Impact of Multimedia On The Academic Performance of Grade 11-Indigo Students

IMPACT OF MULTIMEDIA ON THE ACADEMIC PERFORMANCE OF GRADE 11- INDIGO STUDENTS
Republic of the Philippines

Department of Education
Region V (Bicol)
Division of Masbate
Mobo National High School
SENIOR HIGH SCHOOL
IMPACT OF MULTIMEDIA ON THE ACADEMIC

PERFORMANCE OF GRADE 11- INDIGO
STUDENTS
A Research Project by:
Nino G. Costramos
Marinell B. Benguet
(XII-Athena)
Jennifer D. Esplana
Practical Research II Instructor

Table of Contents
List of Tables ------------------------------------------------------------------------------------ 4

List of Figures ----------------------------------------------------------------------------------- 5
Abstract ----------------------------------------------------------------------------------------- 6
Chapter I: Introduction
Background of the Study -------------------------------------------------------------- 8
Statement of the Problem ------------------------------------------------------------- 9
Significance of the Study ------------------------------------------------------------- 10
Scope and Limitation ------------------------------------------------------------------ 11
Definition of Terms --------------------------------------------------------------------- 12
Chapter II: Review of the Related Literature -------------------------------------------------- 14
Chapter III: Method and Procedure ------------------------------------------------------------
Subject of the Study -------------------------------------------------------------------- 17
Sample ----------------------------------------------------------------------------------- 17
Description of Research Instrument -------------------------------------------------- 18
Data Gathering Procedure ------------------------------------------------------------ 19
Statistical Treatment Applied ---------------------------------------------------------- 20
Chapter IV: Result of the Study

Demographic Characteristics ----------------------------------------------------------- 23
Data Analysis --------------------------------------------------------------------------- 24
Analysis of Perception Responses ----------------------------------------------------- 27
Difference of Test Scores -------------------------------------------------------------- 30
Discussion ------------------------------------------------------------------------------ 32
Chapter V: Summary of Findings
Conclusion ------------------------------------------------------------------------------- 34
Recommendation ----------------------------------------------------------------------- 35
Acknowledgement -------------------------------------------------------------------------------- 37
Appendix A: Test Questions ------------------------------------------------------------------- 39
Appendix B: Survey Questions and Responses --------------------------------------------- 40
Appendix C: Descriptions --------------------------------------------------------------------- 41
Bibliography -------------------------------------------------------------------------------------- 42
List of Tables
Table 1: Demographic Characteristics of the Participants ----------------------------------- 23
Table 2A: Test Scores of Experimental Group ------------------------------------------------ 25
Table 2B: Test Scores of Control Group ------------------------------------------------------- 25
Table 2C: Increase Rate ------------------------------------------------------------------------ 26
Table 3A: Survey Result (Experimental Group) --------------------------------------------- 27
Table 3B: Survey Result (Control Group) ------------------------------------------------------ 29

List of Figures
Fig. 1A: Difference of Test Scores in Experimental and Control Group --------------------- 30
Fig. 1B: Survey Result ------------------------------------------------------------------------------ 31

Abstract
The present study examined the effects of multimedia in the performance level of senior
high students. This research was designed to discern and take deep explorations concerning the
outcomes of multimedia in the students’ performance, of over 36 Grade 11 Indigo students of
Mobo National High School who are using both technology based materials and the traditional
instructional materials. The section was divided into two. The experimental group which was
tested with multimedia such as powerpoint presentations and laptop for researches. On the other
hand, the control group was given with traditional materials such as old books, manila papers as a
visual aids, etc. A set of pretest and post-test was given before and after the class discussions
respectively. Test scores gained by the students and their class performance were computed and
analyzed to compare the results of each group that was designated with the multimedia and
traditional source of information. Students’ perceptions about the given information will be
measured as well as their self-reported level of understanding of the topic and their level of
satisfaction.
The results of test: (1) The experimental group has a significantly higher scores than the
control group, (2) The control group found it difficult to search manually in the books while the
experimental group found it easy to find answers through the use of internet, (3) learnings of the
experimental group is higher than the control group because there are pictures and video clips for
visualizations and for better understanding of the topic, (4) Experimental group has higher level
of satisfaction with the instruction than the control group who found it tiresome to use the
instructional materials, (5) Most of the students in the experimental group has higher self-reported
level of understanding while in the control group almost 35% said that they gained enough
understanding using traditional instructional materials. Along this research paper, tables,
percentage and charts will be included to illustrate the test results accurately. The sampling method
in this study was completed. Through chosen sections, the researchers were easily collected the
results. In addition, strengths and limitations are recognized in this study and the suggestions for
further studies are also provided.

