CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, theoretical framework

and conceptual framework, statement of the problem, hypothesis, scope and

limitation, significance of the study, review of related literature and studies, and

definition of terms.

Background of the Study

Multimedia is the term accustomed to describe an object-oriented database

management system that includes a spread of media besides text, including

graphics, animation, video, sound, and hypertext links. Multimedia has enormous

potential within the classroom, especially at the elementary level, with a variety of

advantages for experiencing literary texts, because it calls on all the language

skills also as viewing skills. Over the past decade, there has been a rapid

development of multimedia in education. The use of multimedia creates a chance

for the teacher to recast their understanding of the role of text within the teaching

and learning of literature.

Multimedia learning tools play a crucial role in classrooms in an exceeding

number of ways–including, but not limited to, boosting creativity, encouraging

student engagement, and helping students learn to collaborate. Shy students

may begin their shells when allowed to grant a presentation via blog post or

podcast. Natural leaders may emerge during group work as a part of a team

presentation assignment. Other students may find their true artistic calling using

graphics or creating videos within the classroom. Multimedia learning tools

engage students, and as we all know, students who will engage in their learning

often demonstrate higher academic achievement and take more ownership of

their knowledge.

Multimedia learning may be cognitive theory of learning which has been

popularized by Richard E. Mayer. Generally, the idea of Multimedia learning is to

assist people to learn efficiently by structuring multimedia instructional practices

which utilize more practical cognitive strategies. Building mental representation

from words and pictures is what Multimedia learning tries to attain. The Cognitive

Theory of Multimedia Learning (CTML) believes that learners learn more

effectively and efficiently when they form meaningful connections between words

and pictures compared to learning with only words or pictures alone (Mayer,

2009). Multimedia can be found in various forms in the education setting such as

words and pictures and can be introduced as printed or spoken text. The pictures

can be presented in static forms, such as illustrations, photos, diagrams, charts,

or maps, or dynamic forms, such as animation or video (Mayer, 2011). The use

of instructional multimedia can be presented in various formats, such as students

watching a movie, reading a storybook, playing an educational game, or

watching and listening to an educational video. However, Chandler found

educational videos and the use of multiple representations such as still and

moving images, audio, and animations are extremely helpful in students’

language learning by the dynamic content presentations (Chandler, 2009).

Additionally, a more recent study found that the use of video has become the

third most popular genre for learning. Many empirical studies on the use of
dynamic audio-visuals have been conducted pertaining to education since the

invention of television (Purcell, 2010). 3

In addition, the study provided a piece of information on how effective

multimedia is in teaching the Grade 8 Students of Binangonan Catholic College

since the school already has enough technology learning material that they can

equip the learners. Furthermore, the study also determined the significance and

how multimedia will revolutionize the traditional type of learning. According to the

study, ‘Education technology has well-versed three distinct generations of

development and now a fourth is emerging. This fourth technology includes

distributed and digitally shaped technologies, adapted learning distributed

infrastructure, and competency model Greater emphasis is placed on the method

of ‘stitching’ together distributed interactions’ (Siemens, Gašević, et. al., 2015)

with learners who control their preferred toolsets.

Multimedia in education however is one among those distributed interactions

and also the role of multimedia that plays within education is explored further.

Technology ranges from the essential notion of tools to systems which employ or

exploit technologies.’, and better Education has to find ways to use tools in

groups, and connections between tools, to make systems (Bates, 2015). Despite

the prevalence of technology, ‘the key component is the intervention of the

teacher’ (Bates, 2015).

Many studies have shown that using multimedia for teaching has a great

benefit to students’ academic performance. According to Howard Gardner’s

multiple intelligences theory, traditional teaching methods, including lecture and

textbook approaches, may only appeal to learners who lean toward a linguistic

approach. Since multimedia is a combination of a variety of data (sound, motion,

images, etc.) in a complementary fashion, learning can be adjusted to the diverse

learning style of students. Teaching methods that include the use of multimedia

integration “reach more students and provide more opportunities for neural

development and learning.” While the use of multimedia is an integral part of your

curriculum, it should not replace traditional teaching methods. Research has

shown that using multimedia is highly correlated with its integration into the

curriculum and how it fits into the overall teaching sequence. And the process of

teaching literature is one of the subjects that took a great impact from the use of

multimedia in education.

Literature consists of these writings which interpret the meanings of nature

and life, in words of charm and power, touched with the personality of the author,

in artistic types of permanent interest. It is a product of life and about life, it uses

language as a medium. The most disadvantages to employing a literature-based

approach are; 1) children’s difficulties acquiring decoding knowledge, and 2)

children’s difficulties acquiring fluency. The literature-based approach doesn’t

teach decoding knowledge as a separate set of skills that are taught in isolation.

Besides, multimedia can create a more engaging sensory experience than using

print materials and increase knowledge retention since they can be stopped and

replayed as many times as needed. These are just a few advantages of using

multimedia as teaching the student, especially the grade 8 students of

Binangonan Catholic College.

