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The Effects of Interactive Multimedia Learning on Student’s Performance in Class

A Research Presented to

the Faculty of Senior High School Department

International Philippine School in Jeddah

In Partial Fulfillment

of the Requirements for Practical Research 2

Hana Victor

March 2018
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ACKNOWLEDGEMENT

I would like to express my sincere gratitude to every family member, classmate,

friend, teacher, and every individual who helped and supported me.

I would like to thank my parents who gave never-ending support for me even

though they had other tasks to do as well.

I would also thank my classmates who shared their knowledge or ideas for me to

come up with the best result. Our advice to each other helped a lot.

My friends were also there to remind me not to give up. They served as my

strengths whenever I felt like giving up. Their words became my motivation to do my

best.

I would also thank my thesis adviser, Ms. Nadine Lacsina, for always helping me

whenever I had doubts or worries with my research. My research paper would not be as

good as this without her words of encouragement and teachings. Ms. Yasmin

Mangotara was also there to help me with my worries and I would also like to thank her

for being supportive and considerate.

Last but not the least, I would like to thank God for making all of this possible and

giving me strength whenever I had my darkest times.

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APPROVAL SHEET
This thesis entitled “The Effects of Interactive Multimedia Learning on Student’s
Performance in Class”, prepared and submitted by Hana A. Victor, in partial fulfillment
of the requirements for Practical Research 1, has been examined and is recommended
for acceptance and approval for oral defense.

NADINE EMIREY H. LACSINA, MAESL

Adviser

THESIS REVIEW PANEL

Approved by the Committee on Oral Examination with a grade of ____________

YASMIN MANGOTARA ERIC VON VALDEZ

Member Member

MA. ELENA CRUZ

Chair

Accepted and approved in partial fulfillment of the requirements for Practical

Research 1.

MIRACLE F. TAPADO, MASEd

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Acting Principal, International Philippine School in Jeddah

ABSTRACT

With the enhancement of technology, schools are also advancing their teaching

strategy by utilizing multimedia presentations that would benefit the students. Interactive

Multimedia Learning is now a teaching strategy that utilizes visual and audio

annotations for the students to comprehend the lessons in an easy and fast manner.

The study aims to examine and analyze the effects of interactive multimedia learning on

student’s performance in class. The research utilized a quantitative research design that

focused more on numerical data. A survey questionnaire and interview were distributed

to the participants. A total of 116 students from IPSJ (International Philippine School in

Jeddah) were involved in the study. Random sampling was utilized to give more

opportunities for different students to share their insights regarding the topic. Results of

the study showed that most of the students stated that multimedia learning contributed

to their creativity in performance tasks due to the creative and aesthetic graphics

provided by multimedia. It also made them more participative and competitive because

the graphics are engaging and appealing to them. However, some students revealed

that with the utilization of multimedia learning tool, they became way too dependent on

the graphics. It was also revealed that there are students who are still engaged in board

discussions.
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TABLE OF CONTENTS

1
Title Page

2
Acknowledgement

3
Approval Sheet

4
Abstract

5
Table of Contents

7
Chapter 1

7
Introduction

10
Background of the Study

17
Statement of the Problem

18
Conceptual Framework

20
Chapter 2

20
Methodology

20
Research Design

20
Participants

21
Research Instruments

21

22
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Data Collection

Data Analysis

23
Intercoding of Data

Statistical Treatment of Data

24
Chapter 3

24
Results

52
Discussion

54
Conclusion

54
Implications of the Study

55
Contribution to the Field of Teaching

56
Recommendations

57
References

60
Appendices
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CHAPTER I

INTRODUCTION

Multimedia brings variations of elements such as graphics and audio that make

learning easier and faster. Due to the enhancement of technology, multimedia offers

several methods in teaching such as the usage of powerpoint presentations,

documentaries, and even movies. Multimedia refers to the presentation of texts along

with photos, videos, maps, illustrations, audio, animations and more that are provided

through mediated devices. In the digital age, multimedia is often connected to learning

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

different things due to the graphics shown or provided. This kind of learning allows the

student to create a visual representation out of the texts and pictures that are presented

to them (Mayer, 2002).

Mayer (2002) suggested that students learn more when they’re being provided

with pictures along with supporting words or explanations that are being discussed by

the teacher instead of providing pictures along with texts and being supported by the

teacher’s own words. This was based on the redundancy principle of Mayer (2001)

wherein a teacher must prevent using pictures, words, and texts at the same time to

avoid the student from confusion and information overload.

In another study conducted by Mayer & Johnson (2001), results showed that the

group who was presented with redundant phrases within the diagram performed better
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than the group who didn’t receive any redundant presentation. This shows that

redundancy principle is effective in other learner’s way of absorbing the lessons.

To broaden the principles, Mayer (2001) also added that Multimedia principle, on

the other hand, refers to the usage of images and words or explanations only to make

learning easier than explaining alone. Students learn more when the images are also

being supported by explanations as well to have a clear understanding of the topic. He

also explained about the modality principle which is the usage of graphics and

narrations which are beneficial for the students to comprehend different concepts.

It was also suggested that most students learn more from images along with

words and explanations than depending on words only (Mayer, 2002). Due to the

technology boom, the availability of devices is almost never-ending in which students

could benefit a lot from them. Because of technology, visual presentations are also

adopted by the teachers and the students.

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Multimedia Principle

https://sites.google.com/site/cognitivetheorymmlearning/multimedia-principle

Redundancy Principle

https://3starlearningexperiences.wordpress.com/tag/modality-principle/
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Modality Principle

https://3starlearningexperiences.wordpress.com/tag/modality-principle/

Background of the Study

Students are now fonder of using technology, thus, teachers are being

recommended to utilize multimedia to increase the students’ motivation and interests

(Ercan, 2014). Traditional approach such as students sitting passively while the teacher

writes and discusses what’s on board is less used as the technology grows and

spreads.

Interactive multimedia serves as an alternative medium of instruction to the

current way of learning (Belinda & Tse, 2007). This emphasizes that multimedia bears

an interactivity and discovery among the students. It allows the learners to explore more

explanations and information about their lessons on their own due to the interactivity the

multimedia it offers. The researchers added that multimedia shapes the higher order

thinking skills of the students.

In a study conducted by Mayer, Heiser & Lonn (2001), there are also cognitive

constraints in utilizing multimedia learning such as when a teacher presents more

materials in just one presentation. The result of their study showed that students who

received a presentation with on-screen text along with a narration performed worse than

the students who didn’t receive on-screen texts. Such redundant and unnecessary

details could even be a hindrance to some students’ attainment of knowledge and serve

as distractions to their memory.