CHAPTER I: INTRODUCTION
Background of the Study
Teachers and Professors are finding ways to provide more effective and productive
learning environment and higher educational experiences to their students. In universities and other
state colleges, teaching acts as an important vehicle for achieving educational goals of amending
students' knowledge and enwrapping them in the learning community for future citizen. Therefore,
educators in Senior High School are engaging themselves in looking for better ways to make their
educational actions more effective and efficient. The learning proficiency in higher education in
Senior High School has shifted in another pattern from an educator-focused approach to student-
centered learning methods. Instructional systems and educational technology have been evolved
through the help of multimedia and have been gaining great attention to the educators in order for
them to enhance students' learning capacity. Multimedia presentations and computer-assisted case
based instructions are increasing rapidly to help enhance students' knowledge and perception. And
multimedia allow educators to assimilate text, animations, graphics and video presentations into
one package to present more comprehensive information for the learners to accomplish specified
course outcomes. Multimedia allow the demonstration of complicated processes to high school
students learning environment. It explains the interaction between the learner and educator. It
shows how a student comprehend the instructions by the help of multimedia. It becomes one of
the most well-known and effective training tools in enhancing higher academic achievement.
Thus, the present study seeks to determine the effects of multimedia based instructional material
on students' knowledge and perception in acquiring higher academic rate. These effects were
assessed on Senior High School students in room 42 and 43 in Senior High School building. The
section Indigo will be divided into two the control and experimental group. In this learning
environment the respondents will be able to answer and determine how multimedia affect their
knowledge and perception. The expected outcome is the experimental group will gain higher
scores than the controlled group for multimedia has this big impact to their learning capacity. The
experimental group will serve as a model to this paper that multimedia based method help in
increasing students' knowledge.
STATEMENT OF THE PROBLEM:
This study aims to find out and examine the effects of multimedia on the academic
achievement of Grade 11 students in Mobo National High School. It is written in both qualitative
and quantitative form wherein the gathered data come from the result of the conducted surveys
and interviews.
This paper answers the following questions: (1) What are the impacts of multimedia on the
academic achievement of Grade 11 students? (2) Are there any differences between the academic
achievement of those students who have used multimedia and those who have not?
Hypotheses:
Null Hypothesis:
There would be no significant effects on the academic achievement of Grade 11 students who are
using technology based and traditional instructional materials in their performance level.
Alternative Hypothesis:
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The academic achievement of Grade 11 students who are using multimedia is higher than those
who aren’t using technology based materials.
Significance of the Study
The use of multimedia in schools has been assimilated in many aspect of instructions: class
lectures, researches and project submissions. Since multimedia became a very effective tool for
the 21st Century learners and has affected the students’ learning and perceptions of the instructions,
the researchers believe that this study will be advantageous to the following:
A. Learners
-This research is vital to students since it will provide information regarding the
difference of using multimedia and the traditional instructional materials to their class
performances. The study will offer different factors on why the students should use
technology based materials and it will also give an efficient way of learning making
them active, creative and prolific in class discussions and in the activities given to them
by the teachers.
B. Teachers
- This will give a more demiurgic teaching methods and styles. Moreover, this study
will help teachers to have a better learning environment that will encourage students to
participate fully and actively in class discussions. They will be able to determine the skills
of the learners require objectively to ensure that they are fully aware of the paths that they
will choose after senior high school.