 5

As the Curriculum suggests, this study focused on Afro-Asian Literature,

specifically Panchatantra Stories that are aligned on the curriculum map of the

institution and validated by the pool of experts.

In conclusion, using multimedia as material for learning can be helpful due to

students can easily comprehend or understand the lesson, therefore, their

higher-order thinking skills can be triggered easily. This research aims to

determine the effectiveness of using Text and Graphics and Audio-Visual

Presentations as learning material in teaching English.

Theoretical Framework

This study is based on the principle of Cognitive Theory of Multimedia

Learning by Richard E. Mayer wherein it states that “people learn greater deeply

from words and pictures than from phrases alone” (Mayer, 2009.) However,

clearly including words in pictures isn't always an effective way to acquire

multimedia learning. The intention is to instruct the media in the light of how the

human mind works. Learners can better apprehend an explanation when it is

presented in words and photos than when it is presented in photos alone. The

motive for multimedia presentations is to gain the overall capability of human

thoughts for processing information. When the material or the lesson is

presented only in verbal form technically the learner is ignoring the potential

contribution of our capability to also process the material in the visual mode.
 6

Conceptual Framework
The IPO Model

The conceptual model shown in Figure 1 consists of the interaction between

the variables that was used in this study.

The first frame which is the input includes the type of multimedia that is more

utilized when teaching literature. This study contains which multimedia is utilized

more in teaching literature, Text, and Graphics, or Audio-Visual Presentation. Its

significant effects on comprehension, and vocabulary enrichment.

The second frame, is the expectation which transforms input and output is

referred to as the process function. The process which the researchers

conducted was experimental method. In the experiment, researchers conducted

a class lesson to a chosen section of Grade 8 Students of Binangonan Catholic

College, discussing the specific literature. On the other hand, the researchers ran

a pretest and post-test per day to the students in regards to the lesson discussed

using the least utilized type of multimedia.

The third frame is the output. It includes the determined effects of using

multimedia on teaching literature to the comprehension level and vocabulary

enrichment among Grade 8 students of Binangonan Catholic College. The line

from the output frame leads to both processes and the input represents the

feedback. It means that the study is a continual process that does not stop after

the output was achieved. The feedback transmits whatever reception it may get

from the output of the study. The conceptual framework is found on the next

page.
 7

INPUT PROCESS OUTPUT

The researchers conducted a

survey to determine the most

utilized multimedia, format

(Slideshow, and Recordings). The

most commonly used type of

multimedia was evaluated based on

its effects in studying literature. After

the survey, the data has been

Profile of the respondents in
gathered. It was also assessed in
terms of their 2nd Quarter terms of its effects on students’ Determined Effects of

General Weighted Average academic performance, such as Using Multimedia in

in English. comprehension level and Teaching Literature to the

Effects of multimedia on vocabulary enrichment. The Comprehension Level and

student’s Academic researchers proposed another type Vocabulary Enrichment

Performance in teaching of multimedia on the latter Among Grade Eight

literature in terms of: experiment such as Students of Binangonan

Infographics/Audio-Visual
Comprehension Level Catholic College.
presentation.
Vocabulary Enrichment
On the experiment, the researchers

intervene using the proposed type of

multimedia. Before the lesson starts,

the researchers had given a pretest

as well as on post-test. The lessons

had been given is aligned on the

curriculum of the grade level.

FEEDBACK

Figure 1

A Conceptual Model of the Study of the Effects of Using Multimedia in

Teaching Literature to the Comprehension Level and Vocabulary Enrichment
Among Grade 8 Students of Binangonan Catholic College
 8

Statement of the Problem

This study aimed to determine the Effects of Using Multimedia on Teaching

Literature to the Comprehension Level and Vocabulary Enrichment among Grade

8 Students of Binangonan Catholic College.

Specifically, it sought answer to the following questions:

1. What is the profile of the respondents in terms of their 2nd quarter

General Weighted Average in English?

2. What are the significant effects of using multimedia on students’

academic performance in teaching Literature in terms of;

2.1 Comprehension Level

2.2 Vocabulary Enrichment

3. Is there any significant difference in multimedia in teaching literature to

the comprehension and vocabulary enrichment of grade eight students

in relation to their profile?

Hypothesis
This study tested the null hypothesis that there is no significant difference in

using multimedia in teaching literature with respect to the profile of the

respondents.

1. There is no significant difference in the significant effects of using

multimedia in teaching literature with respect to the respondent’s

profile.

Scope and Limitation of the Study

 9

The study covers the effects of using multimedia in teaching literature to

the comprehension level and vocabulary enrichment among Grade 8 students of

Binangonan Catholic College. The primary respondents of the study are the

Grade 8 students of Binangonan Catholic College enrolled in the academic year

of 2021- 2022. The researchers used all sections of Grade 8 only at Binangonan

Catholic College. For conducting experimentation how effective using multimedia

in teaching literature is.

Moreover, before the lesson starts, the researchers gave a pretest to the

students about the lesson that was discussed, and the post-test was given on the

same day of the discussion that pretest has been given by using the least utilized

type of multimedia. The experiment lasted for about two school weeks. And the

result of the pre-test and post-test that serves as data that the researchers used

to determine the effects multimedia in teaching literature.