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According to Belinda & Tse (2007), multimedia learning promotes independent

learning wherein students take responsibility in their own learning process unlike in the

traditional way of teaching. Talk and chalk teaching method is a teaching strategy that is

often utilized in Malaysia (Belinda & Tse, 2000). This traditional strategy of teaching

requires the teacher to write the lectures on the board and discuss it to the learners and

the students are only required to listen and understand the lesson. This makes the

students depend more on the explanations of the teacher rather than being independent

on their own. On the other hand, interactive multimedia learning promotes interactivity

wherein it broadens the capacity of the students to think outside the box due to the

visual presentations such as the usage of movies, animations, or documentaries as a

way of giving a clearer way of explaining the lesson.

Based on the study of Sivan et. al (2000), results showed that interactive

multimedia learning contributed to the development of independent learning skills on

students. Independent learning strategy elevates the students’ interest on their subjects

and competitiveness when it comes to different concepts and lessons. This kind of

method doesn’t only require the students to depend on the teacher’s lectures but they

are also given the right to explore and discover new knowledge on their own. This also

prepares them for their future careers as they take responsibility on the important things

that must be done (Sivan et. al, 2000).

One of the factors that encourage the students to learn more is through gaining

motivation especially the ones who are losing their interests on math and science

subjects as they age (Liu, Toprac & Yuen, 2009). Students lack of interests toward their

subjects could result into lagging behind other high schools. This would make the
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students experience dissatisfaction if they would just stick to the traditional method of

teaching and learning.

Multimedia is also beneficial to students with learning disabilities (Kennedy,

Deshler, & Lloyd, 2013). The results of their study showed that students with learning

disabilities received great results and satisfaction when they were being provided with

visual presentations about vocabulary. This is to emphasize that multimedia makes

learning easier because of the graphics that make the topics easier to grasp and

understand.

A study conducted by Hannafin, Hill & Land (1997) suggested that interactive

multimedia is also related to open-ended learning environment (OELE) which supports

student-centered type of learning. OELEs establish contemporary activities that enable

the learners to use their unique thinking or higher order thinking skills on different

concepts and with the use of technology, the individuals’ problem-solving skills are also

being improved.

Teachers who use powerpoint presentations as their way of presenting or

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

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

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

possible to adhere to this kind of learning strategy. It brings the students new

opportunities about the attainment of new knowledge and ideas through multimedia.

Based on the results of the study of Del and Theresa (2014), students of

Anatomy and Physiology benefited from utilizing PowerPoint presentations. With the
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utilization of PowerPoint, students possessed a more positive attitude and self-efficacy

toward their courses and subjects (Susskind, 2005). Based on both studies, motivation

is higher when students create their own powerpoint presentation because they’re able

to creatively design and decide for their own slides and lessons which brings more

satisfaction.

Multimedia is also recommended to promote interactivity among the students and

teachers that could also foster deep learning about different concepts and lessons

(Evans & Gibbons, 2007). The researchers divided their participants into two groups, a

group who used Interactive vision and another group that used non-interactive vision

and made them take several tests. Results showed that the group that utilized

interactive vision outperformed the other group when it came to memory and problem-

solving tests and they even spent less time answering the questions than the latter

group due to the usage of multimedia which made them retain the important details in

their mind.

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

through the students’ active participation in class. A study conducted by Ercan (2014)

showed that the 5th graders were more active, participative, and interactive when

animations were presented to them because the visual presentations helped them

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

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

processes as their cognitive skills are still growing.

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

ranging from ages 3-6 became more dependent and physically inactive. Due to the
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visual presentations provided for them, the children tend to focus more on what is

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

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

through multimedia.

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

electricity and magnetism reduced the lectures from 75 to 50 minutes (Stelzer, 2010).

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

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

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

According to the study of Plass, Mayer & Leutner (1998), English speaking

college students who were enrolled in a German course were able to remember

German words more when they were provided with both visual and verbal annotations.

Students comprehend words even more when they build mental representations out of

the images they perceive through multimedia.

Based on the results of the study of Maag (2004), the group that encountered

multimedia presentation of lessons received higher level of satisfaction with the kind of

teaching strategy they were provided with which made them enjoy the subjects more.

This shows that the usage of multimedia also contributes to the interests of the students

toward a particular subject and allows them to understand the lesson in a more creative

and detailed manner.

In a science class, a study conducted by Hsiao & Yi (2009) showed that the

group of students who were provided with animation along with narration allocated a
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greater amount of visual attention that the group that received animation with on-screen

text only. The latter strategy promotes information overload as it contains many

materials for them to see and remember whereas on the other hand, the first strategy

contains both visual and audio that requires the students to see and listen which is

easier for them to remember the terms or topics because of the non-existence of

redundancy and confusion.

Based on the researcher’s observation, some teachers are still engaged in the

board discussion or talk and discuss method wherein the students depend on what the

teacher discusses in class. With the technology boom, most schools are now engaged

in interactive multimedia learning which diminishes the traditional way of teaching and

learning. However, some students have a difficulty learning through the traditional way

because they are now more exposed to technology which has a different system.

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

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

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

shapes and warm colors contributed positive emotions on the students.

A study conducted by Gerě & Jaušcvec (1999), the absorption of multimedia and

text format could be measured by electroencephalographic (EEG) measures. The

researchers included thirty-eight students (19 gifted, and 19 average) who were

presented with materials such as text, sound, and picture and text, sound and video,

while their EEG was recorded. Alpha power was also utilized to identify the mental effort

used by the learners. Results showed that the alpha power measured indicated higher

amplitudes or less mental activity for the text presentation, the alpha power measures
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showed higher amplitudes (less mental activity) over the occipital and temporal lobes,

and less alpha power (higher mental activity) over the frontal lobes. The results

suggested that the video and picture presentations encouraged visualization strategies,

whereas the text presentation mainly promoted verbal processing. The results further

showed that gifted students displayed less mental activity during all three formats of

presentation.

The objective of the study is to gather data about what makes interactive

multimedia learning effective as a teaching strategy that could possibly help the

students want to learn more about their subjects. The second aim focuses on what role

the graphics play on the performance of the students. Lastly, one of the researcher’s

goal is to identify what kind of multimedia presentation the students prefer in attaining or

absorbing new knowledge in classes.

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

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

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

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

student’s performance in class.

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Statement of the Problem

From the observation of the researcher, students are still experiencing and

receiving the traditional teaching method in some of their subjects. This study was

conducted due to the following problems observed by the researcher:

1. What are the advantages of using multimedia as an instrument for teaching and

learning?