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C. Parents and Guardians
- This study will also be beneficial to the parents and guardians since this will give
them realizations on how different the traditional instructional materials to the technology
based materials and how it can affect their sons/daughters performance in the school.
Likewise, this will give them the opportunity to give their sons/daughters the chance to be
more productive in school and be more active in the class discussions.
D. Future Researchers
- The conducted study will further open doors for future researchers to refine and
expand studies in relation to the effects of multimedia in the performance level of students.
This may serve as a source of information about the effects on an individual’s academic
performance of technology based materials and the traditional instructional materials.
Scope and Limitation
The main purpose of this study is to test how multimedia affects the performance of Grade
11 Indigo students of Mobo National High School and examine its significant effects to those
students who are using multimedia and those who are not. This research study will also show the
precise data gathered by the researchers and will explain the difference between using technology
based materials and the traditional instructional materials in the learning process of each student.
The class participation and performance level of Grade 11- Indigo students with or without
the use of multimedia in their class which can be connected to how the students respond in the
class discussion, activities and the result of evaluation tests are the subjects covered. In addition,
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the capability of students to afford such gadgets in order to be connected in the class will also be
subjected.
The researchers will gather data and information from the three sections in Grade 11 class
in Mobo National High School through different methods such as survey, questionnaire and
experiments.
The Independent variable used in this study is the use of multimedia before, during and
after the class discussion. On the other hand, the dependent variable is the performance level of
Grade 11 students. There are some extraneous variables to consider in this study such as the
students’ interest, intellect and preferences.
Definition of Terms
The following terms were defined for use in the study:
Instruction. In this study, instruction was considered as the integration of both method and
media. Samaras, Giouvanakis, Bonsiou, and Tarabanis (2006) stated that this definition leads to
the need for careful consideration of media along with the instructional methods adopted when
designing empirical studies on multimedia learning effectiveness. With the introduction of new
media, the challenge is to use them effectively and transfer knowledge to the learner.
Multimedia is the combination of several media sources such as video, graphics,
animation, audio, and text, accessed by a computer and attached peripherals driven by special
programs (Harris, 1993). Another definition (Harris & West, 1993) stated that multimedia
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presentations are a combination of instructional resources controlled by a single operated system,
usually computer-based. Schnotz and Lowe (2003) defined the term multimedia as the
combination of multiple technical resources for the purpose of presenting information represented
in multiple formats via multiple sensory modalities. The multimedia material used in this study
was presented on DVD and included a mix of resources such as text, audio, still pictures, and
motion video, controlled and manipulated through a computer program.
Traditional methods of instruction refer to instructor-led lectures without the inclusion
of any type of technology-based material such as PowerPoint slides, while technology-based
methods of instruction include the use of any technology media resource.
Education - is the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs and habits. It talks about the interaction of students to teacher and teacher to
students.
Laptop – it is used by the researchers in conducting their study which often called a
notebook or “notebook computer”, is a small portable personal computer with a clamshell form
factor, an alphanumeric keyboard on the lower part of the clamshell and a thin LCD or LED
computer screen on the upper part, which is opened up to use the computer. Laptops are folded to
shut for transportation, and thus are suitable for mobile use.
Information technology - it defines an industry that uses computers, networking, software
programming and other equipment and processes to store, process, retrieve, transmit and protect
information.
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CHAPTER II: REVIEW OF THE RELATED LITERATURE
Teachers are continuously finding innovative ways to present quality instructions for the
students in disseminating information, teaching method and for the fulfillment of institution’s
mission. That is why teachers primarily use multimedia as an avenue of new teaching-learning
style since it is an effective instructional and communication tool. Many colleges and universities
are currently moving towards using digital technology to enhance teaching and learning level of
the students. This case of multimedia shows that many students have this better understanding
about an explanation through the help of having words and pictures being presented than words
being presented alone. Nicastro (1989), noted that there was a current trend toward more active
involvement by students in their own educations. The more advanced the tools and instructional
materials being used in teaching, the higher the performance of students will be. As Hsu & Wolfe
(2003) stated, other instructional methods such as case studies, student-led discussions, and Web-
based modules allow students to learn at their own pace and have been incorporated into
classrooms to enhance students’ learning.
Use of technology in schools is a major instructional trend because technology maintains
students’ attention, increases their motivation, facilitates presentation of figures and graphs, and
provides more active teaching environments (Barlett & Strough, 2003). However, multimedia use
can have negative consequences, this may use it in more compulsive way wherein it affects
student’s inability to control, reduce and an excessive use of internet affects the student’s
psychological behavior (Ledbetter, 2012). Harris and West (1993) stated that multimedia programs
are an efficient and effective means of training for technical skill and conceptual development.
They indicated that by using multimedia in teaching can increase students’ motivation to perform
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better and achieve more. In contrary, Archana (2004), states that internet was originally designed
to facilitate communication and research activities. He argues that the hours spent on the
internet by the dependents was greater to the non-dependents. Dependents were found to delay
other work to spend time online, lose sleep due to late night use and feel life would be boring
without Internet. And dramatic increase of internet use has led to pathological use. He pointed
out the negative impacts of multimedia in the health of the students if it will be overused.
Multimedia have positive effects on the knowledge and emotions of every students (Beichner,
1994). He said that students nowadays are getting interested in everything if there is an
involvement of multimedia in class discussions and in the school performances. There is also a
faster and easier connection in the side of teachers and students in terms of knowledge impartment
and instruction dissemination. In addition, many researchers agree that educators are currently
implementing innovative techniques that extend their instructional methods (Feinstein et
al., 2005b; Harris & Cannon, 1995; Van Hoof & Colling, 2001). Through multimedia, teachers’
performance is also enhanced and strengthened in terms of their teaching method and style.
In contrast to Ledbetters’ viewpoints, Powers and Riegel (1993) pointed out that educational
programs would be prospering in the following years based on the multimedia programs’ strong
support for both the educational institutions and students. They considered multimedia programs
as products in enhancing the academic performance of students and these programs were be able
to prepare and developed teachers’ method of teaching and students way of learning. The positive
and negative effects of multimedia show the differences between using the traditional sources and
technology based materials in achieving high academic performance. This might help the students
to enhance their capacity in learning.