Lastly, there are times that the teacher is too effective for the students to

learn the lesson easily due to the strategies and styles being used. With that, we

don’t have any control over the ways the teacher delivers the lesson.

Significance of the study

The researchers believed that this study is not only yield data that was

helpful to him, more so the following group of people:

School Administration. The result of the study provided the school

administration with knowledge about the effects of using multimedia in teaching

literature on the students. It provides a deeper understanding to those learners

who are struggling with the appreciation of literature studies. Upon recognizing
these, the school administration can emerge new ideas that integrate the school

and encourage the learners to enhance their understanding of literature. This

study can also help to improve the quality of education to be a more innovative

institution. 10

Faculty members. The data provided by the study gave the faculty members

knowledge on how effective using multimedia on teaching literature on Grade 8

students is. The teachers can also provide strategies on how to utilize the full

potential of multimedia to give the students effective learning experiences.

Students. Determining the effects of using multimedia on teaching literature had

greatly benefited the students since it helped them better actively participate in

the lesson and enhance their comprehension.

Researchers: As future educators, the study helped to identify which material to

use when teaching literature subjects to the students. The study contributed to

the researchers being effective English teachers in the future. It also helped the

researchers on how to utilize multimedia for better learning while not abusing its

potential to harm students.

Review of Related Literature and Studies

Multimedia nowadays has been developed in all different aspects. It can

be used in all platforms where people most prefer. Multimedia has a role for the

people to become actively involved in the gathering of information rather than

remaining a passive observer. In addition, multimedia allows a more effective

transfer of information, making it an efficient, useful, and result-oriented medium

for delivering instructions. The learner spends less time acquiring knowledge and
absorbs information easily. 11

Multimedia can be defined as an object-oriented database management

system that consists of graphics, animation, video, sound, and hypertext links.

Multimedia has a huge amount of potential in the classroom setting, especially at

the primary level, and has a lot of benefits for experiencing literary texts since it

has been using all the linguistic abilities as well as in visual skills. The use of

multimedia has a big help for the facilitator to manage their lessons expertly,

furthermore, multimedia enhances the experience of the students to better

understand the literature that their teacher taught in the classroom.

Multimedia serves as an idea-brochure for the user, especially for the

students. Multimedia has a crucial responsibility for learners to make good

scores on creativity that will boost their confidence to create a piece and show

their talent to the outside world.

To begin with, according to American psychologist, Richard E. Mayer,

‘Multimedia learning presents the idea that the brain does not interpret a

multimedia presentation of words, pictures, and auditory information in a mutually

exclusive fashion.’ (Mayer, 2009). In short, multimedia may have a connection to

cognitive skills. The Cognitive Theory of Multimedia Learning (CTML) believes

that learners learn more effectively and efficiently when they form meaningful

connections between words and pictures compared to learning with only words

or pictures alone (Mayer, 2009). Multimedia can be found in various forms in

education settings such as words and pictures and can be introduced as printed

or spoken text. The pictures can be presented in static forms, such as

illustrations, photos, diagrams, charts, or maps, or in dynamic forms, such as

animation or video (Mayer, 2011). 12

In addition, according to Howard Gardner’s multiple intelligences theory,

traditional teaching methods, including lecture and textbook approaches, may

only appeal to learners who lean toward a linguistic approach. Since multimedia

is a combination of a variety of data (sound, motion, images, etc.) in a

complementary fashion, learning can be adjusted to the diverse learning style of

students. Teaching methods that include the use of multimedia integration “reach

more students and provide more opportunities for neural development and

learning.”

In a broader explanation, Chandler found educational videos and the use

of multiple representations such as still and moving images, audio, and

animations are extremely helpful in students’ language learning by the dynamic

content presentations.

Furthermore, ‘Education technology has well-versed three distinct

generations of development and now a fourth is emerging. This fourth technology

includes distributed and digitally shaped technologies, adapted learning

distributed infrastructure, and competency model Greater emphasis is placed on

the method of ‘stitching’ together distributed interactions with learners who

control their preferred toolsets (Siemens, Gašević, et al., 2015).

In accordance with DepEd Order no. 62, series of 2009 In Guidelines in

Managing Existing Multimedia Materials in Schools; Section 2. Multimedia

materials are resources wherein a combination of text, audio, still, images,

animation, and video are recorded into different types of media (audiotapes,

videotapes, compact disks, DVDs). Section 3. The different multimedia material

distributed in schools are composed of assorted text, presentations about a

particular topic, and other associated illustrations in various information formats,

some of which are interactive whose objective is to enhance learning theories. 13

Using multimedia can be helpful to the students especially in

comprehension and vocabulary in their lesson. It lessens the complexities of the

lessons that are taught to them. According to the recent study, “Comprehension

which is derived from Latin “prehedere” means “to seize” is the art or capacity of

understanding.” (Barnett & McKown, 2007). On the other hand, some

researchers defined comprehension as “Strategies which include modeling, the

think aloud process, inferring, summarizing, making connections, questioning,

and predicting should be implemented as early as kindergarten.” (Block & Israel

2005).