2. What are the downsides of utilizing multimedia presentation in class?

3. What makes interactive multimedia learning effective as a teaching strategy?

4. How does multimedia affect the performance of the students in class?

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CONCEPTUAL FRAMEWORK

The two variables of the study are contained in the shapes that have bold

outlines. The first variable which is the independent one is placed in the rectangle while

the dependent one is placed on the circle. Under these variables branch out the

indicators of the variables. The first indicator under the independent variable is the

learning method which refers to the kind of requirement the teachers provide their
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students. This is the way on how the students take responsibility of their own method of

studying the lessons. The learning method involves student-centered learning and

open-ended learning environment that are both independent learning. These methods

allow the students to explore on their own when gathering knowledge and could also

establish a greater creativity and critical thinking skills due to the wide opportunities

provided for them. The next indicator is the elements of presentations which includes

the objects being put into the multimedia presentation such as the images, videos,

audio and many more. The last indicator under the independent variable are the

presentations of the lessons. According to Mayer (2001), there are ways to present

multimedia presentations in classes. These are the modality principle, multimedia

principle, and redundancy principle.

The dependent variable also branches out into three indicators. The first one is

the students’ participation in class which is subjected to be affected by the independent

variables. The student’s participation includes the frequency of their participation in

different subjects.

The next indicator that is affected by the independent variable is the student’s

motivation to learn. Based on the study conducted by Mayer (2014), motivation is often

incorporated in a multimedia learning. The presentation of appealing visuals or graphics

contribute to the student’s motivation as long as he or she is not presented with

unnecessary and extraneous texts or images that might distract them.

The last indicator under the affected variable is the student’s creativity in

performance tasks. Since multimedia presentations are mostly presented in an

appealing and creative manner where it shows customized templates and organizations
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of texts and graphics, students are introduced with new ideas of creativity. According to

Kassim (2013), results show that students were able to identify their own learning styles

and creative thinking after utilizing the multimedia learning tool.

CHAPTER 2

METHODOLOGY

RESEARCH DESIGN

The study utilized the quantitative research design which focuses more on

expressions such as numerical data, objective thinking and scientific method

(Baraceros, 2016). This kind of research requires the researcher to gather data by using

structured research instruments. The type of quantitative research utilized was non-

experimental research in which there is a group of subjects that cannot be manipulated

by the experimenter (Baraceros, 2016). This implies that the researcher mainly depends

on observation, interaction and interpretation gathered by him or her instead of

controlling or manipulating certain variables. The type of non-experimental research that

was utilized was descriptive design. This type of research is used to observe and gain

data without controlling any variables. (Baraceros, 2016). This emphasizes that it

provides a particular situation in its own natural setting.

PARTICIPANTS
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The participants for this study were the high school students from IPSJ

(International Philippine School in Jeddah). A total of 116 participants from Grade 7 to

12 was a part of the study. The study utilized sample random sampling as a way of

distributing the survey questionnaires. This is the basic sampling technique where the

researcher will select a group of subjects (a sample) for study from a larger group (a

population) (Baraceros, 2016). Each individual was chosen entirely by chance and each

member of the population had an equal chance of being included in the sample. The

survey questionnaires were distributed in different classes in each grade level so that

the researcher would accumulate more insights from different students.

RESEARCH INSTRUMENTS

The researcher utilized survey questionnaire as one of the research instruments

wherein it contained questions that require the participants to answer by putting a check

on the space or by encircling the letter that best suits their answer. The purpose of the

survey is to gain information about the participants’ opinions and thoughts about the

study (Baraceros, 2016). The survey was composed of questions that were easy to

comprehend so that the participants won’t feel any difficulty in answering the questions.

The questions focused on:

 The usage of multimedia/powerpoint presentation in classes

 The frequency of using multimedia/powerpoint in classes

 The effectiveness of the utilization of multimedia/powerpoint in classes

 How the students’ performance in classes are affected

 The kind of presentation of lessons the students prefer

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DATA COLLECTION

The research utilized interview, specifically structured interview, as a way of

collecting data. The purpose of the interview is to gain deeper insights about their

perspective on the study (Baraceros, 2016). The interview was self-administered

wherein the researcher would directly set an interview for the participants and will be

done face-to-face.

The questions focused on:

 The advantage or positive side the multimedia learning offers to the students

 The downside of utilizing the multimedia presentation in class

 How multimedia learning improves the kind of teaching strategy in the system

 The elements of multimedia presentation that are appealing to the students

 How multimedia learning is different from other teaching or learning strategies

Data Analysis

The study utilized systematic approach to analyze the accumulated data and

results from the participants. Systematic approach involves the measurement of

numerical data or quantities. Likert scale will be utilized as well. The scale ranges from

1-5 or Never-Always.

Here are the ranges for the 5 Point Likert Scale:

Always = 4.6 – 5.0

Often = 3.7 – 4.5

Sometimes = 2.8 – 3.6

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Rarely = 1.9 – 2.7

Never = 1.0 – 1.8

Intercoding of Data

Intercoder ensured the objectivity of the data. The intercoders were given the

answers from the questionnaires to validate the coding and transcription of the

researchers. The result that the intercoder came up with was congruent with the

researchers’ analysis of coding. There were no inconsistencies found in the coding of

the researchers.
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CHAPTER 3

RESULTS

For the presentation of the results, the first five questions are divided according

to the grade level to be able to distinguish and compare the different results from a

particular year level to another level.

Table 1

GRADE 7 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
presentation in your classes? 1 =ALWAYS 2=SOMETIMES
3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 3 40%
2 SOMETIMES 17 60%
3 NEVER 0 0
TOTAL: 20 100%

As shown in the table 1, 40% of the Grade 7 students encounter multimedia

presentation all the time while the majority of the students (60%) encounter multimedia

presentation sometimes.

Table 2
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GRADE 8 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
presentation in your classes? 1 =ALWAYS 2=SOMETIMES
3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 10 40%
2 SOMETIMES 15 60%
3 NEVER 0 0
TOTAL: 25 100%

For the Grade 8 students, 40% of them always encounter multimedia

presentation in their classes while the other 60% encounter multimedia presentation

sometimes. None of the students answered not encountering multimedia.

Table 3

GRADE 9 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
presentation in your classes? 1 =ALWAYS 2=SOMETIMES
3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 11 46%
2 SOMETIMES 13 50%
3 NEVER 0 0
  TOTAL: 24 96%

Based on the table 3, 40% of the Grade 9 students always encounter multimedia

presentation in their classes while the remaining 50% of the students would sometimes

encounter multimedia presentation. Thus, the results showed that majority would

sometimes encounter multimedia presentation in their classes.

Table 4

GRADE 10 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
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presentation in your classes? 1 =ALWAYS 2=SOMETIMES

3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 17 77%
2 SOMETIMES 4 18%
3 NEVER 1 0.045454545
TOTAL: 22 100%

As shown in the table 4, majority of the students, which is 77% of the participants

from the Grade 10, always encounter multimedia presentation. On the other hand, only

18% of the students would come across multimedia presentation.