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Multimedia technology is becoming increasingly popular especially in education as a
means of shaping the students in their academic performances and to provide them many ways to
express their ideas and how they will understand the given information. This also allows the
teacher’s flexibility to present their ideas in well knowledgeable manner. Students were also be
able to develop higher rate of academic achievement and critical skills through the help of
multimedia. Lastly the students are being more knowledgeable through the help of multimedia on
their studies than using the traditional sources of information. Therefore multimedia has this
positive effects in achieving higher academic performance on the learning level of the students.
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CHAPTER III: METHOD AND PROCEDURE
This chapter consists of descriptions of the study design, study samples, measurement
instruments, new instructional material, data collection and its statistical treatment.
Subject of the Study
In this study, the researchers selected one section in the grade 11 (XI-Indigo) among the
three sections. Since 11-Indigo was divided into two groups, the researchers were able to identify
the control group who’ll be exposed to the traditional instructional manuals and the experimental
group who’ll be exposed to the multimedia based materials. The number of participants is fixed
since the researchers can’t cover a very large number of respondents because of the class schedules
and some conflicts in time.
The researchers have identified the respondents in the study; the teacher and the students.
There is no specific process in choosing the participants in this study. The researchers just checked
the performance level of students, the attendance rate, the evaluation results and the level of
satisfaction of the students.
Through the cooperation of the chosen section, the information needed by the researchers
were completed and the expected result was met.
Sample
The sample for this study includes 36 students coming from Grade 11 Indigo. The class
was divided into two groups and were designated as the experimental group and the other group
was the control group. This study used the easiest and the most convenient sampling method
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because it was based on the availability and accessibility of the participants. Group 1 represented
the experimental group (n=18) while group 2 represented the control group (n=18).
A majority of students have ages 17 and are male who are taking up Computer
programming. Students’ basic information were collected to easily assess their characteristics
(Age, sex, etc.) and their interest.
Description of Research Instrument
Two instruments were used to test the knowledge and perception of the students – the “Post-test”
and the “Pre-test”. Test questions covered some topics with regards to the used of new instructional
media which will measure the level of understanding of students before and after exposing them
in traditional instructional materials and the Technology-based materials. The same questions were
given to both experimental and control group.
The Pre-test is consisted of 10 questions about the structure of the cell which will be
discussed in two ways: through manual and powerpoint presentation. The control group will be
given textbooks as their main reference for the tests that will be given to them later on. On the
other hand, the experimental group will be exposed to the multimedia-based materials such as
powerpoint which will include images for visualization and videos for a better and more active
class discussion.
After giving Pretest and Post-test, the researchers conducted survey about how students
prefer to study, if they need an assistance of multimedia or traditional materials alone. We used
the 5-point Likert range, 1- Strongly disagree and 5- Strongly agree. The survey tested the desire
and effectiveness of the multimedia and traditional manuals and what type of learning process they
prefer to happen and to be used inside the class. Next, the researchers conducted another round for
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the overall satisfaction of students with the instructional materials they used. Using 5-point Likert
range, 1-Unsuccessful/Dissatisfied to 5- Very successful/Very Satisfied, the researchers were able
to gather data with regards to the satisfaction level of the control and experimental group’s
designated learning material.
The last section of the instrument is the collection of student’s demographic information
(gender, age, and student’s classification). The student’s demographic information will be used to
identify the interest of the learners when it comes to the multimedia as the main avenue of the
learning process.
After the post-test, pretest and the survey, the researchers summarized the whole result
using figures and tables.
Data Gathering Procedure
This study used a between-group quasi-experimental design; random assignment of
participants to groups was not possible. The two groups in the class were not created forcedly for
the purpose of the study; Group 1 is appointed as the experimental group and the groups 2 is fixed
as the control group. The students who were tested with multimedia such as powerpoint
presentations and laptop for researches were designated as the experimental group while the
students who are tested with the traditional manuals and materials were chosen to be the control
group of the study.
The study included 36 students from a Grade 11 class. Since the class is divided into two
groups, the experimental and control group. Each student from the experimental group is given
with a ten item test before and after the class discussion with the used of powerpoints, and video
presentations. The pretest was given in the first day and right after the test, topic was discussed
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with the use of video clips and other technology-based materials. On the other hand, same as
experimental group, the control group will be given a pretest and afterwards, topic is discussed
with the used of traditional instructional materials such as textbooks, and without the use of videos
and images. They will be taught manually and will also occupy another classroom for a
simultaneous process of teaching.
Before the researchers introduce the multimedia based manuals and materials, they
assessed and tested the knowledge and perceptions of students about their experiences and insights
about the use of multimedia in school and its effects on the performance level of students. Same
as with the traditional manuals, they enumerated the disadvantages of using traditional materials
when it comes to efficiency and productiveness of school works being submitted by the students
and the class performance during class discussion using powerpoint presentation and video clips
that are downloaded in the internet.
Statistical Treatment Applied
The study used 38 students from a Grade 11 class and they were divided into two groups,
namely experimental and control group. Each student from the two groups will be given a 10 item
test and the result of the exam will be summed up. To obtain the percentage/level of understanding
of the students from the class discussion who used multimedia and traditional materials, the
researchers used the following formula;
Lu = Rs x 35 +65
Ps
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Where;
 Lu – Level of Understanding
 Rs – Raw score
 Ps – Perfect score
 35- Constant
 65- based score
The survey test will also be summed up from the 36 students and will be rated according
to the following characteristic which was measured with a 5-point range description:
 18- 36 : Strongly disagree
 37-54: Disagree
 55-72: Agree
 73-90: Strongly agree
For the second statement, the students used the following descriptions:
 18-36: Strongly dissatisfied
 37-54: Dissatisfied
 55-72: Satisfied
 73-90: Strongly Dissatisfied
All collected data and information were finalized using tables and figures. Statistical records
are expressed in percentage (%) and the survey test is expressed in 5-point range with descriptions
to classify the response of the students.

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The pretest score aims to examine the knowledge of the students with regards to the topic
covered and it will serve as the based score which will show the increase score rate when the post-
test is given.
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CHAPTER IV: RESULT OF THE STUDY
The purpose of this study is to test and examine the effect of multimedia in the performance
level and the level of understanding of the grade 11 students. To achieve the success of the study,
the researchers used quasi-experimental design. The results of the pretest and posttest drawn from
the class discussion with the used of two types of instructional manuals were analyzed and
interpreted using tables and figures. The results of the study are divided into many parts:
description of respondents’ demographic characteristics, analysis of tests scores, analysis of
perception responses, and analysis of difference between the test scores of the experimental and
control group.
Demographic Characteristics
There are 36 students who participated in the study from grade 11 Indigo (there are 27 girls
and 9 boys). 18 students were in the experimental group (14 are girls and 4 are boys). On the other
hand, there are also 18 students in the control group (13 are girls and 5 are boys). 50% of the class
is the experimental group and the control group is consisted of 50% of the class.
Gender No. of Students Experimental Group Control Group
N(36)-------% N(18)--------% N(18)---------%
Male 9 (25%) 4 (22.22%) 5 (27.78%)
Female 27 (75%) 14 (77.78%) 13 (77.22%)
Table 1 Demographic Characteristics of the Participants

