Assessment of Using Multi-Media As An Instructional Tool in Teaching Cookery Subject Smong Students of MTHMNHS

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF BATANGAS
Batangas Provincial Sports Complex, Bolbok, Batangas City
ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN

INSTRUCTIONAL TOOL IN TEACHING COOKERY SUBJECT
AMONG STUDENTS OF MAXIMO T. HERNANDEZ MEMORIAL
NATIONAL HIGH SCHOOL
A Basic Education Research

Presented to the
Researchers
Loraine G. Tenorio
Maxima M. Javier, Ed. D.
Anarose S. Manalo
July 2018
ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

1
SUBJECT AMONG STUDENTS OF MAXIMO T. HERNANDEZ MEMORIAL NATIONAL HIGH SCHOOL
II. Abstract
Multi-media devices are now widely used in the educational system

which is supporting the teaching and learning process. These multi-media devices
became an instructional tool that redefines the manner of delivering instructions to
the learners.
The purpose of this study is to assess the use of using multi-media devices
as an instructional tool in teaching cookery subject among Grade-10 students of
Maximo T. Hernandez Memorial National High School. It is a descriptive method of
research that does not use sampling technique. One hundred twenty two
respondents and three TLE teachers were given survey questionnaires containing
scale items as data gathering instrument. Essentially, it reveals how effective using
multi-media devices are as an instructional tool in teaching cookery subject.
The findings indicate that students and teachers find it efficient in delivering
lesson of the subject and as a motivational tool in enhancing the level of student’s
performance in class.
The researchers’ conclusion is that having a wide knowledge of using multi-

media devices as an instructional tool in teaching cookery subject will be of great
help in developing and enhancing the 21st century learners’ skills.
Therefore, the researchers recommend of creating an instructional material

for cookery subject using these multi-media devices which will be evaluated and
validated of those who were expert on the field so that it can also be used by other
schools.

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III. Acknowledgement
The creation of a project like this research is never an isolated endeavor. To

move from imagination to completion of this research required the encouragement,
support, assistance, and understanding of many individuals.
The authors express their deepest gratitude to significant people who helped
in the completion and contributed significantly to the development of this study.
We wish to thank the faculty and students of Maximo T. Hernandez Memorial

National High School spearheaded by its School Head, Dr. Maxima M. Javier, for the
opportunity to be part of this study.
We express also our gratefulness to Dr. Maxima M. Javier for the golden
opportunity to do this wonderful project and support in finalizing this project within the
limited time frame.
We also wish to thank our consultant, Mrs. Myrna De Castro who shared her
time and expertise in doing research; also to Mr. Norman Bryan D. Banaag, and Mr.
Demetrio V. Valdez Jr. who provided assistance to put ideas in this study.
Most of all, we thank our families for their inspiration and understanding. They
were robbed of many precious moments as we locked ourselves in our rooms when
our minds went prolific.
Finally, we thank our Father Almighty, the source of all knowledge,

understanding and wisdom. From Him we owe all that we have and all that we are!
L.G.T.
M.M.J.
A.S.M.

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IV. Introduction
In the new age of education, technology brought so much change that enable
educators and students to communicate the teaching and learning process in many
forms. The teacher is not merely limited of using chalk and board in disseminating
knowledge to the learners; on the other hand, students were not also limited in
coping up the teachers’ activities or task using pen and paper. In its continuously
changing environment and technological advances, many devices were created
which help the field of education to develop learners who were globally competitive
individuals.
Batista et.al (2007), stated that after globalization and introduction of new
technologies, it is impossible to think of education as a static process, in which the
teacher is seen as an informer and students as listeners. In this new educational
context, the teacher becomes an information manager and guider to those students
who seek for knowledge. The students are surrounded by information of several
sources and teachers need to use all technological resources, in order to appeal to
and facilitate the teaching process. For Oliveira Netto (2005), “new technologies in
education can be used to energize the classes, making them more interesting and
connected to reality and mainly to learning.”
Multi-media devices nowadays became one of the necessities in the teaching

and learning process. Admit it or not using multi-media devices made the process of
teaching on the part of the educators easier and more convenient to use. While on
the part of the learners, these made them more motivated and interested to acquire
knowledge. In the K to 12 program of the Department of Education (DEpEd) which
focuses on the development or enhancement of the skills of the learner to be globally
competitive, the need of multi-media devices arises for the goal of education in the
country be attained.
Technology and Livelihood Education as one of the subjects in the DEpEd’s K

to 12 curriculum aims to hone students not only on their cognitive level but more
specially the skills they needed in their field of work. It is composed of four
components, and one underlying on its component is the cookery subject. Through
this, students were taught different level of competencies in cooking. It requires
theory and practice in able for them to finish the course. Even though the course