Table 5

GRADE 11 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
presentation in your classes? 1 =ALWAYS 2=SOMETIMES
3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 12 75%
2 SOMETIMES 4 25%
3 NEVER 0 0
  TOTAL: 16 100%

Based on the table 5, most of the students (75%) from the Grade 11 would

always come across multimedia presentation while the remaining 4% would sometimes

encounter it.

Table 6
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GRADE 12 STUDENTS
Q #1: Do you encounter multimedia presentation or powerpoint
presentation in your classes? 1 =ALWAYS 2=SOMETIMES 3=NEVER
CODE VALUE FREQUENCY PERCENTAGE
1 ALWAYS 8 89%
2 SOMETIMES 1 11%
3 NEVER 0 0
TOTAL: 9 100%

Based on the table, 89% of the Grade 12 students always encounter multimedia

presentation in their classes while the 11% are the students who sometimes encounter

multimedia presentation.

Table 7

GRADE 7 STUDENTS
Q #2: Do your class teachers always utilize multimedia
presentation? 1=All of them 2=Some of them 3=None of them
CODE VALUE FREQUENCY PERCENTAGE
1 All of them 0 8%
2 Some of them 20 92%
3 None of them 0 0
  TOTAL: 20 100%

As shown in the table 7, 8% of the Grade 7 students said that all of their teachers

utilize multimedia presentation as their teaching strategy, however, the majority of them

which is 92% of the students revealed that only some of their teachers use multimedia

presentation.

Table 8

GRADE 8 STUDENTS
Q #2: Do your class teachers always utilize multimedia
presentation? 1=All of them 2=Some of them 3=None of them
CODE VALUE FREQUENCY PERCENTAGE
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1 All of them 2 8%
2 Some of them 23 92%
3 None of them 0 0
  TOTAL: 25 100%

With Grade 8 students, 8% of them said that all of their teachers use multimedia

presentation in their classes. On the other hand, 92% of the Grade 8 students revealed

that only some of their teachers prioritize multimedia presentation.

Table 9

GRADE 9 STUDENTS
Q #2: Do your class teachers always utilize multimedia presentation?
1=All of them 2=Some of them 3=None of them
CODE VALUE FREQUENCY PERCENTAGE
1 All of them 1 4%
2 Some of them 23 96%
3 None of them 0 0
TOTAL: 24 100%

Based on results shown in the table 9, only 4% of the students from the Grade 9

said that all of their class teachers prioritize multimedia presentation in their classes

while the 96% responded that some of their teachers use multimedia presentation.

Table 10

GRADE 10 STUDENTS
Q #2: Do your class teachers always utilize multimedia
presentation? 1=All of them 2=Some of them 3=None of them
COD
E VALUE FREQUENCY PERCENTAGE
1 All of them 3 9%
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2 Some of them 19 91%

3 None of them 0 0
TOTAL: 22 100%

As shown in the table, 78% of the Grade 12 students answered that all of their

teachers are using multimedia presentation to discuss the lessons while 22% of them

answered that some of them are utilizing multimedia. This emphasizes that most

teachers in Grade 12 are engaging in the kind of teaching strategy that utilizes

multimedia presentation as their own method of discussing the lesson to their students.

Table 11

GRADE 11 STUDENTS
Q #2: Do your class teachers always utilize multimedia
presentation? 1=All of them 2=Some of them 3=None of them
CODE VALUE FREQUENCY PERCENTAGE
1 All of them 5 31%
2 Some of them 11 69%
3 None of them 0 0
  TOTAL: 16 100%

When it comes to the Grade 11 students, as shown in the table 11, 31% of them

responded that all of their teachers present multimedia in their classes. The majority

which is the 69% of the students answered that some of their teachers use multimedia

learning tool.

Table 12

GRADE 12 STUDENTS
Q #2: Do your class teachers always utilize multimedia
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presentation? 1=All of them 2=Some of them 3=None of

them
COD
E VALUE FREQUENCY PERCENTAGE
1 All of them 7 78%
2 Some of them 2 22%
3 None of them 0 0
  TOTAL: 9 100%

Unlike in the other grade levels, most of the students (78%) from the Grade 12

revealed that all of their teachers utilize multimedia presentation while the remaining

Grade 12 students answered that only some of the teachers use multimedia.

Table 13

GRADE 7 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of images
and words or explanations 2=usage of images, on-screen text, verbal explanations
3=usage of graphics and narration
CODE VALUE FREQUENCY PERCENTAGE
usage of images and
1 words or explanations 14 48%
usage of images, on-
screen text, verbal
2 explanations 6 40%
usage of graphics and
3 narration 0 0%
  TOTAL: 20 100%

Based on the results shown in the table 13, 48% of the Grade 7 students

responded that the usage of images and words or explanations is the best principle for

them to easily learn the lessons. The remaining 6% of the students preferred the usage

of images, on-screen text, verbal explanations when presenting the lessons.

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Table 14

GRADE 8 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of
images and words or explanations 2=usage of images, on-screen text, verbal
explanations 3=usage of graphics and narration
COD
E VALUE FREQUENCY PERCENTAGE
usage of images and
1 words or explanations 12 48%
usage of images, on-
screen text, verbal
2 explanations 10 40%
usage of graphics and
3 narration 3 12%
  TOTAL: 25 100%

As shown in the table 14, 48% of the Grade 8 students prefer the usage of

images and words or explanations when multimedia is presented. On the other hand,

40% of the students are more into the usage of images, on-screen text, and verbal

explanations and the remaining 12% chose the usage of graphics and narration as the

principle they think makes the multimedia more interesting.

Table 15

GRADE 9 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of
images and words or explanations 2=usage of images, on-screen text, verbal
explanations 3=usage of graphics and narration
COD
E VALUE FREQUENCY PERCENTAGE
usage of images and
1 words or explanations 12 50%
usage of images, on-
screen text, verbal
2 explanations 11 46%
 P a g e | 32

usage of graphics and

3 narration 1 4%
  TOTAL: 24 100%

When it comes to the Grade 9 students, 50% of them chose the usage of images

and words or explanations as the principle they think that makes learning easier when it

comes to multimedia presentation. 46% of the Grade 9 students answered the usage of

images, on-screen text and verbal explanations. The remaining 4% responded that the

usage of graphics and narration is the best principle when it comes to multimedia

learning.

Table 16

GRADE 10 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of images
and words or explanations 2=usage of images, on-screen text, verbal explanations
3=usage of graphics and narration
COD FREQUENC
E VALUE Y PERCENTAGE
usage of images and
1 words or explanations 10 50%
usage of images, on-
screen text, verbal
2 explanations 9 36%
usage of graphics
3 and narration 3 14%
  TOTAL: 22 100%
 P a g e | 33

According to the results shown in the table 16, 50% of the students from the

Grade 10 students responded that the usage of images and words or explanations is

suitable for a multimedia presentation while the 36% preferred the usage of images, on-

screen text and verbal explanations to be the kind of principle that a multimedia

presentation must show.

