St. Cecilia’s College – Cebu, Inc.

LASSO Supervised School

Natalio B. Bacalso South National Highway
Minglanilla, Cebu.
Tel. No. 032-268-4746/032-490-0767

EFFECTIVENESS OF MULTIMEDIA E-LEARNING PORTAL TO THE

ACADEMIC PERFORMANCE IN PHYSICS OF GRADE 12 STEM
STUDENTS IN ST. CECILIA’S COLLEGE – CEBU INC.

A Research Paper Presented to Information, Communication,

Technology Senior High School Department
St. Cecilia’s College – Cebu, Inc., Philippines

In Partial Fulfillment of the Requirements in

Inquires, Immersion and investigation
and Practical Research II

RESEARCHERS:
ELARE, REANN MAY P.
CARALDE, SHEILA MAE
CANQUE, JOSEPH
LARGO, OWEN
OYAO, ERIC JOHN
VILLARAZO, PAUL JOSEPH
ALISER, JUNIEL
BACUS, HELARIE DALE
ABELLA, GENILL

APRIL 2019
 CHAPTER I
THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The objective of science education is to produce science-literate citizens. In

accordance, there is a necessity in teaching the fundamentals of this complicated

course in the mainstream of instruction. However, several studies revealed that

students have difficulty in learning science subjects specifically in the area of physics.

The decline of admission and degree attainment in physics courses is an evident

problem across the world. In a recent study of Sartika and Humairah (2018), it revealed

that students have a significant low interest in physics than any other science subjects

because of its difficulty and complexity. According to Reddy and Panacharoensawad

(2017), the main reason for the low passing rate of students in physics is their inability

to comprehend the fundamental concept and principles of the subject content. Kizilcik

and Yavasin (2016) also found out in their study that students already have a negative

preconception in physics that leads to test and grade anxiety and difficulty on the said

subject. However, some of their participants concluded that the concepts and lessons

could be understood if given a sufficiency of study time and effort.

The participants stressed that the use of visualizations, video or multimedia and

any related method could enhance the effectiveness of a teaching method. Sartika and

Humairah (2018) also added that school administrators should create initiative means
such as implementing a learning model that can give students an ample time to

comprehend more about the topic and can give them interactions with their peers to

strengthen the effectiveness of the teaching method.

In connection, Bennett and Matten (2010) stated that the evolution of

technologies affected the educational environment, which brought a variety of

opportunities as well as challenges for students, educators, and educational institutions.

E-learning, as defined by Koohang and Harman (2005), is an education delivered

through a variation of media platforms. E-learning has become a successful and one of

the substantial ways of students' mechanism in professional training, teaching and

learning at a higher level of education because of its speed, convenience, and efficiency

(Mothibi, 2015). However, the researchers have found a gap regarding the effectiveness

of e-learning. For example, in the study of Gustilo et al. (2015), they found out that

video-enhanced curriculum (an example of e-learning method) for senior high school

students has been a great factor on students' academic attainment and performance

towards science subjects. However, Hron et al. (2000) revealed in their study that there

is no significant difference in the obtainment of knowledge with the use of e-

learning and traditional learning.

Filipino culture placed a high value on education. Some Filipinos believed that

education is a vital tool for an individual to secure future. Moreover, for them to

succeed, they wanted the implementation of the best educational system. However, a

report from the Trends in International Mathematics and Science Survey (TIMSS) on

2013 revealed that the Philippines ranked 41st in mathematics and 42nd in science out
of the 46 countries that participated in the survey. According to Crisol and Alamillo

(2014), the educational program of the Philippines is overly congested. The

implementation of e-learning was introduced to adhere the nationalistic problem.

However, e-learning is still new in the Philippines and Filipino educators and learners.

Its function is still a periodic and business communities, and some section of the

Philippine education is the users of this emerging technology (Arimbuyutan et al., 2007).

In a recent study by Sobejana (2016) revealed that e-learning affects the characteristics

and academic performance of students of Davao del Sur. The proper presentation of

texts, visuals, and videos signifies the effectiveness of the learning approach.

However, the implementation of e-learning inside the school has encountered

difficulties when it comes to facilities like computers, the Internet, and the like.

Furthermore, their experiment showed that students preferred to learn without the

guidance of teachers in this way would encourage them to collaborate with their peers.

The St. Cecilia’s College Cebu Inc. has a larger population with each section

contains approximately 50 students. Having a larger class size can be difficult for

students. It may cause liberation that can indicate to disruptive behavior, boredom, and

impassiveness towards the lesson or subject (Disqus, 2015). Furthermore, Disqus

(2015) also stated that having a larger class size could cause teachers to have less time

with each student. Simultaneously, we should not underestimate the prodigious worth of

face-to-face way of learning, nor neglect the advantages of e-learning technologies to

make learning more comfortable and efficient (Garrison, 2011). Implementation of e-

learning will help each Filipino individual who wanted to succeed through education. E-

learning implementation would help each student to compete globally (Arimbuyutan et

al., 2007). Thus, knowing the role of e-learning to students, this study aims to determine

the effectiveness of multimedia e-learning in enhancing the academic performance in

physics of grade 12 Science, Technology, Engineering, and Mathematics (STEM)

students.
Theoretical Background

Two theoretical approaches were used in this study: Social Constructivism theory

(Vygotsky, 1978) and E-learning theory (Mayer et al., 2015).

The social constructivism theory of Vygotsky (1978) tackles three central ideas

namely; social interaction, the more knowledgeable other, and the zone of proximal

development. Learning is gained through social interaction as stated by Vygotsky. This

idea means that individuals learn from one another. The second idea of Vygotsky’s

theory is the more knowledgeable other. It refers to the individual who has a higher

understanding or ability than the learners. These attributes can mostly be seen in

individuals such as the teachers, peers or even things like computers. In correlation to

the study, socializing while learning and utilizing technologies particularly computers

and educational apps towards education that is not limited on time or place ( e-learning)

might enhance and advance the knowledge of students that could not be done in

traditional classroom learning. The zone of proximal development refers to the students’

capacity to analyze and solve problems individually and students’ capacity to achieve

the given tasks with the help of other people. The zone of proximal development refers

to the students’ capacity to analyze and solve problems individually and students’

capacity to achieve the given tasks with the help of other people.