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The table above tells the population of the whole class and the number of male and female
who are included in the experimental and control group which are also expressed in percentage.
25% of the class is male, 22% (22.22%) is in the Experimental group and 28% (27.78%) is in the
control group. On the other hand, 75% of the class is female, 77% (77.78%) is in the experimental
group and 77% (77.22%) is in the control group.
Among 36 students, 18 were given the privilege to be exposed in the class discussion using
multimedia and technology based materials and 18 were taught in the traditional way of teaching.
Data Analysis
Pretest and posttest were given to evaluate the level of understanding of the students and
the increase rate of posttest score in both experimental and control group. A 10 item test was given
to both group and have the same topic discussed by the researcher but the instructional materials
differ. Numbers and percent of the correct answers are drawn in figure 2. Also the overall scores
of the control and experimental group were summed up and expressed in percentage and the
numbers who got the same score in the test were also showed. The average/mean of the scores in
posttest and pretest were computed and the increase rate of the score after the discussion was
examined to show how useful each instructional materials are, in the class discussion.
The overall score of the experimental group is 123 out of 180. 1 student got a perfect score,
4 got 9, 6 got 7, 5 got 6 and 1 student got 5. Using the formula, the computed level of understanding
is 88.917% and the average score is 7 (6.83) out of 10. Compared to the pretest, the average score
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is 5 (4.61) out of 10 and has the overall score of 83 out of 180. The level of understanding (stock
knowledge) is 81.139%.
Description Pretest Posttest
Overall Score 83 123
Percentage 81.139% 88.917%
Average Score 5 7
Percentage 46.1% 68.3%
Table 2A: Test Scores of Experimental Group
On the other hand, the overall score of control group is 114 out of 180. 2 students got 8, 2
got 7, 10 got 6, 4 got 5 and 1 got 4. Using the formula, the computed level of understanding is
87.167% and the average score is 6 (6.33) out of 10. Compared to the pretest, the average score is
4 (4.11) out of 10 and has the overall score of 74 out of 180. The level of understanding (stock
knowledge) is 79.389%.
Description Pretest Posttest
Overall Score 74 114
Percentage 79.389% 87.167%
Average Score 4 6
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Percentage 41.1% 63.3%
Table 2B: Test Scores of Control Group
Experimental group has a higher score than the control group as hypothesized by the
researchers. The difference of the total score of the experimental group and control group is 9 and
has the percentage of 1.00%.
Description Experimental Control Group Increase Rate
Group
Overall Score 123 114 9
Percentage (%) 88.167% 87.167% 1.00%
Table 2C: Increase Rate
Therefore, the experimental group has a significantly higher scores than the control group.
Based on the scores drawn, it is very clear that the used of multimedia and technology-based
materials have a good impact to the level of understanding and the performance level of the
students. This result has supported the first hypothesis which is:
 H1: The academic achievement of Grade 11 students who are using multimedia is
higher than those who aren’t using technology based materials.
This result indicates that students who reported using multimedia inside the class as the
means of their learning materials improved their knowledge compared to students who did not
(control group).
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Analysis of Perception Responses
After the class discussion and the posttest, the researchers conducted a survey about the
student’s satisfaction and perception about the use of multimedia in their class and what did they
prefer to use inside the class (technology based or traditional instructional manuals). Using the 5-
point Likert Range, the researchers were able to evaluate their perception and how did they feel
about the widespread use of technology in schools as the main means of students’ and teachers’ in
learning-teaching process. There are 36 students involved in the survey, in the same section. Each
student was asked to rate the two statements; (1) the used of multimedia and technology based
materials in class discussion has a very good impact to the performance level of the students, (2)
the researchers’ choice of instructional material is more satisfying and more effective in terms of
disseminating information during class discussion. The following are the responses of the students
to the given statements.
Statement 5 4 3 2 1 Total Result’s
Description
1. The used of multimedia and technology 4 14 0 0 0 76 Strongly
based materials in class discussion has a Agree
very good impact to the performance level
of the students.
2. The researchers’ choice of instructional 3 14 0 0 1 72 Satisfied
material is more satisfying and more

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effective in terms of disseminating
information during class discussion.
Table 3A: Survey Results for the Used of Multimedia in Class Discussion (Experimental Group)
The table shows the perception of the students about the used of multimedia in class
discussion. The final result is strongly agree and satisfied. It says that the experimental group has
agreed to use multimedia in the class discussion for a lively teacher-students interaction. In the
second statement, the students are satisfied about the instructional materials that were used by the
researchers in the class (multimedia), thus supporting the researchers’ second hypothesis:
 H2: Experimental group has higher level of satisfaction with the instruction than
the control group who found it tiresome to use the instructional materials.
In addition, the experimental group was reported to have a higher performance level during
class discussion and there is a higher rate of students’ participation during the class discussion
because of the used of multimedia and technology based materials such as powerpoint
presentation.
On the other hand, the survey results for the control group was shown in the table
below:
Description
1. The used of multimedia and technology 3 14 0 0 1 72 Agree
based materials in class discussion has a

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very good impact to the performance level
of the students.
2. The researchers’ choice of instructional 2 14 2 0 0 72 Satisfied
Fig.3B: Survey Results for the Used of Multimedia in Class Discussion (Control Group)
The table shows that even the control group agrees that using multimedia should be
utilized in the class discussion for a better and lively interaction. The results says that the
widespread used of multimedia can be a key agent for the information dissemination. In terms of
satisfaction level, the control group says that it’s just okay to used traditional instructional
manuals in the discussion. However, the overall result tells that having multimedia can have a
higher satisfaction to the learners and can contribute to a better and more effective learning-
teaching process. The result matches with our third hypothesis:
H3: Most of the students in the experimental group has higher self-reported level of
understanding while in the control group almost 35% said that they gained enough understanding
using traditional instructional materials.
The reported result says that multimedia plays a vital role in the teaching-learning
process. Aside from the increase performance rate of the students during class discussion, the
students’ level of satisfaction also increases resulting to a more participative discussion.