Table 17

GRADE 11 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of images
and words or explanations 2=usage of images, on-screen text, verbal explanations
3=usage of graphics and narration
COD FREQUENC
E VALUE Y PERCENTAGE
usage of images and
1 words or explanations 5 31%
usage of images, on-
screen text, verbal
2 explanations 11 69%
usage of graphics and
3 narration 0 0%
  TOTAL: 16 100%
 P a g e | 34

Table 17 shows that 31% of the Grade 11 students prefer the usage of images

and words or explanations while the other 69% chose the usage of images, on-screen

text, and verbal explanations.

Table 18

GRADE 12 STUDENTS
Q #3: Which of these principles you think makes learning easier? 1=usage of images
and words or explanations 2=usage of images, on-screen text, verbal explanations
3=usage of graphics and narration
COD FREQUENC
E VALUE Y PERCENTAGE
usage of images
and words or
1 explanations 2 22%
usage of images,
on-screen text,
2 verbal explanations 5 56%
usage of graphics
3 and narration 2 22%
  TOTAL: 9 100%

Based on the results shown in Table 18, 22% of the Grade 12 students

suggested that the usage of images and words or explanations is the principle that

make learning easier. However, 56% of the students suggested that it is the usage of

images, on-screen text and verbal explanations that makes learning easier in

multimedia presentation.

Table 19

GRADE 7 STUDENTS
 P a g e | 35

Q #4: Which among the aspects in your performance is affected

by multimedia learning? 1=Participation in Class 2=Motivation to
Learn 3=Creativity in Performance Tasks
COD FREQUENC PERCENTAG
E VALUE Y E
1 Participation in Class 5 25%

2 Motivation to learn 5 25%

Creativity in
3 Performance Tasks 10 50%
TOTAL: 20 100%

Based on the results of the Table 19, 25% of the Grade 7 students suggested

that their participation in class is mainly affected by multimedia learning. The other 25%

pointed out that their motivation to learn is the one affected by multimedia learning. The

majority of the students which is 50% of them said that the utilization of multimedia

affected their creativity in performance tasks.

Table 20

GRADE 8 STUDENTS
Q #4: Which among the aspects in your performance is affected
by multimedia learning? 1=Participation in Class 2=Motivation to
Learn 3=Creativity in Performance Tasks
COD
E VALUE FREQUENCY PERCENTAGE
1 Participation in Class 5 21%
 P a g e | 36

2 Motivation to learn 13 54%

Creativity in
3 Performance Tasks 6 25%
  TOTAL: 24 100%

The Table 20 show that 21% of the Grade 8 students revealed that their

participation in class is the aspect in their performance that is affected by multimedia

learning. The other 54% of the students suggested that their motivation to learn is the

one affected while the 6% said that their creativity in performance tasks are the ones

affected.

Table 21

GRADE 9 STUDENTS
Q #4: Which among the aspects in your performance is affected by
multimedia learning? 1=Participation in Class 2=Motivation to Learn
3=Creativity in Performance Tasks
COD
E VALUE FREQUENCY PERCENTAGE
1 Participation in Class 5 21%

2 Motivation to learn 7 29%

Creativity in Performance
3 Tasks 12 50%
  TOTAL: 24 100%

As shown in the Table 21, 21% of the Grade 9 students revealed that their

participation in class is affected when they encounter multimedia learning in classes.

The other 29% said that multimedia affects their motivation to learn. The majority (50%)

agreed that their creativity in performance tasks is affected by the multimedia

presentation.
 P a g e | 37

Table 22

GRADE 10 STUDENTS
Q #4: Which among the aspects in your performance is affected
by multimedia learning? 1=Participation in Class 2=Motivation
to Learn 3=Creativity in Performance Tasks
COD FREQUENC PERCENTAG
E VALUE Y E
1 Participation in Class 8 36%

2 Motivation to learn 6 27%

Creativity in
3 Performance Tasks 8 36%
  TOTAL: 22 100%

Based on the results shown in the table 22, 36% of the Grade 10 students chose

their participation in class as the aspect that is mostly affected by multimedia learning.

On the other hand, 27% of the students suggested that multimedia affects their

motivation to learn.

Table 23

GRADE 11 STUDENTS
Q #4: Which among the aspects in your performance is affected
by multimedia learning? 1=Participation in Class 2=Motivation to
Learn 3=Creativity in Performance Tasks
COD FREQUENC PERCENTAG
E VALUE Y E
 P a g e | 38

1 Participation in Class 4 25%

2 Motivation to learn 5 31%

Creativity in
3 Performance Tasks 7 44%
  TOTAL: 16 100%

Grade 11 students, as shown in the table 23, reveals that 25% of them said that

their participation in class is affected by multimedia learning, 31% said that their

motivation to learn is the one affected and 44% responded that multimedia learning truly

affects their creativity in performance tasks.

Table 24

GRADE 12 STUDENTS
Q #4: Which among the aspects in your performance is
affected by multimedia learning? 1=Participation in Class
2=Motivation to Learn 3=Creativity in Performance Tasks
COD FREQUENC PERCENTAG
E VALUE Y E
Participation in
1 Class 3 33%

2 Motivation to learn 2 22%

Creativity in
Performance
3 Tasks 4 44%
  TOTAL: 9 100%

As shown in the table 24, 33% of the Grade 12 students responded that their

participation in class is affected by multimedia learning. The other 22% of the students

said that their motivation to learn is affected by the utilization of multimedia learning.

The 4% of the students suggested that their creativity in performance tasks is the

affected one.
 P a g e | 39

Table 25

GRADE 7 STUDENTS
Q #5: How did multimedia learning affect you as a student or a learner? 1=I
became more independent 2=I became way too dependent 3=I became more
participative and competitive 4=I became less participative and motivated
COD FREQUENC
E VALUE Y PERCENTAGE
I became more
1 independent 5 25%
I became way too
2 dependent 5 25%
I became more
participative and
3 competitive 10 50%
I became less
participative and
4 motivated 0 0%
  TOTAL: 20 100%

Based on the Table 25, 10% of the Grade 7 students became more independent

when they encountered multimedia learning, also, 10% of the students became way too

dependent. Majority of the students (60%) became more participative and competitive

due to multimedia learning. None of them became less participative and motivated.