Furthermore, the E-learning theory of Mayer et al. (2015) established different

learning principles. The multimedia learning principle states that using words and visual

representations can enhance the students’ knowledge rather than using words alone.
Using visual representations in teaching can improve students’ understanding especially

when dealing with new complicated topics. The modality principle as defined by Mayer

stated that learners are much likely to gain more knowledge when listening to audio

narration rather than reading the words presented. Learners have a working memory

but, they can only process information one at a time. Having visual representations and

words presented on the screen might confound the students thus slowing the

information process. The learner’s control principle states that being able to impede

students in learning empowered them to take in more facts or ideas placidly and

adequately. Learners must have a pre-existing knowledge for them to be able to control

their instruction by letting them sequence and pick the necessary information. Also, the

need for instructional support is highly recommended in facilitating self-regulation during

learning. These theories and principles were believed to help researchers to attain their

goal towards determining the effects of multimedia E-learning in students’ academic

performance in physics. The learner’s control principle states that being able to impede

students in learning empowered them to take in more facts or ideas placidly and

adequately. Learners must have a pre-existing knowledge for them to be able to control

their instruction by letting them sequence and pick the necessary information. Also, the

need for instructional support is highly recommended in facilitating self-regulation during

learning. These theories and principles were believed to help researchers to attain their

goal towards determining the effects of multimedia E-learning in students’ academic

performance in physics.
 Social Constructivism Theory E-learning Theory

(Vygotsky, 1978) (Mayer et al., 2015)

Multimedia E- Learning

E- Learning

Student’s Academic

Performance in Physics

Figure1. Schema of the Theoretical and Conceptual Framework of the Study

 THE PROBLEM

Statement of the Problem

This study aims to determine the effectiveness of Multimedia E-Learning to the

academic performance in physics of Grade 12 STEM students in the St. Cecilia’s

College Cebu; second -semester S.Y. 2018- 2019. In particular, this study ought to

answer the following entities:

1. What is the demographic profile in terms of;

1.1. Gender

1.2. Age; and

1.3. Session.

2. What is the significant difference between the pre-test scores of the two groups?

3. What is the significant difference between the post-test scores of the two groups?

4. What are the effects of multimedia E- learning ?

Hypothesis of the Study

The following hypotheses were tested at 0.05 level of significance:

Ho1: There is no significant difference between the pretest scores of the controlled and

experimental group.

Ho2: There is no significant difference between the post-test scores of the controlled

and experimental group.

Ho3: There is no significant difference between the pre-test and post-test scores of the

controlled and experimental group.

Ho4: There is no significant difference between the pre-test and post-test scores of the

experimental groups.

Purpose of the Study

The purpose of this study is to determine the effectiveness of multimedia e learning to

the academic performance of the students in physics. This study also sought to identify

the comparison between the control group and the experimental group using pretest

and post test questionnaire in St. Cecilia’s College – Cebu, Inc. specifically, the Grade

12 AM and PM STEM students. The researchers will distinguish if there is a correlation

or mutual relationship or connection, in utilizing and determining the effects of

multimedia e learning to the students academic performance in physics.

Significance of the Study

The students will be the primary benefactor since they are the center of the

educational system. Multimedia E-Learning could enhance their study habits, motivation

to acquire knowledge and learning skills. The results will set a new learning style and

strategies in the future. The teachers will have some guidelines on how this learning

approach works and will be done effectively on the learners. Thus, Multimedia E-

Learning somehow gives them ideas to change and improve their teaching styles and

helps them lessen the burden of their workload as an educator.

This study will also give realization to the parents that Multimedia E-Learning could

help their child's academic performance inside and outside the classroom. Thus, the

data will serve as a guide for them to assess if this type of new learning approach will

have a positive impact on their children or this can cause addiction to gadgets and the

internet. The results of this study will help the school's administrators on what to

implement for an appropriate learning environment. The data will give an idea of how

this new learning approach is done and will provide a new tool that would eventually

promote quality education and enhance the academic achievements of students.

Future researchers, will use this study for references and for continuous

improvement of upon determining the effectiveness of Multimedia e- learning to the

academic performance of the students.

Scope and Limitation of the Study

There are two fundamental types of learning in electronic: asynchronous and

synchronous, Multimedia E-Learning Portal belongs to the asynchronous learning

method. Though there are various components that can enhance students’ performance

in physics, the intervention of Multimedia E-Learning Portal plays a critical role.

Specifically, various studies reported that students have difficulty in understanding

physics. In the Philippine educational system, there is no wide integration of Multimedia

E-Learning that makes the potential of this educational method unrecognizable. Thus,

this study mainly focused on the effectiveness of Multimedia E-Learning Portal to grade

12 STEM students’ academic performance in physics. This study was held at the St.

Cecilia’s College Cebu campus in the second semester of the school year 2018-2019.

There were 92 subjects who were randomly chosen to form two focus group, 46

subjects for the control group and 46 subjects for the experimental group. The study

limits the participants to Grade 12 STEM students for they are the only population who

have Physics subject. The nature of the study used the pretest-posttest controlled group

design. The study can yield reliable findings that can give students a new way of

improving their academic performance.

Definition of Terms

The researchers defined the following terms presented operationally.

Multimedia e-learning is a learning system which utilizes technologies such as cellular

phones, laptops and the like that is not dependent on time and location allowing

learners to be knowledgeable enough to do activities creatively and to absorb lessons

facilely and deeply.

Academic Performance in Physics is ascertained through pretest and posttest scores

of the subjects obtained through the researcher made questionnaire.

Effectiveness is the significant increase in posttest scores of the experimental group

from their pretest scores.

Synchronous existing or occurring at the same time.

Asynchronous (of two or more objects or events) not existing or happening at the same time.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This portion provides an overview of multimedia e-learning and its different

effects on students’ academic performance. This section has two parts: the review of

related literature and review of related studies.

Related Literature

Among the numerous well-known definitions that aim to explain the multimedia e-

learning, Koohang and Harman (2005) define e-learning as the means of education

which consist the activity, tasks, lessons, and teaching by the use of the variety of

media platforms. Multimedia e-learning is considered to be a primary demand of every

student to work effectively. Students openly use blogs, online forums, and emails at

their convenience (Hadullo et al. 2018).