In a further explanation, Comprehension takes place when there is

communication between the author and the reader or where there is

understanding of what the author has written. (Romeo, 1983, cited by Barnett &

McKown, 2007).

Furthermore, one strategy for improving comprehension is predicting,

which helps the reader set a purpose for their reading. This strategy also allows

for more student interaction, which increases student interest and improves their

understanding of the text (Oczkus, 2003). An important aspect in the prediction

process is comparing the prediction to the outcome in the actual text. Without this
aspect of the prediction process, it becomes meaningless to improving the

student’s comprehension (Duke & Pearson, 2005).

On the other hand, multimedia can help deepen the vocabulary of a

person, it creates more imaginative minds and makes a person so called, “smart-

aleck”. Also, “Vocabulary occupies an important position in learning to read. As a

learner begins to read, reading vocabulary encountered in texts is mapped onto

the oral vocabulary the learner brings to the task.” (National Reading Panel,

2005). 14

In addition, Vocabulary is taught by going beyond text to include

other media such as graphic representations, analogy, hypertext, or

American Sign Language that uses a haptic medium. (National Reading Panel,

2005).

Literature is defined as writings that interpret the meanings of nature and

life in words of magic and power, imbued with the author's personality, and

presented in creative forms of lasting fascination. It's a product of and about life,

and it communicates through language.

Integrating multimedia in teaching literature can be tricky but at the same

time, it helps both sides - the teacher and the student to easily understand the

topic that is provided by the facilitator. By integrating multimedia in education, it

encourages the learners to aim high, to be motivated, and to be globally

competitive in the near future.

Moreover, based on the DepEd Memorandum no. 349, series of 2008

titled; Television Modules for Literature Classes at The Secondary Level; Section
1. The foundation for upgrading the standard of education has produced

“continuing studies via technology on literature; Section 4. All secondary school

teachers handling literature classes are encouraged to use the first segment of

the tele-lessons appropriately in their classrooms and to watch the second

segment to gain insights on the different pedagogical methods in teaching

literature. Education supervisors are also encouraged to watch the tele-lessons

and conduct group discussions on the lessons with teachers. 15

In the recent study, IMI or Integrated Multimedia Instruction was described

as “the degree to which the presentation of course materials are modeled based

on multimedia-based learning.” (Garcia, 2017). Generally, incorporating

multimedia into the system's delivery resulted in a favorable educational

experience for the users.

Technology, on the other hand, has a huge impact on the student’s level

of knowledge. It innovates the traditional way of learning and it makes it more

exciting to learn new topics. Based on the article, “Students today should have

access to technology. This is essential in the 21st century. The fact that

Knowledge

Channel's various materials are modern and up-to-date, and are aligned

with the K-12 program and curriculum guides of public schools make it a

valuable addition to the classroom.” (Jamora, 2021).

In today’s generation, educators must have a bunch of resources,

especially in teaching literature. There are kinds of literature that cannot be easy

to understand by the fact that it requires a wide imagination that most of the
students cannot relate to. With that, multimedia and technology themselves

enter. According to an article “Education During Trying Times” “We are in an era

of technology and digitalization. Let us maximize all of these and continue to help

each other and find solutions to the challenges being faced by the education

sector.” (Valenzuela, 2020).

In relation to the present study, the previous findings helped the

researchers to solve the complexities of the Effects of Using Multimedia in

Teaching Literature in English.

16

Definition of Terms

Animation — terms that are used to give the motion to the pictures to better

understand the literature that flashes through different kinds of multimedia.

Audio-Visual Presentation — refers to works with both a sound and a visual

component, the production or use of such works, or the equipment used to create

and present such works. Slide-tape presentations, films, and television programs

are examples of audiovisual presentations.

Comprehension – the understanding and interpretation of what is read. To be

able to accurately understand written material, children need to be able to (1)

decode what they read; (2) make connections between what they read and what

they already know; and (3) think deeply about what they have read.

Infographics — refers to a visual image that represents information or data.

Such as diagrams, flowcharts, etc.

Literature — is a collection of written documents, specifically from Africa and

Asia that uses imaginative words that activate the sensory images of the readers.

Multimedia — a representation using both image and words. It can be presented

in verbal form, printed, or with the help of technology.

Slideshow – a presentation of photographic slides, or images on a transparent

base, placed in a projector and viewed sequentially on a screen.

Pretest and Post-test – an assessment, quiz-like that given to the respondents

and serves as a survey questionnaire.

Intervene – a process where the researchers took over to the class to teach

literature that is aligned to the curriculum map of the institution.

CHAPTER 2

RESEARCH METHODOLOGY

Research Design

The study performed experimental research. Darci H. Harland, an

Academic Program Coordinator in the College of Education at Walden University,

defines experimental research as a study that strictly adheres to scientific

research design. It includes hypotheses and variables that can be manipulated

by the researcher/s and a variable that can be measured, calculated, and

compared. Also, experimental research is completed in a controlled environment

wherein the researchers’ collect data and the results has been supported or

rejected the hypothesis.