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Difference of Test Scores
Given the results, the researchers were able to examine the difference between the test
scores of experimental and control group garnered during the pretest and posttest conducted by
the researchers. For more understanding about the result, they constructed a bar graph to show
the differences in the test scores of the said groups.
123
114
83
74
Pretest Posttest
Experimental Group Control Group
Fig. 4A: Difference of Test Scores in Experimental and Control Group
The difference of the scores of experimental group and control group is 9 or 1.75%.
Experimental group got a higher score both in pretest and posttest. In posttest, the score difference
is also 9 or 1.75%. This shows that the students who were exposed to the technology based
instructional materials gained more knowledge during the class discussion. In this case, the most
important data is the posttest result to determine the increase rate of the students’ knowledge.
On the other hand, the survey result tells that most students said that multimedia should be
implemented to be used in schools for more active class discussion. In the first statement, (The
used of multimedia and technology based materials in class discussion has a very good impact to
the performance level of the students) 4 students in the experimental group rated it as 5(strongly
agree) and 14 students said that they agree in the use of multimedia in schools (4). For the second
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statement, (The researchers’ choice of instructional material is more satisfying and more effective
in terms of disseminating information during class discussion), 3 students said that they were very
satisfied with the researchers’ choice of instructional manuals and 1 students is undecided.
In the control group, based on the first statement, 3 students strongly agreed about the use
of multimedia in the class discussion, 14 students agreed and 1 student is undecided about the use
of technology based instructional manuals during discussion. In the second statement, 2 students
said that they were very satisfied about the use of traditional materials such as books in the class
discussion, 14 students agreed and 2 students said that they were unsatisfied about the traditional
manuals. In this case, the control group has a record of unsatisfied (rating of 3) which indicates
that the majority of the class decide to involve multimedia in the class discussion for a higher level
of understanding and higher performance level.
The graph below shows the decision of the students as a result of the survey conducted on
the same day.
Statement 1 Statement 2
78
77
76
75
74
73
72
71
70
69
Experimental Group Control Group
Fig.4B: Survey Result

32
A total of 77 out of 90 points (Strongly agree) were given by the experimental group for
the first statement and 72 points (satisfied) for the second statement. In the control group, 72 points
(agree and satisfied) were given to both 1st and 2nd statement.
Discussion
The test results and survey conducted by researchers were all factual and true. In the very
beginning, the pretest result of the experimental group is higher than the control group. They
conducted a class discussion wherein the experimental group was first taught and was first
evaluated. The topic that was discussed was about cell, its structure and functions. During the class
discussion, the researchers were able to notice that the students who were exposed to the
technology based materials were active and every member participated in the activities. After the
discussion, the students were given five minutes to review and when the five minute review was
consumed, they were given a 10-item test as their posttest. Right after the test, the papers were
checked and one student got a perfect score. The overall score of the group is 123 out of 180 with
the rating of 88.917%. Aside from a more active discussion, it was noticeable that most students
got a high score out of the topic discussed by the researchers.
On the other hand, the control group was also given the same pretest and topic in order to
differentiate the increase rate of the students’ level of understanding. Just like the experimental
group, the given topic was about the cell. They were not exposed to technology-based instructional
manuals but they were given books and they were taught in a traditional type of teaching. After
the discussion, they were given 10 minutes to review their notes and after, they were given a 10
33
item test, same question with the experimental group and same time limit. After 15 minutes, the
papers were checked and no one got a perfect score. The overall score of the group is 114 with
the rating of 87.167%. The class discussion is very quiet and it seems that the students were having
a hard time to cope up with the topic because there are no videos and images presented during
class discussion. Compared to experimental group, the control group were having trouble on
identifying the parts of cells because there were no images used in the discussion.
The result of survey conducted by the researchers on the same day were collected and
shown with the use of tables and bar graphs. After summing up the tallies, they were translated
into the corresponding descriptions. In the first statement, the experimental group said that they
strongly agree with the use of multimedia inside the class for a better teaching-learning process.
In the second statement, they were satisfied with the researchers’ choice of instructional material
which was the technology based material. This means that the group found the use of multimedia
inside the class a very effective tool in the class discussion.
The control group was also included in the survey. In the first statement, they agree about
the use of multimedia inside the class and for the second statement, they were satisfied about the
traditional way of teaching but based on the record, there are 2 students who said that they are
unsatisfied with the traditional way of teaching and said that multimedia should be utilized inside
the class for a better class discussion and performance.
Overall, the result has matched with our hypothesis and through surveys and
questionnaires, the researchers were able to identify the difference of the technology based and
traditional instructional manuals through the scores drawn after the test.
34
CHAPTER V: SUMMARY OF FINDINGS
Conclusion:
The main objective of this study is to examine the effect of multimedia on the performance
level of the Grade 11 students of Mobo National High School. A total of 36 students were involved
in the study and they were divided into 2 groups, the experimental group which was exposed to
technology based materials and the control group which was exposed to traditional materials.
Students were given the same pretest and posttest after the class discussion and surveys were
conducted to evaluate the level of satisfaction and their preferred materials to be used during the
class discussion. Results of pretest and posttest were summed up and were expressed in percentage.
In order to compare and contrast the result, the researchers used bar graphs and tables. In the case
of survey results, they were also summed up and put in a table with their corresponding description.
Descriptive statistics such as averaging/ mean was also used and was computed for gain
scores, students’ performance grades, and perception responses. Hypotheses were tested by using
independent samples t-tests.
Some of the hypotheses matched with the results of the experiment conducted. Results
showed that having a multimedia as the means of information dissemination and instructional
material has a very good impact to the students’ performance level and level of understanding.
With the use of the formulas, they were able to come up with a very good data which includes
numerical values, statistics and percentage.