Many researchers asserted various definitions of e-learning. According to Raab,

Ellis, and Abdon (2002), e-learning utilizes network technologies for the creation,

advancement, delivery, and facilitation of knowledge, anytime and anywhere. Also, “E-

learning is the use of multimedia technologies and the internet to enhance the quality of
learning” (European Commission, 2001, quoted from Alonso et al., 2005, p.218).

According to Clarke et al. (2005), e-learning is a type of learning which is facilitated and

supported by the utilization of information and communication technologies. Moreover,

e-learning provides instructions that are delivered through a digital device such as a

desktop computer, laptop, computer,

tablet, or smart-phone to support learning (Clark & Mayer, 2016). By these definitions,

we can say that e-learning has a goal of advancing students’ knowledge by enhancing

the traditional way of learning.

The 21st century, students are required to engage in online learning to address

problems by using appropriate reasons. Through e-learning, students can consume

information and critique to be successful in making decisions. Moreover, it is an

unconventional learning method compared to the classical learning approach because

the environment becomes borderless learning due to anywhere, anytime information-

accessed classroom (Herreid & Schiller, 2013).

According to Perveen (2016), multimedia environments were equipped with video

lectures and presentations can be found on different internet channels. Learners are

most likely to engage in this way of finding solutions in clarifying lessons by the use of

internet because the students have the different task to face. Thus, having more time to

think over a given task can improve learners’ higher order thinking skills. Multimedia e-

learning can also reduce learners’ pressure overdoing certain tasks and shyness due to
distance education. By these definitions, we can say that e-learning has a goal of

advancing students’ knowledge by enhancing the traditional way of learning.

Peerwise is an online repository site which promotes deep learning towards

students (Duret et al. 2018). In correlation to the study, peerwise is an instance of

multimedia e-learning which is a site for the learners to engage and to reply in some

questions being posted in the comment section to advance their knowledge of a field

and to enhance their performance during exams.

According to Riggs and Linder (2016), both students and instructor take part in

activities on separate schedules. Hence, they are not required to log in to their account

at the same time. Instructors provide their students with recorded lectures while

students, on the other hand, post their assignments and take their tests on an individual

schedule at a given period. Furthermore, Riggs and Linder (2016) also added that

spending more time in their activities like re-watching recorded lectures could make

them apprehend the content even more. It is most useful in introverted students

because they are given time to reflect and compose their reactions regarding the gist of

the content without pressuring their selves.

The online materials support the students' capability to withhold physics concepts, laws,

and theories longer in their minds. It also improves the students' participation in the

classroom activities and further boosts both efforts between student and learner. Online

learning process enables speedy trade of ideas, learning materials, and teaching

strategies. Also, information and communication technology utilizes learners in

understanding abstract and intricate concepts, as well as individualized learning in

physics (Aina, 2013). Daniel (2008) stated that e-learning could assist students to be

globally competitive. In the study of Aina (2013), it was asserted that ICT (Information

and Communication Technology) a technology where you can create, display, store,

manipulate and even exchange information as viewed by UNESCO (Meleisea, 2007)

will help students to have an accurate measurement in regards to physics. Moreover, it

advanced students’ knowledge of the subject to comprehend its complex concepts. The

presence of e-learning encouraged the researchers to conduct experiment and

investigations that would examine the effects of e-learning to the students. They found

out that e-learning has the luxury of advantages which includes providing on-time

learning, more efficient, accessibility and increased the interactions among students

(Kanuka and Anderson, 2007).

Clark & Mayer (2012) propounded the modality principle that students can better

understand and remember if the multimedia message was verbalized rather than

printed, and was more effective if the material is intricate. Using video clips in learning

has a cognitive and emotional impact on students. Watching videos can help students

to develop their emotional intelligence (intrapersonal and interpersonal) and cognitive

(left and right hemispheres of the brain). Observing video engages both left and right

hemispheres of the brain. The left hemisphere advances the dialogue and the plot while

the right side gives attention to visual images and relationships. It will also develop the

intrapersonal intelligence for it will encourage students to do self-reflection and study

independently, and interpersonal for it will enable students to cooperate and connect

with other students (Berk, 2009). Ravenscroft (2005) asserts that examining the

functions and roles of computers can change education’s habitual activities for its

betterment. Multimedia students favored finding solutions to their problems, thinking

about their decision regarding the issue and be included in complex matters individually

rather than in interpersonal denouements. Projects that can permit practical

applications, discovering new concepts and ideas through experiments, and doing tasks

individually can develop multimedia learners better and faster (Kolb, 2005). Multimedia

e-learning can be challenging, only a carefully planned set of strategies can enhance

their confidence, participation, motivation, analytical and higher order thinking skills

(Perveen, 2016).

E-learning has positive impacts towards students’ learning in a different field

because it is accessible with regards to the time and place, it is accorded with activities

that most of the traditional classrooms have, it provides everyone a communication

method, and it allows teachers to create new teaching methods (Pura & Aslan, 2015).

Moreover, it plays an essential role towards the communication level between student

and teacher, the rights of everyone, the motivation of people, and the insurance of

psychological relief (Pura & Aslan, 2015). However, to be successful in applying this
kind of learning, a person or user must have an internet connection to fully utilize and

access the activities it bears (Sanderson, 2002).

 Daniel (2008) stated that e-learning could assist students to be globally

competitive. In the study of Aina (2013), it was asserted that ICT (Information and

Communication Technology) a technology where you can create, display, store,

manipulate and even exchange information as viewed by UNESCO (Meleisea, 2007)

will help students to have an accurate measurement in regards to physics. Moreover, it

advanced students’ knowledge of the subject to comprehend its complex concepts. The

presence of e-learning encouraged the researchers to conduct experiment and

investigations that would examine the effects of e-learning to the students. They found

out that e-learning has the luxury of advantages which includes providing on-time

learning, more efficient, accessibility and increased the interactions among students

(Kanuka and Anderson, 2007).