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itself is more on strengthening the skills of the learner, still there is no doubt that
theory is equally more important on the course. With the use of multi-media devices,
the theories and practices needed to be learned by the learners were at ease to be
given to them. According to Salandalan, et. al. (2000), Home Economics and
Practical Arts is a part of general education program which aims to develop
knowledge, understanding, abilities, skills and desirable attitudes which are needed
in everyday living. Home Economics gears towards harnessing one’s ability to deal
with his personal and social life as well as to share this with people around him.
Teaching methods and strategies will be most effective when adapted to the subject
matter and to the interest and ability of the learners to accomplish goals of learning
situations. In addition, De Chavez et. al (2000), stated that Cookery is one of the sub-
areas of Technology and Home Economics. It is under the sub-area of Home
Economics. Cookery is the skill or way of cooking and preparing food for eating by
the application of heat. The basic object of cooking is to tenderized foods so that it
will be easier to digest.
Dimalibot et.al. (2004), stated that multimedia design can see to it that the
subject content can be organized and presented in a manner that represents good
instruction. Through the careful analysis of picture and words, multi-media can
communicate elements of knowledge in a well-organized, specific and clearly defined
manner. Learner reaches an acceptable competency level resulting from suitable
study effort on the part of the students and appropriate follow up activities. According
to Colinares (2010), there are four most frequent reason why there is a use of
technology in education ;a) to improve access to education and training, b) to
improve the quality of learning, c) to reduce cost of education, d) to improve the cost
effectiveness of education.
At this point, it is a mere fact that really technology through the use of multi-
media devices helps to improve the quality of the teaching and learning process in
education. The researchers found out to assess the use of multi-media devices as
instructional tool in teaching cookery on the aforementioned school.

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V. Literature Review
Learning process arises when learners are interested and well-motivated to

listen and learn. On the other hand, teaching process can be successful if the
teacher will apply the appropriate material for instruction and the appropriate
teaching strategies. Today, various multi-media devices can be utilized for improving
the quality of education. Such examples were laptop, television, computer, mobile
phone, projector/lapel etc. This material, nowadays were widely used in different
institution as a modern strategy of the teaching and learning process were students
are highly motivated and activities are more engaging.
Castor et. al (2002) stated that instructional materials stimulate the interest of
the students so teachers should make the visual aids attractive and interesting to the
students. It provides actual illustrations of subject matter thus they should be related
to the subject matter and illustrate the lesson very well. It also contributes the greater
retention of learning. If the teacher used visual aids and other instructional materials
it is easy for the student to retain the entire lesson given by their teacher. Lastly, it
will sustain the concreteness of the students learning. According to Anderson(1992),
computers for teaching and learning may be more effective than other methods
largely because the computer can supplement other teaching methods by providing
drills and practices. In support to Anderson, Surber and Luder(1990), indicated that
the computer is an attractive teaching tool because it can do things that cannot be
done easily by textbook or even human teacher.
According to Larson (2001), as cited by Bantugon et. al (2017), the use of

electronically mediated instruction to duplicate the traditional face to face classroom
has resulted in shift for teachers to student-centered classes. In this situation, the
responsibility for learning is shifted to the students. The teacher facilitates the
learning by acting as a coach, resource guide and companion in learning. The use of
instructional material does not only encourage teachers and student to work
collaboratively but also results in more cooperative learning activities among the
students.
Shelley, et. al (1999) also introduced multi-media application. Multi-media is

the combination of the following elements; text, color, graphics, animation, audio and