In addition, the researchers specifically used the Pretest-Posttest

design which focuses primarily on comparing groups and/or measuring changes

resulting from the experimental treatment. This was greatly helped the

researchers in determining the effects of using multimedia in teaching literature

for Grade 8 students because the researchers utilized whole class of grade 8 and

given a pretest and post-test that serves as a survey questionnaire.

Setting of the Study

This study was conducted at Binangonan Catholic College during the

school year 2021 – 2022. 18

Binangonan is one of the municipalities in the province of Rizal. It is

located in Region 4A - CALABARZON. Binangonan has a total of 40 barangays;

23 on the mainland and 17 on the island. A thriving fish port and the fishing

industry are found in Binangonan, the main livelihood is fishing and farming. One

of the schools in the municipality that we chose is the Binangonan Catholic

College, thus it was easy for us to conduct surveys because the respondents are

within the vicinity of our school.

The town's sole catholic secondary school, the Binangonan Catholic High

School (BCHS) commenced operation on July 1, 1947. It was the realization of a

dream of Rev. Fr. Martin Strong of the Missionary Society of St. Columban,

parish priest of Binangonan after World War II, observed that the parishioner's

schooling ended at the elementary level as there was no high school in the town.

With the money he received from his parents, relatives and friends in New

Zealand, Fr. Strong started the BCHS, with the 300-year-old church convent

serving as the first school building. St. Ursula, the parish patron saint, became

the school's patron saint too. Students numbered two hundred, more or less, and
were offered only first and second year level courses. The third- and fourth-year

subjects were added to the curriculum the following school year.

Government recognition, effective July 1, 1949, was granted to Binangonan

Catholic High School. The Certificate of Recognition was given on October 24,

1949, the same year the school held its first commencement exercises, turning

out 6 graduates.

The school experienced notable progress under the Columban priests Rev.

Fr. Kieran White, Rev. Fr. Victor Gaboury and Miss Herminia C. Manez, who

served as school principal for 45 years. Diocesan priests took over in 1973. Rev.

Msgr. Arsenio Bautista was the first Filipino priest to become school director. 19

In 1984, under the school director Rev. Msgr. Mariano T. Balbago, Jr., Sta.

Ursula Parish School, an elementary school, commenced operation. He saw that

Catholic education should start at an early age, hence its conception. The

Catholic Women's League (CWL) of Binangonan and Miss Luz B. Flora helped

him put up the school. Miss Flora consequently became its first principal.

In 1998, aware of the rapid changes, with the students' intellectual and

personal growth in mind and in preparation for the future ahead, through the

initiative of the school director Rev. Fr. Rosalio C. Olaybal and the principal, Mrs.

Imelda A. Miguel, BCHS decided to offer college courses. The Commission on

Higher Education (CHED) granted approval for the school to operate as a college

in 1999. Binangonan Catholic High School was renamed Binangonan Catholic

College.

Courses initially offered were one- Year Diploma Program in Computer

Applications, Associate in Computer Applications and Associate in Computer

Technology. Binangonan Catholic College took on Sta. Ursula Parish School in

2006 officially became the institution's elementary department.

In 2016, BCC opened its doors to the first batch of senior high school

students (Grade 11) in compliance with the Department of Education K to 12

Curriculum. Due to the increasing population of the school, an annex building

was constructed in M.H. del Pilar St., Libis, Binangonan, Rizal the following year.20

On November 15, 2017, through the initiative of the school Executive Vice

President Rev. Fr. Glenn William Z. Relucio, a groundbreaking ceremony was

held in Janosa, Binangonan, Rizal for the school's Senior High School Talim

Campus. At present, Binangonan Catholic College offers complete basic education

preschool, elementary, junior high school and senior high school (Libis and Talim

Campuses), Tertiary and TESDA courses.

Figure 2
Location Map of the Study
Subject of the Study

The researchers used a whole class of Grade 8 students of Binangonan

Catholic College. The class must have a literature lesson on the given time frame

of the experiment. This experiment has been conducted through Online Distance

Learning due to the current situation, and because of the chance of health risks

for everybody in the study. The researchers utilized the Zoom App as a

communication platform for the study. The student answered two tests, which are

pretest and post-test that consist of 20 items each in total of 40 items covering

the comprehension and vocabulary enrichment of the students using simple

random sampling technique. The table is can be found on the next page.
21

Sections Frequency Total

90-94 85-89 80-84 75-79

Saint Ambrose of Milan 18 11 14 0 43

Saint Basil the Great 26 12 4 0 42

Saint Clement of Rome 14 13 12 4 43

Saint Gregory the Great 13 15 15 1 44

Saint Ignatius of Antioch 17 7 16 3 43

215

Research Instrumentation

The study used experimental research where the researchers utilized a

pretest and post-test to determine the effects of using multimedia in teaching

literature on the comprehension level and vocabulary enrichment of grade 8

students. The pretest consists of 20 items quiz the first part was 10 items that
covers their vocabulary and 10 items in comprehension on the lesson discussed

(e.g., sequencing of events, analyzation) the last part was word pool that consist

of words that is synonym and/or antonym of the on the given item. Furthermore,

the post-test had the same design but the content was shuffled and paraphrased.