Clark & Mayer (2012) propounded the modality principle that students can better

understand and remember if the multimedia message was verbalized rather than

printed, and was more effective if the material is intricate. Using video clips in learning

has a cognitive and emotional impact on students. Watching videos can help students

to develop their emotional intelligence (intrapersonal and interpersonal) and cognitive

(left and right hemispheres of the brain). Observing video engages both left and right

hemispheres of the brain. The left hemisphere advances the dialogue and the plot while

the right side gives attention to visual images and relationships. It will also develop the

intrapersonal intelligence for it will encourage students to do self-reflection and study

independently, and interpersonal for it will enable students to cooperate and connect

with other students (Berk, 2009). Ravenscroft (2005) asserts that examining the
functions and roles of computers can change education’s habitual activities for its

betterment. Multimedia students favored finding solutions to their problems, thinking

about their decision regarding the issue and be included in complex matters individually

rather than in interpersonal denouements. Projects that can permit practical

applications, discovering new concepts and ideas through experiments, and doing tasks

individually can develop multimedia learners better and faster (Kolb, 2005). Multimedia

e-learning can be challenging, only a carefully planned set of strategies can enhance

their confidence, participation, motivation, analytical and higher order thinking skills

(Perveen, 2016).

E-learning has positive impacts towards students’ learning in a different field

because it is accessible with regards to the time and place, it is accorded with activities

that most of the traditional classrooms have, it provides everyone a communication

method, and it allows teachers to create new teaching methods (Pura & Aslan, 2015).

Moreover, it plays an essential role towards the communication level between student

and teacher, the rights of everyone, the motivation of people, and the insurance of

psychological relief (Pura & Aslan, 2015). However, to be successful in applying this

kind of learning, a person or user must have an internet connection to fully utilize and

access the activities it bears (Sanderson, 2002).

Related Studies

Mothibi (2015) conducted a study in which data were collected from 15

documents related to the effect of ICT based e-learning on academic achievement

during 2010-2012. They had observed that e-learning had a crucial role in the efficiency

of professional training, educating and acquiring learning because it swiftly provided

various information through online systems. Using information and communication

technology features and instruments could help students to enhance their performance

and to increase their grades in all

academic aspects. Thus, the e-learning approach withholds significant effects on

students' grades.

Hill et al. (2017) remarked in their study on the integration of blended learning in

a first-year university physics course that many students engage in online learning

modules. However, their participation in the entire semester was reduced. An immense

rate of involvement leads to a positive outcome in academic discussions as well as

establishes analyzation on concepts in physics and achieves greater learning gains

throughout the semester.

Computer-assisted instruction has a significant impact on learners' grades and

academic performance in physics. It was spotted as a more efficient approach than the

traditional way of educating in physics and figured out that this type of learning guide is

useful in developing mental skills especially in fostering knowledge through deep

understanding on complicated concepts. Computer-assisted instructions also help

teachers to control and keep students from distractions. Through this, the full attention

and focus of the learners are only on the instructional materials. So, it was suggested

for educators to be trained efficiently in the usage of computer-assisted instruction in

teaching physics rather than the traditional teaching method (Suleman, 2017).

Additionally, Harandi (2015) also conducted a study on 140 students in Tehran

Alzahra University. He found that e-learning approach influenced students’ motivation to

study. The application of e-learning in an institution benefited students for it heightened

the encouragement level to focus on academic lessons. Students were more involved in

school-related activities resulting in excellence in academics. So, the utilization of the e-

learning process on institutions is a potent motivation to learners.

Furthermore, in a sample size of 215 students taking computer science and

information systems, the results showed that to strengthen the involvement of e-

learning, one should have a complimentary outlook on its use. Student views and

purposes in utilizing e-learning approach influenced actual usage of learning platforms.

While behavior and usage of e-learning process affect students’ performance in school,

workshops and orientations on e-learning were suggested to analyze and understand

the benefits of such learning process to students (Oye et al., 2012).

In contrast, Sibanda and Donnelly (2014) conducted a study on a sample size

between 236 and 267 students of management science class taking up Bachelor of
Business Administration (BBA) from the University of KwaZulu- Natal (UKZN). They

found out that the learners’ grade does not affect or influence by e-learning approach.

The results failed to provide strong and accurate conclusions that would confirm the

presence of impacts of the online learning process in academic achievement. Although,

the study showed that African learners were affected when e-learning was applied

because of their unpreparedness to this new learning and teaching materials. Only

regular classes excelled in the application of e-learning than their evening fellow

learners. It was exactly because of youth learners' special skills in acquiring knowledge

and also, in thinking and understanding competence. More educational matters were

highly needed to enhance academic achievements and to improve skills in learning

academic achievement. Although, the study showed that African learners were affected

when e-learning was applied because of their unpreparedness to this new learning and

teaching materials. Only regular classes excelled in the application of e-learning than

their evening fellow learners. It was exactly because of youth learners' special skills in

acquiring knowledge and also, in thinking and understanding competence. More

educational matters were highly needed to enhance academic achievements and to

improve skills in learning.

 This matter will be realized through exerting full support from students and

educators and conducting training regarding the correct use of ICT in school-related

activities and online learning materials.

Eliaon et al. (2011) stated that through the utilization of mobile devices

concerning education gave learners a great opportunity to access content and contexts

related to their study. The study of Lohr (2014) about digital books in physics lessons of

secondary education shows a positive result. The difference of e-book formats is good

for science lessons in the age group of 13 and 14. The personal interaction with the

contents gives new learning experiences that are good given competence-oriented

learning in natural sciences. Individually, learners can select their learning rate and

repeat quizzes as often as they like. In the study of Gul and Shehzad (2015), before

giving the treatment, both groups were on the same level of knowledge.

Nowadays, students are having a hard time in science field specifically in physics

subject. Science is hard when it comes to calculations and terms which require higher

order thinking skills and greater comprehension to understand and to solve these

issues. Fortunately, technology was discovered which played significant roles in the

students’ lives. The evolution of technology advances the e-learning system, a system

in which learners use electronic devices to gain knowledge and to improve skills

towards physics ability.

 From all the related literature and studies aforementioned, the researchers

developed an idea that will help to find out the effectiveness of multimedia e-learning to

the academic performance of students in physics. It is crucial to understand the

importance of multimedia e-learning to the students and their performance in physics for

them to be knowledgeable enough in addressing problems towards the course. It has

shown in the review that multimedia e-learning has immense positive impacts on the

students particularly in enhancing and advancing their mental thinking skills.

 CHAPTER III

RESEARCH METHODOLODY

Research Design
The design used in this study was true experimental. Particularly, this

research applied the pretest-postest controlled group design in determining the

effectiveness of multimedia e- learning to the academic performance of grade 12 STEM

students in physics.