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video. Multi-media software refers to any computer- based presentation or

application software that uses multi-media elements.
A multi-media application involves the use of multi-media technology for

education, business, and entertainment. Business industry uses multi-media, for
example in interactive advertisement and job and skill training applications.
According to the study of Alda et. al (2004), it was revealed that the prepared
instructional materials using computer as perceived by the respondents were
deemed more effective than the traditional instructional materials. It is easier to the
teachers to deliver the lesson well with the use of electronic materials. With the use
of electronic material it also help to boost the interest of the students. Some solutions
that were suggested by the respondents are the adequate training regarding the use
of computer program software, mastery of the subject matter and awareness of
computer usage in teaching.
Based on the study of Cortiguierra et.al (2004), they found out different
subjects were at efficient computation of grades, more convenient means of
dissemination of hand-outs, enhance teaching skills, and helped the teacher attaining
greater innovation skills. It also aroused and increased students interest, helped in
accurate grade evaluation, help attain better interaction during discussion proper,
and help attain more effectiveness and convenience in learning. Furthermore,
computers also support communication beyond classroom wall, thus enabling
schools and communities to provide an environment for cooperative learning, for the
development of high-order skills, and for solving complex problem.
Abdon et. al (2015), stated that the different educational media technology
used by instruction in teaching BSIE students. Different education media technology
helps the teacher in teaching the students. Instructions used overhead projector,
television, newspaper, computer, beta/VHS tapes, VCD, magazines, movies, radio,
cameras and videocam as an electronic material. Overhead projector was the most
frequent used educational media technology while videocam is rarely used in
teaching-learning process.
As stated by Dimalibot et.al (2004), through the careful integration of pictures

and words, multi-media can communicate elements of knowledge in a well-
organized, specific and clearly defined manner. Learner reaches an acceptable
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competency level resulting from suitable study effort on the part of the student and
appropriate follow up activities.
According to Thomas and Kobayashi(1997), educational television and video

presentation teach national and world history. They acquaint learners with the social
and scientific world beyond community, district and nation. They enable the students
to witness complex laboratory equipment that obtains an enlarged view of tiny object
and use rapid action reduces to slow motion.
Dimalibot et. al.(2004), stated that print materials like textbooks, journal,
encyclopedia, magazine, and allied print materials used in education enhance
understanding of the concept of a lesson. It defines what is to be learned and permit
students to go beyond the curriculum. With application of new technology, the
composition of print materials today have been fully enriched and made for more
comprehensive manner. It contains high quality graphics and illustration as well as
provide supplementary materials such as study guides and bibliography to learners.
As students have different abilities, learning styles (e.g. mastery,

interpersonal, understanding, self-expressive) and each may possess various
combinations of multiple intelligences (e.g. verbal-linguistic, logical-mathematical,
spatial, bodily-kinesthetic, interpersonal, intra-personal, naturalist, etc.), teachers are
encouraged to adopt a variety of learning and teaching strategies and provide
differentiated instruction to cater for student differences, to facilitate effective learning
of abstract concepts, and to develop higher order thinking skills.
The learning tasks and activities designed should be thought-provoking and

meaningful to students, with a view of motivating them, and consolidating or
enhancing their understanding and their ability to put theory into practice. They
should be designed as to strengthen their skills in planning, organizing, managing
and using physical and social resources effectively in a range of contexts, and to
further develop transferable skills such as problem solving in novel situations.
Demonstration, discussion, case studies, games, projects, laboratory work,
simulation exercise, debate, role play, visits, field-trips, etc. can all be considered
whenever appropriate.
In the K to 12 Curriculum of the Department of Education, Cookery

subject is one of the specialized subjects under Technology and Livelihood
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Education wherein students are taught with various skills and competencies they
needed to accomplish the subject. The subject requires practical application to
evaluate their understanding or learning. With that, integration of multi-media devices
in teaching the subject matter is of great help in disseminating ideas to be learned.
VI. Research Question
Statement of the Problem
The study aimed to assess the use of multi-media devices as an

instructional tool in teaching Cookery subject among Grade 10 students.
Specifically, it sought the answers to the following questions:
1. What multi-media devices do teacher use in teaching cookery subject?
2. What is the level of efficiency of using multi-media devices as an instructional
tool in teaching cookery subject?
3. How do teachers and students asses the level of efficiency of using multi-
media devices as an instructional tool in teaching cookery subject?
4. Based on the findings, what instructional tool will be developed to attain the
learning competencies in cookery subject?
VII. Scope and Limitation of the Study
The study focused on the assessment of using multi-media devices as an

instructional tool in teaching cookery subject among students of Maximo T.
Hernandez Memorial National High School in Ibaan, Batangas, School Year 2018-
2019. It also covered the perception of the teachers on the level of efficiency of using
multi-media as an instructional tool in teaching cookery subject.
This is limited to the responses of 122 Grade 10 students and 3

teachers teaching TLE subject. The scopes discussed are Technology and
Livelihood Education, Cookery and Multi- Media devices.

