Republic of the Philippines

Department of Education
Region VIII- Eastern Visayas
Division of Calbayog City
SAN POLICARPO NATIONAL HIGH SCHOOL
Brgy. San Policarpo, Calbayog City

EFFECTS OF INTERACTIVE MULTIMEDIA LEARNING ON THE ACADEMIC PERFORMANCE

OF GRADE 11 STUDENTS IN SAN POLICARPO NATIONAL HIGH SCHOOL DURING
THE SCHOOL YEAR 2018-2019

Researchers

Jomari Carcallas

Klent Montealto

Jude Rafael Villa

Blyne Erena Comilang

Gilmarie Filizario

Natasha Mae Gepayo

Alexandra Linong

Research Teacher
Mrs. Jeazyl M. Miano
 CHAPTER I

The Problem and Its Setting

Introduction

The call for learning diversity is all-embracing as society undergoes constant

change in the way of living and communication. Thus, this growing need has heralded

change and transformation in the learning and teaching arena to shape learners in this

knowledge-based society (Teoh & Tse-kian, 2007). Multimedia capable features such

as the embellishment of graphics, ability to orchestrate sounds, animate moving

pictures and present videos are innovations which can enliven the learning experience.

The flexibility of multimedia to replace traditional textual instructions allows a wider

range of stimuli, both in verbal and visual, thus increases the state of student

engagement in learning. In this digital age, multimedia is often connected to learning in

school as it makes everything convenient and easy for the students to understand

different things due to the graphics shown or provided (Mayer, 2005).

Teachers who use PowerPoint presentations as their way of presenting or

teaching the lessons encourage the students to participate in class due to the appealing

visual presentations (Schrand, 2010). This also motivates the students to embrace

media, computer and information literacy unlike in the previous times wherein it was not

possible to adhere to this kind of learning strategy. It brings opportunities about the

attainment of new knowledge and ideas through multimedia.

The usage of multimedia learning on students’ achievements can be observed

through the students’ active participation in class. A study conducted by Ercan (2014)
showed that the 5th graders were more active, participative, and interactive when

animations were presented to them because the visual presentations helped them

understand different things in an easier and faster manner. This emphasizes that

multimedia serves as a good tool and it is more suitable to their ages and mental

processes as their cognitive skills are still growing.

In another study conducted by Shilpa & Sunita (2016) showed that children

ranging from ages 3-6 became more dependent and physically inactive. Due to the

visual presentations provided for them, the children tend to focus more on what is

shown to them rather than letting them engage in physical activities. This results into

higher chances of dependence as they absorb anything that is presented to them

through multimedia.

The use of Web-based multimedia learning on an introductory course on

electricity and magnetism reduced the lectures from 70 to 50 minutes (Stelzer, 2010).

This is because of the use of visual presentations and animated narrations that make it

easier and faster for the students to comprehend the lessons. Stelzer (2010) also added

that multimedia learning enhanced the students’ attitudes toward the course.

According to Plass et.al (2014), the usage of shapes specifically round face-like

shapes and colors, specifically warm colors, can enhance the students’ way of learning

and absorbing the lesson. It was also suggested that the presentation of round face-like

shapes and warm colors contributed positive emotions on the students.

The objective of the study is to know the significant effects of Interactive

Multimedia learning on Grade 11 students’ academic performance and to gather data

about what makes interactive multimedia learning effective as a teaching strategy that

could possibly help the students want to learn more about their subjects.

This research aims to contribute a study about the kind of teaching method that

could be more effective to the students’ way of learning since there are still teachers

who are engaged in the traditional way of teaching. This would further enlighten the

teachers and the students about the multimedia learning and its effects on students’

performance in class.

Theoretical Framework

Multimedia Teaching Theory

Multimedia teaching theory was developed on the basis of theories such as dual

coding, limited capacity, and active processing. According to this theory, learning is

enhanced when words and pictures are used together (Mayer, 2005). The results

obtained in studies which focus on the use of multimedia materials support this thesis.

For instance, Taşçı & Soran (2008) examined the effects of multimedia applications on

learning at the level of comprehension and implementation in cell division unit in science

classes and discovered that the experimental group taught with multimedia applications

achieved more compared to the group taught with traditional methods. In their study

with 8th graders, Ardac & Akaygun (2004) found that students who were taught science

with multimedia materials were more successful compared to students who were taught

with traditional methods.

 The relationship of Multimedia Teaching theory to the researchers’ study is it will

help the researchers have extra information about their study. It will also help the

respondents to better understand the topic of the study. Multimedia teaching theory also

help the researchers to their study to gather information and opinions from other authors

that may help them to better understand the purpose of their study.