Cristobal and De la Cruz-Cristobal (2017) stated that in a pretest-posttest

controlled group design, subjects were randomly assigned to both groups and pretest

and posttest was administered to the two groups. Also, pretest-posttest controlled group

design is regarded as a better design to use for most of the potentially confounding

variables that might threaten internal validity. It is one of the simplest methods for

examining the effectiveness of the intervention.

Research Environment

This study was conducted within the campus of St. Cecilia’s College –

Cebu Inc. located at Highway Poblacion Ward II, Minglanilla, Cebu to the Grade 12

STEM students. The Senior High School of St.Cecilia’s College- Cebu, Inc. has 2,014

students. SCC offers Academic and TVL track. There is no tuition fee to pay at all

because of the voucher program offered by the government and commonly students

who are granted that opportunity are from those who graduated from the public school
but if you are not, you must going to pay a little amount including the tuition fee. St.

Cecilia’s College –Cebu, Inc. nurtures students from 1999 up to the present.

Research Respondents

The respondents of this study were the Grade 12 AM and PM STEM

students the researchers chose the grade 12 STEM students since they are only

students in Senior High that took physics as one of their subjects in class. The Grade 12

AM and PM STEM students were used as sample from a population of 52 grade 12 AM

STEM students and 58 grade 12 PM students.

The researchers used the Slovin’s formula to determine the total sample in the study.

n= N

1+Ne2

N=Total population

N=desired sample size

E=error tolerance (the researchers sets 5% margin error)

Total population:

Grade 12- AM STEM=68

Grade 12- PM STEM=52

Total number of students=120

Using the Slovin’s Formula in this study of 12 grade 12- AM STEM and grade 12- PM

STEM students ,the following statistics will be determined.

n= N

1+Ne2

n= 120

1+120(0.05)2

n= 120

1+120(0.0025)

n= 120

1.3

N=92.31 or 92

Grade12- 62 0.52 52%x92 47.84 48

AM STEM 120
Grade 12- 58 0.48 48%x92 44.16 44

PM STEM 120

The Sample Size 92

There were 46 students for controlled group and 46 students for experimental group.

Research Instruments

A 30 item multiple choice pretest questionnaire was used to measure the academic

performance of the grade 12 STEM students in physics. The objective of using multiple-

choice test was to scale the ability of students regarding on a specific topic

(McNaughton, 2009). The pretest-posttest questionnaire is divided into six (6) parts that

test the six skills namely; remembering, understanding, application, analyzing,

evaluating and creating. Additionally, the study used the schoology as an intervention to

the experimental group. The treatment consists of basic lessons in physics: free fall,

uniformly accelerated motion (UAM). The Cronbach’s alpha was used to test the

credibility of the test questionnaire. The test questions acquired a 0.782 on the

Cronbach’s α scale. Thus, the researcher-made questionnaire was deemed accepted.

Research Data Collection Procedure

Before the conduct of the study, the researchers created a transmittal letter and

secured it for later confirmation of the senior high school principal whereby, the

researchers explained the purpose of conducting the study. The researchers gathered

the respondents and oriented them about the process of the research paper. The

scheduled time was set rigorously to avoid class disturbance and obtain a distraction-

free setting for the respondents to answer the questionnaire. It consumed approximately

30 minutes to answer the test for the controlled group. The researchers gave their

preeminent in illustrating the instruction so that the experimental group of respondents

from two focus groups could answer the pretest and posttest using the “Schoology”

chosen as multimedia e learning .After the pretest was administered, the schoology was

given as an intervention to the experimental group while the control group was engaged

only in classroom learning with the provided test questionnaire. After the treatment, the

posttest was administered. The results were summed-up with complete credibility and

later on analyzed thoroughly.

Gathering of Data

After sending the transmittal letter of principal of the Senior High School in St.

Cecilia’s College- Cebu, Inc., the researchers will let the Grade 12 STEM AM and PM

students to answer the questionnaire and they will serve as the research respondents.

The researchers will secure all the necessary requisites and will present the tool online

to the respondents. The respondents will be given time to complete the tool and for the
researcher to retrieve the tool when the administration of the tool is done, the

researcher will accumulate the data for analysis.

Treatment of Data

The gathered data will be tabulated for analysis using the following:

Simple Percentage - will be used to determine the profile of the respondents.

Independent sample t-test was used to compare the means of the pretest scores of

the experimental and control group. The same test was administered in comparing the

means of the posttests scores of the two focus groups. The independent t-test is the

simplest type of instrument and was preferred for it assimilates the means between two

unrelated groups (Kim, 2015). In testing the significant difference between the pretest

and posttest scores of the control and experimental group, one-sample t-test was used.

To support this idea, McDonald (2014) stated that in comparing the mean of a sample to

the hypothesized mean of the population, a one-sample t-test should be used.

 The SPSS version 21 was used to run the data analysis of the study. After the

results were calculated, these were tabulated. Furthermore, the results were interpreted

and backed up by evidence found in the related studies and literature.

 CHAPTER IV
RESULTS AND DISCUSSIONS
This portion contains the presentation, analysis, and interpretation of data that

have been gathered through the pretest-posttest questionnaires. The researchers

present the data in tabular form to precisely draw out corresponding interpretations.

Table 1

Profile of the respondents

Age Male Female Frequency Percentage(%)

17-18 26 22 48 52%

19-20 23 21 44 48%

Total 49 43 92 100

Mean Age (18.41)

Table 1 shows that the 92 students, 52% percent belonged to ages 17-18 were

there are 22 females and 26 males; followed by 48% percent were in the age of 19-20

which consist of 21 females and 23 males. Thus, the respondents obtained the mean

age of 18 belong to the ages of 17-18.

 Figure 1

Ages of the respondents

AGE

48% 52%

17-18 19-20

It shows the ages of the male and female in Grade 12 STEM respondents. It

shows that from the female respondents, there are 22% respondents that belong in the

ages 17 – 18, followed by 21% in the ages 19 – 20. Also, the figure shows that from the

male respondents, there are 26% male respondents that belonged in the ages of 17 –

18, followed by 23% in the age of 19-20. Thus, the respondents of this study mostly lie

in the ages 17– 18.