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VIII. Research Methodology
A. Sampling
The researchers did not use any sampling technique. One hundred
percent of the total population was used to assess the respondents’
perception on the use of multi-media devices as an instructional tool in
teaching cookery subject.
B. Data Collection
The researchers had read, searched and reviewed of literature studies related
to the problem and surf through the internet and also seek help with the teachers
teaching the subjects and practitioners to come up with the good construction of
questions. After a thorough reading and the help of the teachers teaching the
cookery subjects, the researchers conceptualize the draft of the questionnaire.
To validate the construction of the questionnaire, the researchers showed it to

their adviser to check if the questionnaires made were correct. The approved
questionnaires were given to the teachers who have long years of experience in
teaching the subject. They were asked to evaluate the contents if it is properly stated
as well as their suggestions. Their comments were considered by the researchers in
framing the new draft. For the purpose of grammatical accuracy and clarity of
directions, the copy was submitted to an English teacher.
After the thorough validation of the questionnaires, it was then ready to be

administered. Beforehand, the researchers first send a letter to the principal of the
school for the approval of gathering data through the use of questionnaires. After
being approved the researchers administered the questionnaires to the Grade 10
students and teachers who were the respondents of the study. The questionnaires
were personally administered to the respondents. The researchers explained in detail
what to do in answering the questionnaire. After an hour, the results were retrieved.
And 122 students and 3 teachers accomplished the questionnaire. The
administration of the questionnaires became successful. After such, the data were
tallied, analyzed, tabulated, and interpreted.

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Scoring of Responses. The questionnaire items were rated using a Likert value of 1
to 5 with 1 as lowest and 5 as highest. Verbal descriptions were given to qualify the
numerical assessments.
To interpret the weighted mean, the researchers used the following
continuum:
Option Scale Range Verbal Interpretation
Assessed as to…
5 4.50 – 5.00 Highly Efficient
4 3.50 – 4.49 Efficient
3 2.50 – 3.49 Moderately Efficient
2 1.50 – 2.49 Least Efficient
1 1.00 – 1.49 Inefficient
C. Data Analysis Plan
To analyse and interpret objectively the data and results of the study the
following statistical measures were used:
Relative Frequency. This was used to determine the percentage distribution
of the respondents answer.
Weighted Mean. This was used to determine the typicality of responses
chosen from options similar with the likert scale.
Ranking. A term used to describe the positional importance of an item in
relation to other items and used also to determine the increasing and decreasing of
the variables. Rank 1 will be the highest weighted mean.

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IX. Discussion of the Results and Recommendation
1. This presents the data gathered, their analyses and interpretation on the
assessment of the use of multi-media devices as an instructional tool in teaching
cookery subject.
Table 1
Multi-Media Devices used by Cookery Teachers
MULTI-MEDIA FREQUENCY PERCENTAGE RANKING
DEVICES
Laptop 113 92.62 2
Television 118 96.72 1
Wifi-ineternet 10 8.20 6
Mobile-phone 57 46.72 3
DLP/Projector 50 40.98 4
Computer tablet 0 0 8
Computer 2 1.64 7
Speaker/Lapel 18 14.75 5
Having the data, it could mean that the Television is the most used kind of
multi-media devices having 96.72 percentage being used as an instructional tool in
teaching cookery subject. This tool has been used frequently in their classes. It was
then followed by the laptop with 92.62 percentage.
The learning became more engaging and efficient since Cookery Teachers
uses modern strategy to facilitate learning.
On the other hand, the computer ranked second to the least used Multi-Media
Devices with 1.64 percentage. We can infer that most teachers replaced their
devices with their laptop since it is a hand-carry device.
Cookery teachers never used computer tablet in their classes. It was
presented in the table being the least used instructional tool. Although it is a multi-
media device, most teachers rarely used it due to its availability.