Effects of Multimedia Applications

Another study which implemented multimedia materials (Chang, Quintana &

Krajcik, 2010) investigated the effects of multimedia applications on 7th graders’

performance in science class. The study focused on three different groups of students

and concluded that learning was more effective in the group taught with multimedia

applications. In their study on learning physics, Günel, Hand & Gündüz (2006) stated,

that the group presented with multimedia applications was more successful than the

groups taught with traditional methods. There are various studies in literature regarding

multimedia applications (Neo & Neo, 2001; Norhayati & Siew, 2004; Kim & Gilman,

2008; Neo & Neo, 2009; Tsai, 2009; Chien & Chang, 2012). In addition to studies which

stress the positive effects of multimedia applications on learning, there are also studies

that state the opposite (Guan, 2009; Montazemi, 2006; Rasch & Schnotz, 2009).

These theories will give the researchers a wider perspective and more clearer

comparison on the positive and negative effects of using multimedia as a teaching

strategy to students.
The Extent to which Multimedia Learning affects Students’ Performance

In the traditional approach, students sit passively and wait for the information.

And this situation generally decreases students’ motivation. They get bored easily.

Therefore, teachers should find alternative teaching methods for learning. At this point,

technology based instructional materials are very effective. Web based instructional

materials address students’ different senses. When teachers provide students’ learning

environments enriched by different senses, students learn more easily and effectively.

Multimedia learning can address students with different characteristics and give them

opportunity to learn in their own learning way and speed (Ercan, 2014).

Students will be successful in their learning task if they interact meaningfully with

their academic material, select relevant verbal and non-verbal information, organize

information into corresponding mental models, and integrate new representations with

existing knowledge when learning with multimedia (Mayer, 2002). An important aspect

required for multimedia learning is that learners must be able to hold corresponding

visual and verbal representations in short-term memory simultaneously. Based on

Mayer's assumptions and research, the cognitive theory related to multimedia learning

has shown how people construct knowledge from words and pictures (Mayer & Moreno,

2003). Research has revealed that deeper learning is achieved when the following

multimedia combinations are used: text and picture explanations rather than verbal

explanations; exclusion of irrelevant words, sounds and video; avoidance of complex

verbal and pictorial representations with no guidance for low-prior knowledge learners;

and words presented in a personalized conversational style, rather than a detailed

description style (Mayer, 2001 & 2002; Moreno, 2004).

 Instructional systems and educational technology have been gaining great

attention by educators in order to enhance students’ learning. Hospitality educators

have become aware of the benefits and shortcomings of various traditional methods

used to provide instruction and training to hospitality students and practitioners

(Feinstein, Raab, & Stefanelli, 2005) and the possible benefits of educational

technologies; thus educators have been adapting their curricular to take advantage of

new instructional methods. Educational technologies such as multimedia presentations,

simulation methods, online courses, and computer-assisted case based instruction are

becoming common place (Feinstein, Raab, & Stefanelli, 2005). Multimedia allows

teachers to integrate text, graphics, animation, and other media into one package to

present comprehensive information for their students to achieve specified course

outcomes. Multimedia permits the demonstration of complicated processes in a highly

interactive, animated fashion and that instructional material can be interconnected with

other related topics in a more natural and intuitive way (Crosby & Stelovsky, 2000).

Multimedia-based instruction can be efficient and effective for three reasons (Issa, Cox,

& Killingsworth, 2003): (1) it is self-paced learning: the individualized pace of the

learning allows students to break down the group instructional setting, which often

inhibits some people’s natural progression (West & Crook, 2000); (2) it includes

video/audio production: enhancing a learner’s interaction with the course material

through less bridging effort between the learner and the information being processed;

and (3) it provides autonomy in the learning process: self-regulated instruction shifts the

sense of responsibility from the instructor to the student. Bartlett and Strough (2003)

stated that, besides potential advantages to students, multimedia formats may offer
benefits to instructors teaching multi-section courses because this type of format

ensures uniformity in the lecture content across the sections.

These theories will greatly contribute to researchers for further ideas and

information prior to its main subject and purpose. These theories prove that multimedia

learning is more efficient teaching strategy than traditional methods in which this can

help to the students’ performance for the effectiveness of their learning process. The

use of multimedia learning will immensely help in boosting students’ motivation and

interest for a higher eagerness to learn and understand their discussions.

 Conceptual Framework

The main purpose of this study is to determine the effects of Interactive

Multimedia Learning on the Academic Performance of Grade 11 students in San

Policarpo National High School during the school year 2018-2019.