Table 26

GRADE 8 STUDENTS
Q #5: How did multimedia learning affect you as a student or a learner? 1=I became
more independent 2=I became way too dependent 3=I became more participative and
competitive 4=I became less participative and motivated
COD
E VALUE FREQUENCY PERCENTAGE
 P a g e | 40

I became more
1 independent 7 28%
I became way too
2 dependent 4 16%
I became more
participative and
3 competitive 11 44%
I became less
participative and
4 motivated 3 12%
TOTAL: 25 100%

As shown in the Table 26, 28% of the Grade 8 students became more

independent because of multimedia learning, on the other hand, 16% among the grade

8 students became way too dependent. Also, with the utilization of multimedia learning,

44% of the students became more participative and competitive. However, 12% of the

students became less participative and motivated.

Table 27

GRADE 9 STUDENTS
 P a g e | 41

Q #5: How did multimedia learning affect you as a student or a learner? 1=I became
more independent 2=I became way too dependent 3=I became more participative and
competitive 4=I became less participative and motivated
COD
E VALUE FREQUENCY PERCENTAGE
I became more
1 independent 7 29%
I became way too
2 dependent 6 25%
I became more
participative and
3 competitive 5 21%
I became less
participative and
4 motivated 6 25%
  TOTAL: 24 100%

According to the results shown in the table 27, 29% of the students claimed that

they became more independent when multimedia learning was utilized. 25% of them

responded that they became way too dependent. 21% revealed that with the utilization

of multimedia learning tool, they became more participative and competitive in class. On

the other hand, 25% answered that they became less participative.

Table 28

GRADE 10 STUDENTS
 P a g e | 42

Q #5: How did multimedia learning affect you as a student or a learner? 1=I became
more independent 2=I became way too dependent 3=I became more participative and
competitive 4=I became less participative and motivated
COD FREQUENC
E VALUE Y PERCENTAGE
I became more
1 independent 3 9%
I became way too
2 dependent 5 27%
I became more
participative and
3 competitive 10 45%
I became less
participative and
4 motivated 4 18%
  TOTAL: 22 100%

Table 28 reveals that 9% of the students became more independent with the

usage of multimedia learning tool. However, the other 27% became way too dependent.

On the other hand, 45% became more participative and competitive while 18% became

less participative and motivated.

Table 29
 P a g e | 43

GRADE 11 STUDENTS
Q #5: How did multimedia learning affect you as a student or a learner? 1=I became
more independent 2=I became way too dependent 3=I became more participative and
competitive 4=I became less participative and motivated
COD FREQUENC
E VALUE Y PERCENTAGE
I became more
1 independent 7 44%
I became way too
2 dependent 2 13%
I became more
participative and
3 competitive 5 31%
I became less
participative and
4 motivated 2 13%
  TOTAL: 16 100%

As shown in the table above, 44% of the Grade 11 students revealed that they

became more independent after encountering multimedia learning, on the other hand,

13% became way too dependent.

Furthermore, 31% became more participative and competitive, on the

contradictory, 13% became less participative and motivated.

Table 30
 P a g e | 44

GRADE 12 STUDENTS
Q #5: How did multimedia learning affect you as a student or a learner? 1=I became
more independent 2=I became way too dependent 3=I became more participative and
competitive 4=I became less participative and motivated
COD FREQUENC
E VALUE Y PERCENTAGE
I became more
1 independent 3 33%
I became way too
2 dependent 2 22%
I became more
participative and
3 competitive 4 44%
I became less
participative and
4 motivated 0 0%
  TOTAL: 9 100%

For the Grade 12 students, the Table 30 shows that 33% out of 100% became

more independent with the usage of multimedia. 22% became way too dependent.

For the next tables, the whole grade levels were combined for the presentation of

the results. Likert scale was used to weigh in the results of every participant. The

choices included “Always” which is the highest scale, “Often”, “Sometimes”, “Rarely”,

and “Never” being the lowest.

Table 31
 P a g e | 45

Q #6: I use my phone or laptop to study 5=ALWAYS 4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 29 145 25%
4 OFTEN 32 128 28%
3 SOMETIMES 42 126 36%
2 RARELY 9 18 8%
1 NEVER 4 4 3%
TOTAL: 116 3.63 100%

For the table 31, 29% of the High school students always use their phone or

laptop to study, 28% answered that they often use those gadgets. Majority of the

students answered that they sometimes use their phone or laptop to review their

lessons. 8% rarely use them and only 3% of the students do not use their phone or

laptop.

Table 32

Q #7: Graphics such as photos, videos, animations encourage me to learn more 5=ALWAYS
4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 40 200 34%
4 OFTEN 33 132 28%
3 SOMETIMES 33 99 28%
2 RARELY 9 18 8%
1 NEVER 1 1 1%
TOTAL: 116 3.88 100%

Based on the results shown in the Table 32, 34% of the high school students say

that graphics such as photos, videos, and animations always encourage them to learn

more, 28% of them claimed that graphics often encourage them. Similarly, with the

latter result, 28% of them revealed that the graphics rarely encourage them to learn

more while only 1% of the students claimed that graphics never encourage them.
 P a g e | 46

Table 33

Q #8: I get more interested with my subjects when the lesson is presented through multimedia
5=ALWAYS 4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 39 195 34%
4 OFTEN 26 104 22%
3 SOMETIMES 39 117 34%
2 RARELY 12 24 10%
1 NEVER 0 0 0%
TOTAL: 116 3.79 100%

As shown in the table 33, 34% of the high school students always get interested

with their subjects when the lesson is presented through multimedia. 22% of the

students often get interested with their subjects when they encounter multimedia

learning. The 34% of the high school students sometimes get more interested with their

subjects when the lesson is done through multimedia presentation. On the other hand,

only 10% rarely get more interested.

Table 34

Q #9: I enjoy board discussions more than powerpoint presentations 5=ALWAYS 4=OFTEN
3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 15 75 13%
4 OFTEN 32 128 28%
3 SOMETIMES 47 141 41%
2 RARELY 20 60 17%
1 NEVER 2 2 2%
TOTAL: 116 3.50 100%

According to the results shown in the table 34, 13% of the high school students

enjoy board discussions more than powerpoint presentations, 28% of the students often

enjoy board discussion as a teaching or learning strategy when understanding a

 P a g e | 47

particular lesson. 41% suggested that sometimes, board discussion is preferred more

by the students. However, 17% rarely enjoy board discussions and 2% claimed that

they never enjoy that kind of teaching method.

Table 35

Q #10: I enjoy powerpoint presentations more than discussions on board 5=ALWAYS 4=OFTEN
3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 21 105 26%
4 OFTEN 30 120 29%
3 SOMETIMES 55 165 38%
2 RARELY 8 16 8%
1 NEVER 1 2 2%
TOTAL: 115 3.55 100%

As shown in the table 35, 18% of the students enjoy powerpoint presentation

more than discussions on board discussions, the other 26% often enjoy multimedia, and

48% of the students are more into powerpoint presentation. The 7% of high school

learners rarely enjoy powerpoint presentations more than discussions on board and

only 1% of the students never enjoys multimedia.