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As shown, teachers in Cookery subject used an instructional tool that they are
more comfortable with and that makes teaching and learning more interesting and
meaningful.
Table 2
Students Assessment on the Level of Efficiency of Using Multi-media Devices

as an Instructional Tool in Teaching Cookery Subject
Learning Activities Students
WM VI R
1. I am motivated when my teacher uses multi-media 4.30 Efficient 5.5
devices in teaching cookery.
2. The lecture seems more interesting and enjoyable when 4.30 Efficient 5.5
my teacher uses power point presentations.
3. I am interested in the lesson in cookery when my 4.23 Efficient 8
teacher uses multi-media technology/devices in teaching.
4. I learn a lot when lesson in cookery uses multi-media 4.25 Efficient 7
devices.
5. I can easily understand the lesson when the teacher 4.50 Highly 2
uses pictures or images of tools and equipment used in Efficient
cooking.
6. When my teacher uses tutorial videos, films, and CDs it 4.33 Efficient 3.5
helps me a lot in developing my skills in cooking.
7. A downloaded material from the internet by my teacher 4.20 Efficient 9
makes my learning process active.
8. Using multi-media devices helps me to make my 4.33 Efficient 3.5
project/presentation and output in cookery.

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9. I don’t feel boredom when my teacher uses games and 4.51 Highly 1
activities in cookery which uses multi- media. Efficient
10. Computer-based activities help me a lot in developing 3.48 Moderately 10
my cooking skills. Efficient
Composite Mean 4.24 Efficient
It can be gleaned from the table that the highest weighted average with verbal
interpretation of highly efficient is Learning Activity no. 9 stating that students don’t
feel boredom when teacher uses games and activities in cookery which uses multi-
media with a weighted average of 4.51. This affirms that the respondents enjoy
game-based activities with the use of multi-media devices.
Ranked second is Learning Activity no.5 which is the use of pictures or
images of tools and equipment used in cooking made the student easily understand
the lesson with a weighted mean of 4.50, thus assessed as to highly efficient. This
indicates that the respondents can understand lesson with the use of visual such as
pictures or images.
A downloaded material from the internet by the teacher makes the learning
process active with a weighted mean of 4.20. It was assessed by the respondents as
efficient having been ranked ninth.
The least learning activities assessed is that computer-based activities help
respondents a lot in developing their cooking skills. It has the lowest weighted mean
of 3.48. This reveals that the respondents’ skills in cooking cannot just be easily
learned through computer based activities.
Learning activities by Grade 10 gained a composite mean of 4.24 and was
verbally interpreted as efficient. This data showed that those learning activities were

14
assessed as efficient and can be enhanced further by the teachers of Maximo T.
Hernandez Memorial National High School.
Table 3
Teachers’ Assessment on the Level of Efficiency of using Multi-Media devices

as an Instructional Tool in Teaching Cookery Subjects
Learning Activities Teachers
WM VI R
1. The use of multi-media devices in teaching cookery 4.33 Efficient 8
subjects made my students motivated.
2. The use of powerpoint presentation seems more 4.67 Highly 3
interesting and enjoyable to my students during lecture. Efficient
3. The use of multi-media technologies/devices made my 4.67 Highly 3
student interested in lessons in cookery. Efficient
4. The use of multi-media devices helps my students to 4.67 Highly 3
learn lessons in cookery. Efficient
5. The use of pictures or images of tools and equipment 4.67 Highly 3
used in cooking let my students easily understand the Efficient
lesson.
6. The use of tutorial videos, films, and CDs help my 4.67 Highly 3
students a lot in developing their skills in cooking. Efficient
7. When I am downloading material from the internet the 4.33 Efficient 8
students learning process is active.
8. Using multi-media devices helps my students in making 4.33 Efficient 8
their project/presentation and output in cookery.