The diagram starts with the first box which points the profile of the Grade 11

students in terms of age, gender, strand, and general weighted average. The second

box contains the effects of Interactive Multimedia Learning on the Academic

Performance of Grade 11 students in terms of level of comprehension, students’ interest

and teacher and student interaction and the third box is the recommendation to be

made by the researchers based on the results of the study.

Profile of the Grade 11 The Effects of Interactive Recommendation

Students in terms of: Multimedia Learning on
Academic Performance of
1.1 Age Seminar/Workshop for both
Grade 11 students in terms
Teachers and Student
1.2 Gender of:
teachers for the Mastery of
2.1 Level of Comprehension using technologies and
1.3 Strand Multimedia Learning as a
2.2 Students’ Interest teaching strategy
1.4 General Weighted
Average 2.3 Teacher and Students in
Interaction

Figure 1. The conceptual paradigm of the study which shows the flow of the study entitled “The
Effects of Interactive Multimedia Learning on the Academic Performance of Grade 11 students
in San Policarpo National High School during the school year 2018-2019”
Statement of the Problem

The researcher aims to study the effects of Interactive Multimedia Learning on

the Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019.

Specifically, it sought to answer the following questions:

1. What is the profile of the Grade 11 students in San Policarpo National High School in

terms of:

1.1 age

1.2 gender

1.3 strand, and

1.4 general weighted average?

2. What are the effects of Interactive Multimedia Learning on Grade 11 students’

academic performance in terms of:

2.1 level of comprehension

2.2 students’ interest, and

2.3 teacher and student interaction?

3. Based on the findings of the study, what recommendations can be made by the

researchers?

Null Hypothesis

There are no significant effects in using Interactive Multimedia Learning on the

Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019.

Significance of the Study

This study hopes to establish an understanding on the effects of interactive

multimedia learning on the Academic performance of Grade 11 students in San

Policarpo National High School during the school year 2018-2019. Furthermore, the

study could be of importance to the following:

Future Researchers. The ideas presented may be used as reference data in

conducting new researches or in testing the validity of other related findings.

Parents. The findings of this study may give them an idea of a better teaching

strategy that will catch the interests and boosts self-efficacy of young learners at home.

DepEd Administration. The results of this study may be used as a guide in

planning seminars or workshops for the teachers to have an interactive way of teaching

and to be technologically literate.

Student Teachers. The information presented may give them new

ideas/suggestions to practice a more interactive teaching strategy and have an

outstanding performance during their training.

Teachers/Professors. The outcome of this study will facilitate them in

formulating efficient teaching strategies and worthwhile approaches with the use of

multimedia to make learning more interactive and retentive.

Definition of Terms

In order to understand clearly the subject matter, the following key concepts are

defined.

Academic Performance. According to James Dixon (2018), it is an

academic achievement of students who meet or exceed performance standards

prescribed by course work. In this study, it is the attitude towards study and the

level of participation and understanding of the students when the teacher uses

multimedia as a way of teaching.

Multimedia Learning. According to Seel (2012), these are situations in

which people learn from words and pictures, also optionally, using other modes,

such as haptic devices, smells, or tastes. In this study, it is the use of PowerPoint

presentations, graphics, sounds, short clips/videos, movies and pictures shown

in classroom televisions as a way of presenting or teaching the lessons.

Level of Comprehension. According to Tyson (2014), it is the efficiency

of a process in which information from the text and the knowledge possessed by

the reader act together to construct meaning. In this study, it is the degree of the

ability of students to decode, analyze, and understand their subject discussions

with the use of multimedia learning.

Students’ Interest. According to Lexico.com (2019), it is the feeling of

wanting to know or learn about something or someone; it is the quality of exciting

curiosity or holding the attention. In this study, it is the level of attention, time and

participation/involvement that the students exert or give in their subject that uses

multimedia learning as a teaching strategy.

 Teacher and Students Interaction. According to Myers et.al (2017), it is

the in-class communication behaviors center on performing their classroom

functions as lecturer and discussion leader and managing the classroom. In this

study, it the kind of bond/relationship that they have or the interactive process

that occurs when teachers uses multimedia learning in his/her discussions.

Scope and Limitations of the Study

This study focuses on the effects of Interactive Multimedia Learning on the

Academic Performance of Grade 11 students in San Policarpo National High School

during the school year 2018-2019. The researchers conducted the study from July,

2019 during the first semester of school year 2019-2020 in San Policarpo National High

School Brgy. San Policarpo, Calbayog City.