on the
internet as well with books related to our research)
February Researchers,  Obtain permission from the school principal of  Granted permission to conduct the
ANHS to conduct the research research
Principal,
 Send ascent forms to the parents and students  Parents signed ascent form allowing
Students outlining our research and goal for the project participants to participate in the
 Set dates for the conduct of the interview interview
Implementation
March Researchers,  Conduct of the Interview  Got the data from the the interview
 Implement the theory/study (Introduce multimedia  Implemented the research
Students
learning instruction) successfully
Post-Implementation
April Researchers  Write Up and Analyse Interview Responses  Obtain interpretations of the data
gathered
May Researchers  Produce Final Action Research Report  Declaration of approval and to have
the final action research
Table 1. Action Research Workplan and Timeline

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 Table 1 represented the Action Research Workplan and Timeline of this
research. During the Month of January 2019, we identified the problems
occured in Andap National High School. After finding the problem, we gathered
literature review related to our research. For the month february 2019, we sent
the letters and assent forms necessary for the conduct of interviews and
implementation of the study. We conducted the interview and the
implementation of the research last march 2019. We did the interpretation and
analysis of the data in april and the final action in may of the same year.

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 Chapter 6

FINDINGS

The Experiences Encountered by the Students of Having Less Exposure

to Multimedia

The most responses of the students regarding their experiences of

having less to multimedia are passive learning, unclear discussion, and
sometimes their learnings depend on how the teacher delivers the lessons. P4
stressed that he felt tired during the discussion; it doesn't catch students'
attention. P5 also said that he fell asleep when the teacher discusses the
lesson.

Depends on
teacher's
Approach

Unclear
Passive Learning
Discussion

Learners'
Experiences

Figure 2. Learners’ experiences of less exposure to Multimedia

Figure 2 described the phenomena of an ineffective classroom

instructions experienced by the students. Unclear discussion happened when
the learners are not actively involved in the teaching-learning process. Passive
learning holds the students responsible for absorbing the presented information
on their terms. The disadvantages of this approach are that it may appear
unrelatable, fewer opportunities to assess student comprehension and the
students are less involved in the learning experience (Rodriquez, 2018). P2 had
a hard time understanding the lessons on lessons taught to them due to

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insufficient information shared to them. Together P2, P3 also experienced
unclear discussion because of confusing definitions in the books far from
another source.

Further, the understanding of the lesson will always depend on the

teacher's approach. According to P1 that it is easy to understand the discussion
if the teacher discusses it thoroughly. She added that even without the
multimedia, she clearly understood the topic with proper and clear explanation
by the teacher.

The Challenges Noticed by the Students of Having Traditional Way of

Teaching

The traditional approach to learning focused on mastery of the content,

with less emphasis on the development of skills and nurturing of inquiring
attitude. These are the challenges experienced by P4 at this point wherein it
will make him sleepy if the teacher always discusses, sometimes he observed
that they give seat works and let us take notes instead of explaining it. P1 found
before that he cannot understand that topic in the book because the teachers
only read it. Traditional classroom tends to be closed systems where
information filtered through layers to students. In general, the uses of resources
are limited to what is available in the school or within the school.

Rudduck and Flutter(2004) identified student irritation with the teacher

who wasted time and creates boredom in the classroom. The giving of unclear
directions or explanations, allowing student disengagement from learning and
inaccurate teaching content considered as a red flag of effective teaching
(Stronge, 2007). P6 encountered a teacher that discusses some details but
has a lack of information. Teachers lost credibility with their students quickly if
they do not know they are teaching, thus making them ineffective.

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 Limited
Information

Students’ Ineffective
Challenges teaching

Boredom

Figure 3. Learners' Challenges in Traditional Way of Teaching

Figure 3 illustrated the factors affecting students’ learning experiences.

In the traditional setting, it occured that there is a limited information percieved
by the students. The cause of this is the inadequate teaching employed in the
classroom. Boredom arised due to this siuation in the classroom instruction.

Boredom sets in when the topic has a lack of relevance in real life and if
it has an improper pace in teaching the lesson. Boredom occurs on the part of
the students when the teacher talks too much and make comprehension difficult
by complicating simple lessons. It is a challenge for P2 as he experienced the
times that he is not listening to the teacher's discussion because it not
adequately discussed. P3 felt exhausted to listen to the lesson because he think
traditional teaching is a cycle. After reading, next to it is he will have to explain,
and this process repeats the same way all through the lesson. So as with the
others, P6 and P7 also felt the same way, and it is a challenge for them to stay
focused and be attentive to the lesson.

Chances Recognized by the Students to Address Challenges in Learning

Processes

To overcome the challenges that occurred in the classroom

environment, the Participants took the initiative to fit in and also suggest ideas
on how to overcome this problem. Effective communication and collaboration
are essential to becoming a successful learner. P1 and P2 ask questions to
their classmate for them to understand the topics. With the growth of
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technology, collaborative learning value students on their ability to work in
teams.