Table 36

Q #11: I participate more when there are visual and audio annotations presented in class 5=ALWAYS
4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
5 ALWAYS 30 150 39%
4 OFTEN 0 0 0%
3 SOMETIMES 40 120 52%
2 RARELY 5 10 6%
1 NEVER 2 2 3%
TOTAL: 77 3.66 100%
 P a g e | 48

Based on the Table 36, 27% of the high school students always participate more

when there are visual and audio annotations presented in class. 32% of the learners

responded that they often partake when they are presented with multimedia. 35% of the

learners rarely participate when visual and audio annotations are present. However, 4%

of the students responded that multimedia makes them rarely participate when

multimedia is encountered. Only 2% said that they never participate when graphics are

presented in class.

Table 37

Q #12: I lose my focus when lessons are presented through multimedia 5=ALWAYS 4=OFTEN
3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
1 ALWAYS 3 3 3%
2 OFTEN 19 38 16%
3 SOMETIMES 46 138 40%
4 RARELY 31 124 27%
5 NEVER 17 85 15%
TOTAL: 116 3.34 100%

Based on the results shown in the Table 37, 3% of the students would always

lose their focus when lessons are presented through multimedia learning. 16% of the

students often lose their focus, 40% of them would sometimes find it hard to

concentrate, 27% would rarely find it challenging to focus and 15% of the students

never lose their concentration.

 P a g e | 49

Table 38

Q #13: I find it diffi cult to comprehend the lesson when it is presented through multimedia
5=ALWAYS 4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
1 ALWAYS 2 2 2%
2 OFTEN 17 34 15%
3 SOMETIMES 45 135 39%
4 RARELY 39 156 34%
5 NEVER 13 65 11%
TOTAL: 116 3.38 100%

Based on the results shown in the Table 38, only 2% of the high school students

always find it difficult to comprehend the lesson when it is presented through

multimedia. On the other hand, 15% out of 100% find it difficult to understand the lesson

it is presented through multimedia. The other 39% claimed that they sometimes find it

difficult to grasp the lesson. 34% responded that they rarely find it complex and 11% of

them said that they never find it difficult.

Table 39

Q #14: I remember the lessons more when they are presented through multimedia 5=ALWAYS
4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
1 ALWAYS 20 20 17%
2 OFTEN 39 78 34%
3 SOMETIMES 41 123 35%
4 RARELY 15 60 13%
5 NEVER 1 5 1%
TOTAL: 116 2.47 100%

For the Table 39, 17% of them responded that they always remember the

lessons more when they are presented with multimedia. 34% of the high school

students said that lessons retain in their memory with the utilization of multimedia. Also,
 P a g e | 50

34% claimed that they sometimes remember the lessons. On the other hand, 13% of

them rarely remember such lessons and 1% revealed that he or she never remembers

the lessons.

Table 40

Q #15: I feel less constrained when the lessons are presented through multimedia 5=ALWAYS
4=OFTEN 3=SOMETIMES 2=RARELY 1=NEVER
CODE VALUE FREQUENCY RANGE PERCENTAGE
1 ALWAYS 11 11 9%
2 OFTEN 29 58 25%
3 SOMETIMES 58 174 50%
4 RARELY 12 48 10%
5 NEVER 6 30 5%
TOTAL: 116 2.77 100%

Based on the results shown in the Table 40, 9% of the high school students

claimed that they feel less constrained when the lessons are presented through

multimedia. 25% of them said that they always feel less constrained and 58%

responded that they sometimes feel less controlled. On the other hand, 10% out of

100% rarely feel less constrained and only 6% of them never experience the less

constraints.

For the interview, 5 students from the participants were picked to be interviewed.

The following tables show the results of the insights and suggestions of the interviewees

regarding multimedia presentations.

 P a g e | 51

Table 41

Q1: What do you think is the advantage of multimedia

learning?
ID RESULTS
S1 It makes it easy for me to understand the lesson
S2 It is engaging and interactive
S3 It makes the subject more interesting
S4 It makes the subject more interesting
S5 It is engaging and interactive

Based on the results in Table 41, S1 answered that multimedia learning makes it

easy for him or her to understand the lesson. S2 responded that it is engaging and

interactive, same with S5’s answer. S3 and S4 agreed that multimedia learning makes

the subject more interesting.

Table 42

Q2: What do you think is the downside of utilizing the

multimedia learning in class?
ID RESULTS
S My capability of visualizing decreases due to the
1 presentation of graphics
S
2 It makes me dependent
S
3 It makes me dependent
S
4 It makes me dependent
S
5 It makes me dependent

According to the Table 42, S2 said that the downside of utilizing the multimedia

learning in class is that his or her capability of visualizing decreases due to the
 P a g e | 52

presentation of graphics. However, majority of them responded that it makes them

dependent.

Table 43

Q3: What makes multimedia tool a good teaching

strategy?
ID RESULTS
S
1 It allows the students to participate more in class
S
2 It allows the students to participate more in class
S
3 It allows the students to participate more in class
S
4 It enhances my skill and ability to think
S
5 It allows the students to participate more in class

As shown in the Table 43, S4 suggested that multimedia tool is a good teaching

strategy because it enhances his or her skill and ability to think while for the remaining

participants, they stated that it allows the students to participate more in class.

Table 44

Q4: Which elements of multimedia presentations do you

think appeal to you?
ID RESULTS
S
1 the images or videos
S
2 the images or videos
S
3 the images or videos
S
4 the organization of texts
S
5 the organization of texts
 P a g e | 53

Based on the table 44, 3 of the participants agreed that the images or videos are

the most appealing elements of multimedia presentations, on the other hand, the other

2 participants suggested that it is the organization of texts that makes the multimedia

presentation more engaging.

Table 45

Q5: What makes multimedia learning different from other teaching or learning
strategies?
ID RESULTS
S It makes it easier for the students to learn because of the presence of visual
1 presentations
S It makes it easier for the students to learn because of the presence of visual
2 presentations
S It makes it easier for the students to learn because of the presence of visual
3 presentations
S It is more convenient to use because of the size of the medium and its
4 portability
S It is more convenient to use because of the size of the medium and its
5 portability

As presented in the Table 45, S1, S2, and S3 said that multimedia learning is

different from other teaching or learning strategies because it makes it easier for the

students to learn due to the presence of visual presentations. For the remaining

participants, they stated that it is more convenient to use because of the size of the

medium and its portability.

DISCUSSION
 P a g e | 54

Based on the results of the survey and interview, most of the students encounter

multimedia presentation in their classes, however, only some teachers are utilizing

multimedia learning tool as their teaching strategy since some of them are still

embracing the usage of board discussion.