35
In this study, the experimental group was exposed to multimedia who was able to perform
better than the control group. Test results of both groups were not fabricated and were kept for
some evidences if needed.
Results of hypotheses tests have shown that students may have improved their learning
outcomes on a cognitive test according to computed gain scores. The reported outcome has
supported the researchers’ hypotheses.
Overall, this study has found out that the use of multimedia inside the class is a great factor
for a better and more active class discussion and can motivate students to study because of the type
of materials being used and utilized inside the class. This study shows that the use of technology
in schools should be implemented to have a better understanding and to cope up with the changing
world especially in the field of education. Indeed, classes who use multimedia and technology
based materials have higher quality of education and can contribute to the students’ level of
understanding and to their performance level.
Recommendation
Recommendations have been made for future practice in schools, and future research that
will ultimately improve the class discussion in schools. Further, recommendations for applying
current findings are presented. In order to improve student performance and improve the education
process: (1) teachers must find a way to make their class more interesting that can motivate their
students to study hard and to have an improvement in their performances as well as the education
process. (2) Parents should support their child about the use of multimedia in school. This study is
very applicable for the parents since they will be able find out the impact of technology based
36
materials in the performance and understanding of their children. (3) Learners will benefit to the
study because they will be provided with the information about the innovation that is taking place
in the field of education. Through this paper, they will be able to learn how to be a responsible
user of multimedia and how it acts as a bridge for a better class performances. (4) Future
researchers can also use this paper for further studies and it could be a great help for those people
who are having the same study with these researchers.
This paper needs further studies and assessments, corrections and evaluations but it could
a great source of information with regards to the impact of multimedia in the performance level of
the students.
37
Acknowledgement
This research paper is made with love and efforts. We encountered several
challenges in making this paper and it is not so easy to come up with a good study. It’s very
evident that we have exerted efforts in making this project and without the helping hands of the
people around us, we won’t be able to make a good paper out of pieces of idea and concepts
contributed by our mentors and friends. Apart from the efforts of ourselves, the success of any
project depends largely on the encouragement and guidelines of many others. We would like to
take this opportunity to express our gratitude to the people who have been the instrument in the
successful completion of this project.
First, we would like to give our special thanks to Ms. Jennifer Esplana and to our
principal, Mrs. Ma. Cynthia A. Revil, who gave us the opportunity to do this research paper
which also helped us in doing a lot of experiments and we came to know about so many new
things and we are really thankful for it. We are so grateful because this project has unleashed the
best in us. Our intelligence was tested and our patience was challenged. Even though there are
some times that we are having a hard time because of lack of idea, you have given us helpful
concepts that have helped in making this project a success.
Second, we thank our parents for guiding and supporting us throughout the success of our
project. They have supported us financially and emotionally and that’s amazing because they
helped us carry half of our burdens. We thank them for providing the materials that we need and
for cooperating with us. We are really grateful because through their helping hands, we are able
to finalize our project within the limited time frame. Without their encouragement and guidance
38
this paper would not have materialized. The guidance and support received from all of them was
vital for the success of the study. We are grateful for their constant support and help.
And lastly, we would like to thank God for his guidance. We thank him for the talents
and skills that you have given us. Thanks for him for the strength, good health and wisdom. We
are very grateful because he never failed us and he has provided everything that we need. Behind
the success of this project, lies the creator of all, our one and only God. Without his guidance, we
won’t be able to finish it on time.
Again, thank you so much to all of you, especially to the persons who are involved in the
success of this research paper. God bless to all of you!

39
Appendix A: Test Questions

Direction: The following questions evaluate the extent to which you understand
information covered in recent class discussion. Please write the letter of the best and
correct answer in your paper.
1. What is the fundamental unit of structure of all organism?
a. Tissue
b. Organ
c. Cell
d. Organ system
2. What is the scope of cytology?
a. Structure of cell
b. Chemistry of cell
c. Function of cell
d. All of these choices
3. Which of the following describes the shape of the cell?
a. Spiral
b. Polygonal
c. Obloid
d. All of these choices
4. What tool was used to discover and study cells?
a. Beaker
b. Pipette
c. Microscope
d. Magnifying glass
5. Who coined the term, “Cell”?
a. Robert Hooke
b. Anton Van Leeuwenhoek
c. Rudolp Virchow
d. Theodore Schwann
6. What were the wall-like structures that Robert Hooke Observed while viewing cork
under a lens?
a. Vacuole
b. Cell wall
c. Cytoplasm
d. None of the above
7. Who was the French biologist to first describe that cells were not hollow?
a. Robert Hooke
b. Anton Van Leeuwenhoek
c. Felix Dujardin
d. Theodore Schwann
8. Leeuwenhoek call the microorganisms he observed under a microscope he refined
___________.
a. Animalcules
40
b. Cork
c. Nucleus
d. Cells
9. How many postulates of cell theory are there?
a. 1
b. 2
c. 3
d. 4
10. Which of the following is not a postulate of the cell theory?
a. All cells arise from pre-existing cells
b. The cell is a fundamental unit of structure of all organisms
c. All organisms are made up of one or more cells
d. Cells are mostly made up of oxygen.
Appendix B: Survey questions and Responses
Description
1. The used of multimedia and technology
based materials in class discussion has a
very good impact to the performance level of
the students.
2. The researchers’ choice of instructional