Validation of Instrument

The research instrument was content validated through face validity by the

pool of experts. A certificate of validation duly signed by the experts and

appended.

Procedure of the Study 22

The researchers observed the student’s interest in the literature subject due

to how dull the subject is but since the school has the equipment to aid the

learning of the student the researcher thinks why not use the equipment and

integrate them to teach the literature subject.

The gathered data and information obtained by the researcher shows that

the Grade 8 students of Binangonan Catholic College can catch their interest by

integrating multimedia hence the researcher wants to know how effective using

multimedia is in teaching literature to the Grade 8 students. At the beginning of

the study, the researcher identified the types of multimedia that are being used in

teaching literature. Upon the approval of the title, the researchers collected

related literature from reliable resources to support the study. The researchers

began to construct Chapter 1 which consists the theoretical framework,

conceptual framework, statement of the problem, hypothesis, scope and

limitation, significance of the study, and definition of terms. During the revision of
Chapter 1, the researchers also construct Chapter 2 which discusses the

research design, setting of the study, subject of the study, instrumentation/

sources of data, validation of the instrument, and procedure of the study.

The researcher began an observation in the teacher's class to determine the

multimedia used that meets the criteria given by Meyer

Once the criteria had been met, the researchers provided a 20 items pretest

that also serves as the students’ quiz for that lesson.

To get an accurate result, the test was 20 items quiz. The teacher of the

students helped in encouraging the students to answer the said test and also

helped in setting up the equipment and materials needed such as lesson plans to

make the experiment a success. 23

Following the pretest, the researchers waited for the class to have another

literature class. During this part, the researchers took over the class and deliver

the lesson of the day using a different type of multimedia. After the class, the

researchers, for the second time, gave a quiz to the respondents, which is

primarily a post-test. After the researchers gather the data needed, the

researchers formulated the solutions and recommendations.

Statistical Treatment

The data was gathered and classified, tallied, tabulated and analyzed.

1. To determine the profile of the respondents, frequency, and percentage

distribution was used.

2. To determine the effects of multimedia in teaching literature on the grade 8

students, pretest and post-test was used.

3. To determine the significant difference on the effects of using multimedia in

teaching literature with respect to the respondent’s profile

4. To determine the significant difference on the effects of using multimedia in

teaching literature in vocabulary enrichment and comprehension level with

respect to respondent's answers in terms of beginning, intermediate, and

advanced, Single Factor (ANOVA) was used.

 CHAPTER 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, including the analysis, and

interpretation of data based on the problems presented in the study.

Profile of the Respondents

Table 1 profile of the respondents in terms of their second quarter general

weighted average in English, frequency, and percentage distribution .

Table 1
Profile of the respondents, Frequency, and Percentage Distribution
General Weighted Average Frequency Percentage

90-94 92 42.79%

85-89 54 25.12%

80-84 61 28.37%

75-79 8 3.72%

TOTAL 215 100.00%

The table presents the profile of 215 respondents in terms of their second

quarter general weighted average in English. Among the 215 respondents, 92 or

42.79% have a general weighted average of 90 - 94, 54 or 25.12% have a

general weighted average of 85 - 89, 61 or 28.37% have a general weighted

average of 80-84, and 8 respondents or 3.72% are at 75 – 79 in equivalent to

100%.

Table 2 presents general weighted average, mean, verbal interpretation,

and rank in pretest in terms of comprehension level by power point presentation.

See the table on the next page.

 25

Table 2
General Weighted Average, Computed Mean, Verbal Interpretation, and Rank
in Pretest in terms of Comprehension Level by Power Point Presentation

General Weighted Average Mean Verbal Interpretation Rank

90-94 4.2 INTERMEDIATE 1

85-89 3.29 INTERMEDIATE 2

80-84 3.01 INTERMEDIATE 3

75-79 2.25 BEGINNING 4

TOTAL 3.19 INTERMEDIATE

5 - Advanced 3-4.99 - Intermediate 1-2.99 – Beginning

The table above reflects that the learners with the general weighted

average of 90-94 have a first rank due to 4..2 mean, students have 85-89 is

second with the 3.289 mean, third is the students with the mean score of 3.01

are the students have a 80-84 general weighted average those students with the

said general weighted averages and verbally interpreted of Intermediate while

the students has a 75-79 general weighted average has a 2.25 mean score and

verbally interpreted of Beginning with the overall mean score of 3.19 verbally

interpreted as Intermediate. Learner’s willingness to read or comprehend the text

is commonly believed to be based on the content and the excitement factors of

the materials. The materials should be able to raise the learner's curiosity to help

them read independently. Besides that, content of the materials also has an

impact on the learners’ reading performance and attitude (Asher, 2017).