 Figure 1.2

Gender of the respondents

GENDER

46% 54%

MALE FEMALE

It shows the representation of the genders of the Grade 12 STEM respondents. It

shows that from the total population of the Grade 12 STEM AM & PM respondents

which is 51% of the respondents belonged to the male and the 49% of the respondents

belonged to the female.

Comparison of Pretest Scores

Table 1. Pretest Scores of the Experimental and Control Group

Mean SD p=Value Interpretation

Control 10.87 2.482

Group 0.145

Accept Ho

Experimental 10.91

Group 2.106

Taable 1 shows the difference between the pretest scores of both groups which reveals

that there is no significance level at point 0.145, thus the researchers accepted the null

hypothesis. As stated by Gul and Shehzad (2015), respondents should have equal

knowledge about a specific topic before giving the intervention.

Comparison of Posttest Scores

Mean SD p=Value Interpretation

 Control

Group 18.26 3.409

0.487 Accept Ho2

Experimental 13.87 1.833

Group

Table 2 shows the difference between the posttest scores of the experimental and

control group. It is clearly shown in the table that the control group gains more

knowledge after receiving the intervention making their mean scores higher than the

experimental group. It also shows that even though the control group attains a higher

score, there is still no significant difference between the posttest scores of the two

groups thus, accepting the null hypothesis. This is due to the figures presented in table

1 which stated that during our pretest, the control group scores higher than the

experimental group. However, after giving the multimedia e-learning as an intervention

to our experimental group, they scored higher than the control group concluding the

effectiveness of multimedia e-learning portal. To support the preceding statements,

Mothibi (2015) stated that the students’ utilization of the features of Information and

communication technology could help them enhance their academic performance and

can increase their grades.

Table 3. Scores of Control Group

Mean SD p=Value Interpretation

Pre-test

10.91 2.106 Accept Ho3

0.253

Post-test 18.26 3.409

Table 3 shows the comparison of pretest and posttest scores of the control group. It

also reveals that there is no significant difference between pretest and posttest scores

of the control group thus, accepting the null hypothesis. Even though there is an

improvement in the posttest scores of the control group, the difference is still not

significant. This result means that in understanding the complicated lesson in physics,

the traditional classroom learning alone is not sufficient. Based on table 2, there are

huge improvements in the posttest scores in the experimental group which has a

multimedia e-learning portal as its intervention. Thus, the research concluded that the
integration of multimedia e-learning in the traditional classroom environment helps

students gain a better comprehension of the given lessons in comparison to that of

usual teaching alone. As an agreement to this, in the study of Kizilcik and Yavasin

(2016), their respondents pointed out that the concepts and lessons can be understood

if they are given a sufficient amount of time. Their respondents also stated that the

utilization of visualizations video or multimedia and the like could improve the

effectiveness of a teaching method.

Table 4, Scores of Experimental Group

Mean SD p=Value Interpretation

Pre-test

10.87 2.482 Reject Ho4

0.013

Post-test

13.87

1.8333
Table 4 shows the difference of the scores of the experimental group in pre test and

post test of the experimental group which is not significant at point 0.013, therefore the

researcher opt to reject the null hypothesis. These results contradict the statement of

Eliaon et al. (2011) stated that through the utilization of mobile devices concerning

education gave learners a great opportunity to access content and contexts related to

their study. The study of Lohr (2014) about digital books in physics lessons of

secondary education shows a positive result.

 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This portion presents the summary of findings, the conclusion drawn and the

corresponding recommendations based on a series of thorough investigations.

Conclusions

Based on the findings of the study, it was found out that multimedia e-learning

portal was effective in enhancing the academic performance of Grade 12 STEM

students in Physics. Multimedia e-learning portal gives positive impacts on students for

it endowed motivation to acquire knowledge and learning skills by giving them ample

time to enhance their understanding of their given lessons. Thus, the researchers

concluded that this type of learning drastically helped students in their academic

quagmire specifically on the field of physics.

Recommendations

Based on the findings and the conclusion presented, the following recommendations

are suggested:

 Students may use this new learning style in improving their academic

performance by cooperating and exploring ideas with less limitation.

 Teachers can try out multimedia e-learning portal in other strands to determine

its effectiveness and applicability on enhancing academic performance level of

students.
  Parents may consider their children with regards to the issue of using gadgets in

studying.

The findings of this study may serve as a basis for the school administrators to come

up with a better academic program to boost students study habits.

 Integration of multimedia e-learning portal may pursue by the school

administrators to further foster the academic performance of students.

 Further research related to the study may conduct workshops and seminars with

regards to ICT to fortify students’ willingness to engage and interact on online

learning platforms that are related to students’ school activities.

 Future researchers may seek assistance from IT experts with regards to

dispensing as multimedia e-learning process.

Summary of Findings

It appears that both control and experimental groups possess the same level of

knowledge on the given topic before the conduct of the study. The pretest scores of the

control group are higher than the experimental group. But still, it shows that there is no

significant difference found in both results.

 The posttest of the two groups does not have a significant difference. However,

after the treatment was given to the experimental group, their posttest scores increases.

Their scores are much higher than the control group which was not given an

intervention. This result tells that the experimental group extensively gain knowledge

after the treatment.

The experimental group showed a significant increase in their posttest scores

compared to their pretest. This result means that the integration of multimedia e-

learning portal into the mainstream of education grandly help students’ comprehension

of complex subjects specifically physics. However, there is no significant difference

between the pretest and posttest scores of the control group. This data shows that their

academic performance doesn’t have immense changes.

Thus, the traditional classroom learning must incorporate a more effective

teaching method that could help the students in understanding lessons in physics.
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 Appendix A

Letter of Transmittal to the Principal of St. Cecilia’s College – Cebu,

Inc.

--------------------------
Mrs. Epifania M. Reyes
Principal, St. Cecilia’s College – Cebu, Inc.
Natalio B. Bacalso S National Hwy, Minglanilla, Cebu

Dear Mrs. Reyes:

Greetings!

We are currently students of Senior High School taking up the strand Information,
Communication, Technology here in St. Cecilia’s College – Cebu, Inc. and are
conducting a study entitled “Effectiveness of Multimedia e learning Portal to the
Academic Performance of Grade 12 STEM in Physics”.

In view of this, may we have the honour to ask permission from your office that we will
be allowed to conduct the study among the Grade 12 AM and PM session of students
from Science, Technology, Engineering and Mathematics. Rest assured that the
responses of the students will be held with strict confidentiality, would only be used for
study purposes and more importantly adhere to research protocols.