15
9. Students don’t feel boredom when I am using games 4.61 Highly 6
and activities in cookery which uses multi- media. Efficient
10. Computer-based activities help my students a lot in 3.67 Moderately 10
developing their cooking skills. Efficient
Composite Mean 4.46 Efficient
It can be shown in the table of learning activities that the highest weighted
average with verbal interpretation of highly efficient are Learning Activities number 2,
3, 4 ,5, and 6 with a weighted mean of 4.67. This implies that the respondents
observed that students were motivated and interested with the subject matter when
teacher uses multi-media devices as an instructional tool in teaching cookery
subjects.
As assessed by the respondents as to moderately efficient, using of multi-
media devices helps students in making their project/presentation and output in
cookery with a weighted mean of 4.33 and ranked eight.
As shown also on the table of learning activities, computer-based activities
help students a lot in developing their cooking skills, with a weighted mean of 3.67
and ranked tenth. This further indicates the teacher and students as respondents
have the same assessment on using computer based activities as to developing their
cooking skills.
Learning activities as observed by TLE teachers in the learning process
gained a composite mean of 4.46 and was verbally interpreted as efficient. The data
showed that those learning activities were efficient to the students and teachers.
Therefore, the researchers recommend of creating an instructional material

for cookery subject using these multi-media devices, to be evaluated and validated of

16
those who were practitioner and expert on the field. Perhaps it can also be used by
other schools.
Conclusion
Based on the results obtained on this study, the researchers come up with the
following conclusions.
1. There are various instructional tools which is used by the teachers in

teaching TLE specifically Cookery Subject. Most of the multi-media devices do the
teacher used are Television, Laptop, Mobile phone, DLP/Projector, Speaker/Lapel,
Wifi-internet, computer, and computer tablet. Among the devices given, television is
most frequently used while computer tablet was not used upon the delivery of the
lesson.
2. This only proves that using multi-media devices made learning more
efficient.
3. The teachers and the students assess the level of using multi-media
devices as an instructional tool in teaching cookery subject through the
questionnaires given by the researchers. Having the results from the assessment
they find it motivating, interesting, and engaging when multi-media devices were
used. This made learning very effective and efficient, especially when pictures and
games were presented.
4. Based on the findings, computer and computer tablet were least used type
of multi-media devices. These tools will be utilized and developed further to
attain the learning competencies in cookery subject.
Recommendations
Based on the foregoing finding and conclusions, the following
recommendations are offered:
1. Technology brought so much change in the field of education. There are

lot of multi-media devices to be used inside and outside the classes.
Further innovation of tools could be made to utilize learning.

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2. Instead of focusing to only one or two devices, it could be more efficient

to use them all, one at a time whenever situation possible. With this
student find it more engaging since the repetition of instruction tool will
be minimize.
3. Careful planning on the utilization of multi-media devices should be
done. An action plan to mitigate problems encountered would be of big
help.
4. Computer tablets should be used in classes at least once in a while
since it is already available in the school. Students can use it upon
doing their outputs in the subject matter.
5. Teachers must also be provided with trainings that involve the use of
different technologies or multi-media devices to enhance their skills in
developing instructional material through the use of these devices.
X. Dissemination and Advocacy Plan
The following are the advocacy plan of the researchers:

1. SLAC Session
2. Student’s seminars in Cookery.
3. Research Conference
4. TLE Seminars
XI. References
A. Books
Anderson, J. (1992). Developing computer use in education. Asia and

the pacific programme of educational innovation for
development. Bangkok, Thailand
De Chavez, L. D., et. al. (2006). Basic foods for Filipinos. Meriam
Webster Bookstore
Franco, E. A., (1991). Training center for development management

and productivity

18
Gagne, R. M. (1997). The condition of learning. New York, Holt

Rhinehart and Winston, Inc.
Lardizibal, A. S. (1985). Foundation of education. Quezon City, Rex

Publishing Co., Inc.
Larson, R. W., et. al. (2001). Developing of instructional materials.

Philippine Copyright 2012
Lewer-Duffy, J., et. al. (2003). Teaching and learning with technology.
USA, Pearson Education, Inc.
Rosenberg, M. J. (1998). E-learning. McGrace-Hill Co., Inc.
Salandalan, G. (2000). Teacher education journal. Quezon City,

Philippines. Katha Publishing Co., Inc.
Shelley, G. B., et. al. (1999). Teachers discovering computers. USA,

Course Technology
B. Theses
Abdon, J. L., et. al. (April 2015). Technology and livelihood education
instruction in the k to 12 program in the division of Batangas
City- Batangas State University- Main Campus.
Alano, E. P. (March 2004). The extent of utilization of e-learning tools

among students of different colleges at the Batangas State
University-Main Campus I. Batangas State University- Main
Campus.
Alda, C.M., et. al. (2004). Performance skills required by the second
year students in technology subjects in the integrated school of
Batangas State University- Batangas State University-Main
Campus.
Bantugon, GJ. L., et. al. (May 2017). Development of instructional

materials for grade 9 cookery. Batangas State University- Main
Campus.