Therefore, utilizing power point presentation helped the learners to read and

comprehend the content rather than listening to the teacher alone.

 26

Table 2.1 presents general weighted average, mean, verbal interpretation,

and rank in post-test in terms of comprehension level by recording/audio-visual

presentation.

Table 2.1
General Weighted Average, Computed Mean, Verbal Interpretation,
and Rank in Post-test in terms of Comprehension Level
by Recording/Audio-Visual Presentation

General Weighted Average Mean Verbal Interpretation Rank

90-94 2.73 BEGINNING 2

85-89 2.69 BEGINNING 3

80-84 2.54 BEGINNING 4

75-79 2.81 BEGINNING 1

TOTAL 2.69 BEGINNING

5 - Advanced 3-4.99 - Intermediate 1-2.99 - Beginning

The table above shows the students whose general weighted average

ranges from 90-94 with the mean score 2.73 verbally interpreted as Beginning

followed by the third rank and verbally interpreted of beginning due to 2.69 mean

score consisting of students with the general weighted average from 85-89. The

fourth rank in the table are the students whose general weighted average is 80-

84 with the mean score of 2.54 verbally interpreted as Beginning and the first

rank verbally interpreted as Beginning with the mean score of 2.81 are the

students whose general weighted average ranges from 75-79, with the overall

mean score of 2.69 verbally interpreted as Beginning. As stated in the study of

Wang, and Li (2019), where students with imagery deficit are able to recall and

remember words of information better with the help of innovative multimedia

applications. In their study they found that imagery deficit students were having

problems reading comprehension because of their slow and dull imagination and

led to the failure to create a mental image. The failure to link the text and

image resulted in the student's behavior as they could not understand and

remember the information.

Table 2.2 presents general weighted average, mean, verbal interpretation,

and rank in pre-test in terms of vocabulary enrichment by power point

presentation.

Table 2.2
General Weighted Average, Computed Mean, Verbal Interpretation, and Rank
in Pre-test in terms of Vocabulary Enrichment by Power Point Presentation

General Weighted Average Mean Verbal Interpretation Rank

90-94 3.42 INTERMEDIATE 1

85-89 3.19 INTERMEDIATE 2

80-84 2.89 BEGINNING 3

75-79 1.93 BEGINNING 4

TOTAL 2.86 BEGINNING

5 - Advanced 3-4.99 - Intermediate 1-2.99 – Beginning

It can be reflected from the findings that the first rank are those students

whose general average is 90-94 with the mean score of 3.42 verbally interpreted

as Intermediate, second rank are the students who have 85-89 general weighted

average with the 3.19 mean score and verbally interpreted of Intermediate. Third

rank on the table are the students whose general weighted average 80-84 with

the mean score of 2.89 verbally interpreted as Beginning and the fourth rank has

a mean score of 1.93 verbally interpreted as Beginning are the students that
have a general average of 75-79, with the overall mean score of 2.86 verbally

interpreted as Beginning. 28

Table 2.3 presents general weighted average, mean, verbal interpretation,

and rank in post-test in terms of vocabulary enrichment by recording/audio-visual

presentation.

Table 2.3
General Weighted Average, Computed Mean, Verbal Interpretation, and Rank in
Post-test in terms of Vocabulary Enrichment by

General Weighted Average Mean Verbal Interpretation Rank

90-94 3.92 INTERMEDIATE 1

85-89 2.88 BEGINNING 3

80-84 2.89 BEGINNING 2

75-79 2.25 BEGINNING 4

TOTAL 2.99 BEGINNING

Recording/Audio-Visual Presentation
5 - Advanced 3-4.99 - Intermediate 1-2.99 – Beginning

The findings shows that the first rank and verbally interpreted of

Intermediate with the 3.92 mean score are the students with a general weighted

average 90-94. Second rank have a mean score of 2.89 are the students whose

general weighted average of 80-84 and verbally interpreted of Beginning. Third

rank is the students have a general weighted average 85-89 with the mean score

of 2.88 and verbally interpreted of Beginning. The last rank are the students

whose general weighted average ranges from 75-79 with the mean score of 2.25

and verbally interpreted Beginning. In addition, the table indicated the overall

mean score of 2.25 verbally interpreted as Beginning.

 29

Table 3 presents the composite table of the computed weighted mean of the

effects using multimedia in teaching literature and classified in pretest and post-

test.

Table 3
Composite Table of the Computed Weighted Mean of Pre-test and Post-Test
Comprehension Level and Vocabulary Enrichment

Comprehension Level and Vocabulary Enrichment Wx Verbal Interpretation Rank

Pre-test (Comprehension) 3.19 INTERMEDIATE 1

Pre-test (Vocabulary) 2.86 BEGINNING 3

Post-test (Comprehension) 2.69 BEGINNING 4

Post-test (Vocabulary) 2.99 BEGINNING 2

Average Weighted Mean 2.93 BEGINNING

5 - Advanced 3-4.99 - Intermediate 1-2.99 – Beginning

Table 3 reflects, among the variables “Pretest Comprehension” obtained the

highest weighted mean of 3.19 and verbally interpreted of “Intermediate” followed

by “Pre-test Vocabulary” with 2.86 weighted mean score, and verbally interpreted

of “Beginning”, and “Post-test Comprehension” with mean score of 2.69 weighted

mean and verbally interpreted of “Beginning”, and “Post-test Vocabulary” with

weighted mean score of 2.99 and verbally interpreted of “Beginning.” Which

resulted with the overall mean score of 2.93 as interpreted as “Beginning.”