41
Appendix C: Descriptions
The survey test will also be summed up from the 36 students and will be rated according
to the following characteristic which was measured with a 5-point range description:
 18- 36 : Strongly disagree
 37-54: Disagree
 55-72: Agree
 73-90: Strongly agree
For the second statement, the students used the following descriptions:
 18-36: Strongly dissatisfied
 37-54: Dissatisfied
 55-72: Satisfied
 73-90: Strongly Dissatisfied

42
Bibliography
 Archana. Internet Addiction in Students: A cause of concern. Mary Ann Liebert
Publishing House, 2004.
 Bartlett, R. M., & Strough, J. (2003). Multimedia versus traditional course
instruction in introductory social psychology. Teaching of Psychology, 30, 335-
338.
 Beicher, P. R., Chamberlain, V. M., & Pintauro, S. J. (2002). The effectiveness of
Webbased, multimedia tutorials for teaching methods of human body composition
analysis. Advances in Psychology Education, 26(1), 21-29.
 Feinstein, A. H., Raab, C., & Stefanelli, J. M. (2005a). Educational technology
research in the hospitality industry. Journal of Hospitality & Tourism Education,
17(3), 9-18.
 Harris, K. J., & Cannon, D. F. (1995). Opinions of training methods used in the
hospitality industry: A call for review. International Journal of Hospitality
Management, 14, 7996.
 Harris, K. J., & West, J. J. (1993). Using multimedia in hospitality training. The
Cornell Hotel and Restaurant Administration Quarterly, 34(4), 75-82.
 Hsu, C. H. C., & Wolfe, K. (2003). Learning styles of hospitality students and
faculty members. Journal of Hospitality & Tourism Education, 14(3), 19-27.
 Ledbetter, Andrew M. The negative effects of internet use. University of Clemson
Press, 201
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 Nicastro, Roberts C. The Relationship Between Depression and Internet
Addiction. Cyber Psychology & Behavior Press, 1998.
 Powers, T. F., & Riegel, C. D. (1993). A bright future for hospitality education:
Providing value in the 21st century. Hospitality Research Journal, 17, 295-309.
 Van Hoof, H. B., & Colling, G. R. (2001). The pros and cons of web-based
instruction. International Journal of Hospitality Information Technology, 2, 1-7.

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IMPACT OF MULTIMEDIA ON THE ACADEMIC PERFORMANCE OF GRADE 11- INDIGO STUDENTS

Republic of the Philippines

IMPACT OF MULTIMEDIA ON THE ACADEMIC

A Research Project by:

Practical Research II Instructor

List of Tables ------------------------------------------------------------------------------------ 4

Statement of the Problem ------------------------------------------------------------- 9

Significance of the Study ------------------------------------------------------------- 10

Scope and Limitation ------------------------------------------------------------------ 11

Definition of Terms --------------------------------------------------------------------- 12

Chapter II: Review of the Related Literature -------------------------------------------------- 14

Chapter III: Method and Procedure ------------------------------------------------------------

Subject of the Study -------------------------------------------------------------------- 17

Description of Research Instrument -------------------------------------------------- 18

Data Gathering Procedure ------------------------------------------------------------ 19

Statistical Treatment Applied ---------------------------------------------------------- 20

Chapter IV: Result of the Study

Demographic Characteristics ----------------------------------------------------------- 23

Data Analysis --------------------------------------------------------------------------- 24

Analysis of Perception Responses ----------------------------------------------------- 27

Difference of Test Scores -------------------------------------------------------------- 30

Chapter V: Summary of Findings

Appendix A: Test Questions ------------------------------------------------------------------- 39

Appendix B: Survey Questions and Responses --------------------------------------------- 40

Appendix C: Descriptions --------------------------------------------------------------------- 41

Table 1: Demographic Characteristics of the Participants ----------------------------------- 23

Table 2A: Test Scores of Experimental Group ------------------------------------------------ 25

Table 2B: Test Scores of Control Group ------------------------------------------------------- 25

Table 2C: Increase Rate ------------------------------------------------------------------------ 26

Table 3A: Survey Result (Experimental Group) --------------------------------------------- 27

Table 3B: Survey Result (Control Group) ------------------------------------------------------ 29

Fig. 1B: Survey Result ------------------------------------------------------------------------------ 31

outcomes of multimedia in the students’ performance, of over 36 Grade 11 Indigo students of

further studies are also provided.

increasing students' knowledge.

STATEMENT OF THE PROBLEM:

who aren’t using technology based materials.

Significance of the Study

will choose after senior high school.

C. Parents and Guardians

more productive in school and be more active in the class discussions.

performance of technology based materials and the traditional instructional materials.

Scope and Limitation

students’ interest, intellect and preferences.

The following terms were defined for use in the study:

Multimedia is the combination of several media sources such as video, graphics,

presentations are a combination of instructional resources controlled by a single operated system,

motion video, controlled and manipulated through a computer program.

Traditional methods of instruction refer to instructor-led lectures without the inclusion

of any type of technology-based material such as PowerPoint slides, while technology-based

methods of instruction include the use of any technology media resource.

Education - is the process of facilitating learning, or the acquisition of knowledge, skills,

Information technology - it defines an industry that uses computers, networking, software

CHAPTER II: REVIEW OF THE RELATED LITERATURE

classrooms to enhance students’ learning.

Use of technology in schools is a major instructional trend because technology maintains

implementing innovative techniques that extend their instructional methods (Feinstein et

to enhance their capacity in learning.

Multimedia technology is becoming increasingly popular especially in education as a

CHAPTER III: METHOD AND PROCEDURE

Subject of the Study

and some conflicts in time.