19
Castor, M. A., et. al. (March 2002). Technology and home economics
instructions in selected national high school at Batangas City.
Batangas State University- Main Campus.
Dimalibot, G. P., et. al., (October 2004). The use of multimedia

technology in teaching Filipino among senior high school
students of Batangas State University. Batangas State
University- Main Campus.
Ebora, N. (1994). Methods and techniques used by math teachers at

Gov. Felliciano Leviste Memorial National High School in
Lemery Batangas (S.Y. 1993-1994). Batangas State
University- Main Campus
C. Journals
Murray, J. (Nov. 1997). The complete teaching potfolio. Successful

faculty development and evaluation Vol. 11
D. Electronic Reference
www.ijoart.org/docs/Use-of-Multimedia-Technology-in;Teaching-and-
Learning-Communication-skill
www.cwejournal.org/vol17no1/multimedia-a-technique-in-teaching-
process-in -the-classroom
XII. Financial Report
The following are the summary of the financial report in making this research.
Expenses Budget
Supplies and Materials (ink, bond paper, folder) Php 1000.00
Transportation Php 500.00
Food and other incurred expenses during conduct
of research Php 500.00
Total Php 2000.00

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Republic of the Philippines

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN

A Basic Education Research

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

Multi-media devices are now widely used in the educational system

The researchers’ conclusion is that having a wide knowledge of using multi-

Therefore, the researchers recommend of creating an instructional material

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

The creation of a project like this research is never an isolated endeavor. To

We wish to thank the faculty and students of Maximo T. Hernandez Memorial

Finally, we thank our Father Almighty, the source of all knowledge,

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

Multi-media devices nowadays became one of the necessities in the teaching

Technology and Livelihood Education as one of the subjects in the DEpEd’s K

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

Learning process arises when learners are interested and well-motivated to

According to Larson (2001), as cited by Bantugon et. al (2017), the use of

Shelley, et. al (1999) also introduced multi-media application. Multi-media is

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

video. Multi-media software refers to any computer- based presentation or

A multi-media application involves the use of multi-media technology for

As stated by Dimalibot et.al (2004), through the careful integration of pictures

According to Thomas and Kobayashi(1997), educational television and video

As students have different abilities, learning styles (e.g. mastery,

The learning tasks and activities designed should be thought-provoking and

In the K to 12 Curriculum of the Department of Education, Cookery

VI. Research Question

Statement of the Problem

The study aimed to assess the use of multi-media devices as an

VII. Scope and Limitation of the Study

The study focused on the assessment of using multi-media devices as an

This is limited to the responses of 122 Grade 10 students and 3

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

VIII. Research Methodology

To validate the construction of the questionnaire, the researchers showed it to

After the thorough validation of the questionnaires, it was then ready to be

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

To interpret the weighted mean, the researchers used the following

Option Scale Range Verbal Interpretation

5 4.50 – 5.00 Highly Efficient

4 3.50 – 4.49 Efficient

3 2.50 – 3.49 Moderately Efficient

2 1.50 – 2.49 Least Efficient

1 1.00 – 1.49 Inefficient

C. Data Analysis Plan

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

IX. Discussion of the Results and Recommendation

multi-media devices having 96.72 percentage being used as an instructional tool in

then followed by the laptop with 92.62 percentage.

uses modern strategy to facilitate learning.

devices with their laptop since it is a hand-carry device.

Cookery teachers never used computer tablet in their classes. It was

media device, most teachers rarely used it due to its availability.

ASSESSMENT OF USING MULTI-MEDIA DEVICES AS AN INSTRUCTIONAL TOOL IN TEACHING COOKERY

Students Assessment on the Level of Efficiency of Using Multi-media Devices

Learning Activities Students

1. I am motivated when my teacher uses multi-media 4.30 Efficient 5.5

devices in teaching cookery.

my teacher uses power point presentations.

3. I am interested in the lesson in cookery when my 4.23 Efficient 8

teacher uses multi-media technology/devices in teaching.

4. I learn a lot when lesson in cookery uses multi-media 4.25 Efficient 7