Call for integration

of Multimedia

Learners'
Chances

Learners'
Active Participation
Collaboration

Figure 4. Learners’ Chances to Address Challenges in Learning Process

Figure 4 delineated that when students are using Multimedia as a tool

for communicating with others, they are in an active role rather than a mere
recipient of information transmitted by a teacher. According to P3 that he needs
the help of Multimedia especially in his study. P5 mentioned that not all the
times we can understand what is in the book so in that case, we can research
additional information from the internet. Moreover, when Multimedia used as a
tool to support students in performing authentic tasks, the students are in the
position of defining their goals, making design decisions and evaluating their
progress.
Multimedia engaged students, aids students' retention of knowledge,
motivates interest in the subject matter and illustrates the relevance of many
concepts. P7 stressed that using multimedia enables him to be actively involved
in the learning process as it catches the attention and interest of the students.
By incorporating digital media elements into the project, the students can learn
better since they use multiple sensory modalities, which would make them more
motivated to pay more attention to the information presented and retain the
information better.

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 Chapter 7

ACTION RESEARCH SUMMARY, CONCLUSION, AND

RECOMMENDATION

Summary

Multimedia place a massive part in the learning processes of the

students. It is one of the skills needed in today's generation. Its effectiveness is
evident during the implementation of this research wherein the students have
active interplay with one another. Multimedia activities encourage students to
work in groups, express their knowledge in multiple ways, solve problems,
revise their work and construct knowledge. Through multimedia, students can
learn the value of teamwork, challenges of communicating to different
audiences and knows how to express their ideas creatively. In fact, the learners
were interactive, proactive and collaborative with their peers in learning during
the implementation of the multimedia. Moreover, their varied learning styles
were recognized because multimedia provided an avenue where individual
differences were acknowledged.

Conclusion

The power of multimedia is to possibly enhance learning or create

unique environments where students learn more effectively. It can improve the
effectiveness of learning outcome in delivering the information to the students.
The application of multimedia into the classroom can help students have a
further understanding of specific information or topics. During the
implementation of multimedia in Grade-10 Mabini, the researchers observed
that the students actively participate in the discussion. They responded
positively to the assessment given and attain the primary objectives of this
research. Therefore, the use of multimedia in the classroom is proven to be
effective.

Recommendation

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 The participants identified the problems arised in the classroom
particularly on the use of traditional pedagogies. The following are the
suggestions for further research based on the study findings:

1. There is a need for the modernization of classroom tools and facilities.

The government should emphasize the school goals of having globally
competent individuals by providing them a complete, adequate and
integrated system of education relevant to the needs of the people and
society.
2. There is a need for the utilization of Multimedia. One of the skills needed
for 21st-century learners is media literacy skills. To become a successful
student, we need to develop expertise with increasingly sophisticated
information and entertainment media that address us on a multi-sensory
level, affecting the way we think and behave.
3. With the help of multimedia, the teachers should always employ
interactive activities that allow learners to be actively involved in the
teaching-learning process. They should maximize the media tools of the
students and the school in the discussion because it is perceived to be
useful in today's generation.

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 Chapter 8

ACTION RESEARCH WORK PLAN AND TIMELINE

Activities Responsibility Budget Estimated Time /

Completion Date
Pre-Implementation
Identify Action Research Questions Researchers N/A Five days/January 17-21,
2019
Undertake Literature Review Researchers N/A 7 days/January 22-28, 2019

Establish Questionnaire Content Researchers N/A Four days/January 28-

February 1, 2019
Send Letters and Ascent Forms Researchers, Principal & Parents P135 Two days/February 18-19,
2019
Implementation
Conduct of Interview Researchers & Participants N/A One day/March 1, 2019

Implement Theory/Study Researchers, N/A One day/March 15, 2019

Post-Implementation
Write Up and Analyse Interview Responses Researchers N/A 15 days/April 1-15, 2019

Produce Final Action Research Report Researchers P224 14 days/April 22-May 5, 2019

Table 2. GANTT Chart of Action Research Action Plan and Timeline

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 Chapter 9

PLANS FOR DISSEMINATION

This study presents the effect of multimedia instructions on students'

learning and their perceptions of the teaching. The multimedia learning defined
as the delivery of instructional content using multiple modes that include visual
and auditory information and student use of this information to construct
knowledge. The outcome of this research will be disseminated to CVSC New
Bataan, to the CVSC website. We will secure a copy to be sent to ANHS Andap,
New Bataan where we conducted our study. We are eager to disseminate our
research to give some points and ideas to students, especially for those who
took teacher education courses.

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 Chapter 10
REFERENCES
Briones, L.M.(2019, 02,23). Education chief higlights importance of 21st
century skills in PH education system.
hhtps://pia.gov.ph/index.php/news/article/1018952
Denzin & Lincoln (2002). The Qualitative inquiry Reader. London:Sage
Publications
Mcleod, S. A. (2014). Sampling Methods. Retrieved from
https://www.simplypsychology.org/sampling.html
Rodriguez, B(2018,09, 6).Active Learning vs Passive Learning:What’s the Best
Way. hhtps://www.classcraft.com/blog/features/active-learning-vs-
passive-learning/
Rudduck & Flutter (2004). How to Improve Your School:Giving Pupils a
Voice.London:Continuum
Stonge, J.H(2007). Qualities of Effective Teachers.2nd ed. Alexandria, VA:
Association for Supervision and Curriculum Development

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