Your cooperation through granting the permission could go a long way in the realization
of this study.

Respectfully yours,
Elare, Reann May P. Bacus, Helarie Dale Abella, Genill
Caralde, Sheila Mae Oyao, Eric John
Canque, Joseph Villarazo, Paul Joseph
Largo, Owen Aliser, Junnel
Researchers

Noted: Approved by:

MR. RALPH P. PESPENAN MRS. EPIFANIA M. REYES
PRACTICAL RESEARCH TEACHER PRINCIPAL, SCC – CI

MS. YULE ESPINOSA

INQUIRES, IMMERSION AND INVESTIGATION TEACHE
 Appendix B
Sample Questionnaire on the EFFECTIVENESS OF MULTIMEDIA E-
LEARNING PORTAL TO THE ACADEMIC PERFORMANCE OF GRADE 12
STEM STUDENTS IN PHYSICS”

PRETEST- POSTTEST QUESTIONNAIRE

Dear Respondents:

We are administrating a study entitled “Effectiveness of Multimedia E-

learning to Grade 12 STEM Students’ Academic Performance in Physics”. The following

questionnaire will test your knowledge about the two topics in physics namely; (a)

uniformly accelerated motion and (b) free fall. Please do not leave any items

unanswered for the accomplishment of the study. Your test scores will be highly

confidential and will be used only for research purposes.

Conform: I hereby agree to completely answer all the test questions to the best of my

ability.

Sincerely yours,
Elare, Reann May P. Bacus, Helarie Dale Abella, Genill
Caralde, Sheila Mae Oyao, Eric John
Canque, Joseph Villarazo, Paul Joseph
Largo, Owen Aliser, Junnel
Researchers
 St. Cecilia’s College – Cebu, Inc.
LASSO Supervised School
Natalio B. Bacalso South National Highway
Minglanilla, Cebu
Tel. No. 032-268-4746/032-490-0767

Name: Date:

Grade & Section: Gender

Session

Instruction: Encircle the letter of the correct answer.

1. It is a motion wherein their velocities change in time at a

constant rate.
a. Constant motion
b. Uniformly accelerated motio
c. Free falling
d. Acceleration
2. It is one of the examples of uniformly accelerated motion
where an object falls under the influence of gravity alone.
a. Projectile motion
b. Free falling
c. Acceleration
d. Constant motion
3. He discovered that in the absence of air, all objects regardless
of their weights fall at the same acceleration.
a. Sir Isaac Newton
b. Galileo Galilei
c. David Randolph Scott
d. Michael Faraday
4. The following are examples of free falling objects except.
 a. A sky-diver in mid air
b. A coin fell from the purse
c. A stone dropped from the building
d. A boy jumped out from the building
5. When dropping a leaf and a stone on the moon, which object
hits the ground first?
a. Leaf
b. Stone
c. They will hit the ground at the same time
d. They will float
6. Before the time of Galilei, people believed that heavier objects
fall faster than lighter objects. The statement is ?
a. Always true
b. Always false
c. Partially true
d. Partially false
7. When you drop a feather and a nail inside an air-filled tube,
which falls first?
a. Nail
b. Feather
c. Both
d. None of them
8. This serves as a resistance in a free falling object.
a. Gravity
b. Air
c. Friction
d. None of the above
9. When an object is dropped, the object starts from the rest and
gains speed as it falls. This statement is ?
a. Always true
b. Sometimes true
c. Never true
d. None of the above

10. What is the acceleration of a free falling object due to gravity?

a. 9.8 m/s²
b. -9.8 m/s²
c. 8.9 m/s²
 d. -8.9 m/s²

11.A stone is dropped from the rest, regardless of air resistance,

what is the acceleration of the stone?

a. 9.8 m/s²
b. -9.8 m/s²
c. 8.9 m/s²
d. -8.9 m/s²

12.In item no. 11 what is the velocity of the ball after 3 seconds?

a. -29.4 m/s²
b. 29.4 m/s²
c. -26.7 m/s²
d. 26.7 m/s²

13. In item no. 11 what is the displacement of the ball after 3

seconds?

a. 44.1 m
b. -44.1 m
c. 40.05 m
d. -40.05 m

14. Suppose you have thrown a ball upward on the top of a cliff
with a speed of 29.4 m/s. Compute its velocity after 4 seconds.

a. 9.8 m/s
b. -9.8 m/s
c. 19.6 m/s
d. -19.6 m/s

15. In item no. 14 at what time would it take the ball to hit the
ground?

a. 4 sec
b. 5 sec
c. 6 sec.
d. 7 sec
 16. An egg was dropped from the top of a 30-m building. How long
will it take the egg to hit the ground?

a. 2.97 sec.
b. 2.86 sec.
c. 2.33 sec.
d. 2.28 sec.

17. In item no. 16 what formula did you use to derived with your
answer?

a. D=½gt²
b. V= gt
c. V1=V1-gt
d. D= -½gt²

18. A stone was dropped from a 45m tower. What formula would
you use to know the time taken for the stone to hit the ground?

a. V=gt
b. D=½gt²
c. D=gt²
d. D=½gt²

19. What is the answer in item 18?

a. 3.03 sec.
b. 3.02 sec.
c. 3.01 sec.
d. 3.00 sec

20. In item no. 18 what is the velocity of the stone after 2 seconds?

a. 19.6 m/s
b. 19.5 m/s
c. -19.7 m/s
d. 19.5 m/s

21. Which statement is true about the value of G in free fall?

 a. The value of G varies slightly with altitude and elevation.
b. The value of G varies inversely with altitude and elevation.
c. The value of G varies not vary with altitude and elevation.
d. The value of G varies vary with altitude and elevation.