Majority of the high school students claimed that the usage of images and words

or verbal explanations, also called as the multimedia principle by Mayer (2001), is more

preferred by them than the redundancy and modality principle. According to Mayer

(2001), multimedia principle, students are more motivated to learn when the material

presented is easier to understand such as the usage of images along with words that

define or explain the graphics. This also strengthens the students’ interests when there

is both visual presentations such as images and words and audio annotations such as

the explanations of the teacher.

Creativity of the students in performance tasks is the aspect that is mostly

affected by the multimedia learning due to the elements it offers and presents to the

learners. Based on the results of the study conducted by Kassim (2014), students

presented aesthetic and novel qualities due to the usage of animations which influenced

their creativity in performances.

Furthermore, most of the high school students became more participative and

competitive after encountering multimedia presentations. However, it was also stated

that not all students are introduced to powerpoint presentations which shows that some

students are still engaged and used to board discussions. This is also why not all of the

participants claimed that they use mediated devices to study and enjoy powerpoint

presentations. The results support the study of Schrand (2010) where he stated that the
 P a g e | 55

teachers who utilize multimedia learning motivate the students to participate due to its

interactivity the graphics give. However, it was stated that some students lose their

focus when the lessons are presented through multimedia tool. This depends on the

kind of presentation or principle that a teacher follows and utilizes. According to Mayer,

Heiser & Lonn (2001), just like what was stated in the background of the study,

cognitive constraints are present when the teacher presents more materials that would

distract the students’ concentration on the lesson.

CONCLUSION

Based on the results, most of the students agreed that multimedia presentation is

a good contributor to their creativity in performance tasks. With the presence of

graphics, audio and customized templates, the students absorb the lessons in a more

creative manner. Their creative thinking skills develop as well. Also, results showed that

multimedia learning encourage the students to learn more. However, not all of the

teachers from Grades seven to eleven are embracing the usage of multimedia learning

tool except for the Grade 12 teachers. Some students still encounter board discussions

in their classes.

It was also shown in the results that multimedia learning made some of the

students way too dependent. This emphasizes that students depend too much on the

graphics presented in the classes which lessen their own responsibility of taking notes

when the teacher is explaining the lesson. -l

Implications of the Study

 P a g e | 56

The study implies the importance and contribution of multimedia learning to the

High School students and teachers. With the enhancement of technology, multimedia

presentations are often utilized in most schools due to its convenience and portability.

Students are now more capable of understanding different concepts and lessons due to

the presentation of graphics such as images, videos, animations, and many more.

Multimedia learning allows the students to be interactive and creative by exploring and

discovering new knowledge on their own and comprehend different concepts in a more

creative way by using their higher order thinking skills when encountering graphics.

CONTRIBUTION

This study aims to contribute to the enlightenment of the teachers on the

effectiveness of multimedia presentations. This will also bring more awareness on the

kind of teaching strategy that is suitable and effective for the students especially to

those who are facing difficulties on comprehending the written discussions on the board.

With the utilization of multimedia presentations, students will benefit from them because

they do not get restricted when it comes to exploring new knowledge.

To further understand the whole importance of multimedia learning, a seminar or

training session may be implemented to enlighten the teachers. This would then provide

the teachers the basic knowledge and utilization of the kinds of multimedia

presentations that Mayer (2001) introduced and explained.

Here are the possible steps in conducting a seminar or a workshop regarding

multimedia learning:
 P a g e | 57

RECOMMENDATION

For the future researchers who are interested to conduct a study similar to

Multimedia Learning, the may also consider the suggested topics below:

1. Future researchers may conduct a comparative research that compares the

difference of the utilization of Multimedia Learning in IPSJ (International Philippine

School in Jeddah) and other school or it could be from any other institution to another

school to identify how teachers are embracing this kind of teaching strategy.

2. The future researchers who are interested may come up with a study that

tackles the role of the Multimedia Elements on the cognitive performance of the

students. This will focus more on how the students absorb and decipher the lessons by

reading or analyzing the graphics presented to them.

3. For the future researchers, they can also present a similar study about the

relationship between text and multimedia and how it affects the ability of the students to

express themselves in written and verbal means.

 P a g e | 58

REFERENCES:

Mayer, R. E., Heiser, J. & Lonn, S. (2001). Cognitive constraints on multimedia

learning: When presenting more material results in less understanding: Journal

of Educational Psychology. 93(1). 187-198.

Stelzer, T. (2010). Impact of multimedia learning modules on an introductory course on

electricity and magnetism: American Journal of Physics. 78(7). 78-755.

Hsiao, C. S. & Yi, Z. C. (2009). The impact of multimedia effect on science learning:

Evidence from eye movements: Computers and Education. 52(4). 1297-1307.

Sivan, A., Leung, R. W., Woon, C. C. & Kember, D. (2000). An Implementation of Active

Learning and its Effect on the Quality of Student Learning: Innovations in

Education and Training International. 37(4). 381-389.

Hannafin, M. J., Hill, J. R. & Land, S. M. (1997). Student-Centered Learning and

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APPENDICES

INTERNATIONAL PHILIPPINE SCHOOL IN JEDDAH

PRACTICAL RESEARCH 2

THE EFFECTS OF INTERACTIVE MULTIMEDIA LEARNING ON STUDENTS’ PERFORMANCE IN

CLASS

NAME (Optional): _____________________________________________

GRADE AND SECTION: _______________________________

I. Kindly encircle the letter that best suits your answer.

1. Do you encounter multimedia presentation or powerpoint presentation in your classes?

a. Always b. Sometimes c. Never

2. Do your class teachers always utilize multimedia presentation?

a. All of them b. Some of them c. None of them

3. Which of these principles you think makes learning easier?

a. usage of images and words or explanations

b. usage of images, on-screen text, verbal explanations

c. usage of graphics and narration

4. Which among the aspects in your performance is affected by multimedia learning?

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a. participation in class

b. motivation to learn

c. creativity in performance tasks

5. How did multimedia learning affect you as a student or a learner?

a. I became more independent.

b. I became way too dependent.

c. I became more participative and competitive.

d. I became less participative and motivated.

II. Kindly put a check and rate the following statements.

QUESTIONS ALWAYS OFTEN SOMETIMES RARELY NEVER

1. I use my phone or laptop to study.

2. Graphics such as photos, videos,

animations, etc. encourage me to
learn more.

3. I get more interested with my

subjects when the lesson is
presented through multimedia.

4. I enjoy board discussions more

than powerpoint presentations.

5. I enjoy powerpoint presentations

more than discussions on the board.

6. I participate more when there are

visual and audio annotations
presented in class.
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7. I lose my focus when lessons are

presented through multimedia.

8. I find it difficult to comprehend the

lesson when it is presented through
multimedia.

9. I remember the lessons more

when they are presented through
multimedia.

10. I feel less constrained when the

lessons are presented through
multimedia.