22. Free falling is always in a linear path.

a. Always true
b. Sometimes true
c. Always true
d. None of the above

23. It is the constant acceleration of a falling object in the absence

of air resistance.

a. Acceleration due to gravity

b. Acceleration due to fiction
c. Acceleration due to air
d. Acceleration due to force

24. What factor causes all objects to fall forwards the center of the
Earth?

a. Gravity
b. Force
c. Friction
d. None of the above

25. What do you call the four equations of uniformly accelerated

motion (UAM)?

a. Systematic Equations
b. Derivatives
c. Kinematic Equations
d. Kinematic Equations

26. What is the relationship between time and velocity for a

moving body with constant positive acceleration?

a. Time is directly proportional to velocity

b. Time is inversely proportional to velocity
c. Time and velocity does not have any relationship
 d. None of the above

27. What happens to the velocity of a body with zero acceleration?

a. Velocity is constant
b. Velocity decreases
c. Velocity increases
d. None of the above

28. What is the relationship of the distance and time of a body with
constant velocity?

a. Distance is directly proportional to time.

b. Distance is inversely proportional to time.
c. Distance and time does not have any relationship.
d. None of the above

29. He showed that a hammer and a leather fall at the surface of

the moon at the same time.

a. Sir Isaac Newton

b. Galileo Galilei
c. David Randolph Scott
d. None of the above

30. Donna calculated the acceleration of the air that starts from
test and accelerates uniformly over a time of 7.15 seconds for a
distance of 235 cm. However, her teacher said that her answer is
wrong. Below is her detailed solution. Determine the steps that
makes the process incorrect.

I. Given d= 235 cm t-6.155 V=0 m/s

II. D= V1t + 0.5(at²)

III. d= (D+V1t)/ 0.5t

IV. d= [(235cm) + (0 m/s) (6.155)]/(3.075 s²)

V. d= 78.42 m/s²

a. II and III
 b. IV and V only
c. III, IV, V only

d.All of the above

 Curriculum Vitae

Personal Data:

Name: Genill Abella

Date of Birth: June 29,2000

Place of Birth: Minglanilla District Hospital

Home Address: Purok4,Inayagan,City of Naga,Cebu

Contact Number: 09452346111

Email Address: arpahols2@gmail.com

Sex: Male

Religion: Roman Catholic

Father’s Name: Arnil U. Abella

Mother’s Name: Genara R. Abella

Education Background:

Elementary: Inayagan Elementary School (2005-2012)

High School: Naga National High School (2013-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name:Junnel V. Aliser

Date of Birth: September 27,1998

Age:20

Place of Birth:Qioute, Pardo, Cebu City

Home Address: Staca,Tunghaan,Minglanilla, Cebu

Contact Number: 09058167409

Email Address: junnelaliser@gmail.com

Sex: Male

Religion: Born Again

Father’s Name: Pedro V. Aliser

Mother’s Name: Marivic V. Aliser

Education Background:

Elementary: Minglanilla Central School (2012-2013)

High School: Tungkop National High School (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Helarie Dale Bacus

Date of Birth: November 13,2 000

Age:18

Place of Birth: Uling City of Naga Cebu

Home Address: Tangke 2 City of Naga Cebu

Contact Number: 09975183205

Email Address: helariedale@gmail.com

Sex: Female

Religion: Roman Catholic

Father’s Name: Primitivo Bacus

Mother’s Name:Estrella Bacus

Education Background:

Elementary: Uling Elementary School(2005-2012)

High School: Uling National High School(2013-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Joseph C. Canque

Date of Birth: September 9, 2000

Age:18

Place of Birth: Lahug, Cebu City

Home Address: Pitalo, San Fernando, Cebu

Contact Number: 09420051267

Email Address: Josephcanque09@gmail.com

Sex: Male

Religion: Iglesia Ni Cristo

Father’s Name: Pablo Canque

Mother’s Name: Luzviminda Canque

Education Background:

Elementary: Pitalo Elementary School (2012-2013)

High School: Naga National High School (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Sheila Mae Caralde

Date of Birth: July 17, 2001

Age:17

Place of Birth: Minglanilla District Hospital

Home Address: Upper Lipata Minglanilla Cebu

Contact Number: 09330810697

Email Address: SheilaMaeCaralde09@gmail.com

Sex: Female

Religion: Roman Catholic

Father’s Name: Angelito Caralde

Mother’s Name: Bebiana Caralde

Education Background:

Elementary: Paliran Elementary School (2012-2013)

High School: Tagbino National High School (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Reann May P. Elare

Date of Birth: May 2, 2001

Age:17

Place of Birth: Cebu City

Home Address: Balirong, City of Naga, Cebu

Contact Number: 09058781093

Email Address: reannmayelare@gmail.com

Sex: Female

Religion: Roman Catholic

Father’s Name: Renante Elare

Mother’s Name: Analyn Elare

Education Background:

Elementary: Balirong Elementary School (2012-2013)

High School: Uling National High School (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Owen Ruaza Largo

Date of Birth: February 7, 2001

Age:18

Place of Birth:Madrid, Sorigao Del Sur

Home Address: Inoburan, City of Naga, Cebu

Contact Number: 09976320698

Email Address: hiowenlargo123@gmail.com

Sex: Male

Religion: Born Again

Father’s Name: Primo L. Largo Jr.

Mother’s Name: Marilyn R. Largo

Education Background:

Elementary: Langtad Elementary School (2012-2013)

High School: Placido L. Señor National High School (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

Voucher of Government
 Curriculum Vitae

Personal Data:

Name: Erick John C. Oyao

Date of Birth: April 23, 2001

Age:17

Place of Birth: Cebu City

Home Address: Lipata Minglanilla Cebu

Contact Number: 09213832036

Email Address: erickjohnoyao@gmail.com

Sex: Male

Religion: Catholic

Father’s Name: Sherwin Oyao

Mother’s Name: Linabel Oyao

Education Background:

Elementary: Lighthouse Christian Learning School (2012-2013)

High School: University Of Cebu(2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

ESC
 Curriculum Vitae

Personal Data:

Name:Paul Joseph S. Villarazo

Date of Birth: August 27, 2000

Age:18

Place of Birth: Cebu City

Home Address: San Isidro San Fernando, Cebu

Contact Number: 09459903502

Email Address: pj.villarazo11@gmail.com

Sex: Male

Religion: Roman Catholic

Father’s Name: Edwin Villarazo

Mother’s Name: Florisa Villarazo

Education Background:

Elementary: San Isidro Elementary School (2012-2013)

High School: Academia de San Pedro Calungsod (2016-2017)

Senior High School: St. Cecilia’s College- Cebu, Inc. (2017 up to the Present)

Scholarship:

ESC
 DOCUMENTATION

At St. Cecilias College Cebu Computer Laboratory

While the Grade 12 STEM students as experimental group perform and answer the

schoology.