Table 3.1 presents computed F-value on the effects of using multimedia in

teaching literature to the comprehension level and vocabulary enrichment among

grade eight students in terms of pretest comprehension level. See the table on

the next page.

 30

Table 3.1
Computed F-value on the effect of using multimedia in teaching literature to the
comprehension level and vocabulary enrichment in terms of
pretest comprehension level
Variables Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 0 1 0
75-79 0 1 4.6 A NS
Within Groups 72 14 5.14

Source of Variation SS df MS F P-value F-crit Ho VI

80-84 Between Groups 20255.61 1 20255.61

124.71
2.73E-20 3.92 A NS
Within Groups 19490.79 120 162.42

Source of Variation SS df MS F P-value F-crit Ho VI

85-89
Between Groups 15610.14 1 15610.14
107.71 4.36E-18 3.93 R S
Within Groups 16231.72 112 144.93

Source of Variation SS df MS F P-value F-crit Ho VI

90-94 Between Groups 68762.22 1 68762.22

190.65 3.92E-30 3.89 R S
Within Groups 65643.55 182 360.68

The table 3.1 shown above reflects the P-value on both 1 and 2.73 is

less than the F-crit 4.60 and 3.92 the null hypothesis is accepted therefore, there

is no significant difference between students that has a 75-79 and 80-84 general

weighted average and the comprehension level of using multimedia in teaching

literature on their pre-test comprehension. On the other hand, the P-value 4.36

and 3.91 is greater than the F-crit 3.912 and 3.89 both null hypothesis is rejected.

This means that there is a significant difference between students that have a 75-

79 and 80-84 general weighted average and the effects using multimedia in

teaching literature on their pretest comprehension.

31

Table 3.1.1 presents computed F-value on the effects of using

multimedia in teaching literature to the comprehension level and vocabulary

enrichment among grade eight students in terms of pretest vocabulary

enrichment.

Table 3.1.1
Computed F-value on the effects of using multimedia in teaching literature to the
comprehension level and vocabulary enrichment in terms of pretest vocabulary
enrichment
VI
Variables Source of Variation SS df MS F P-value F-crit Ho

75-79 Between Groups 1.56 1 1.56 NS

0.49
0.44 4.6 A
Within Groups 44.86 14 3.21

VI
Source of Variation SS df MS F P-value F-crit Ho
80-84
Between Groups 19414.11 1 19414.11 S
122.08 5.24E-20 3.92 R
Within Groups 19082.79 120 159.02

VI
Source of Variation SS df MS F P-value F-crit Ho
85-89
Between Groups 15249.14 1 15249.14 S
105.87 5.86E-18 3.92 R
Within Groups 16420.72 114 144.04

VI
Source of Variation SS df MS F P-value F-crit Ho
90-94
Between Groups 72365.22 1 72365.22 S
65141.55 182 357.92 202.18 2.41E-31 3.89 A
Within Groups
A – Accepted R – Rejected S – Significant NS – Not Significant
The table 3.1.1 shows that the general weighted average of 75-79 and

90-94, P-value of less than the F-crit wherein the null hypothesis H is accepted 0

and there is no significant difference on the respondents’ vocabulary.

On the contrary, in the general weighted average of 80-84 and 85-89,

the P-value of the both ranges are greater than the F-crit wherein the null

hypothesis H is rejected and there is significant difference in the respondents’

o

vocabulary.

In addition, Vossoughi and Zargar (2015) stated, “Due to the

complexity of words, we have to find out the best way to enrich students’

vocabulary. Without vocabulary mastery to express a wider range of meanings,

communication cannot happen in any meaningful way.

Table 3.2 presents computed F-value on the effects of using

multimedia in teaching literature to the comprehension level and vocabulary

enrichment among grade eight students in terms of post-test comprehension

level.

Table 3.2
Computed F-value on the effect of using multimedia in teaching literature to the
comprehension level and vocabulary enrichment in terms of Post – Test
Comprehension
Variables Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 5.06 1 5.06

75-79 0.99 0.34 4.6 A NS
Within Groups 71.88 14 5.13

Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 20488.2 1 20488.2

80-84 126.3 1.85E-20 3.92 A NS
Within Groups 19466.59 120 162.22

Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 16776.08 1 16776.08

85-89 113.98 7.29E-19 3.92 R S
Within Groups 16778.84 114 147.18

Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 77449.05 1 77449.05

90-94 214.78 1.26E-32 3.89 A NS
Within Groups 65629.9 182 360.6
A – Accepted R – Rejected S – Significant NS – Not Significant

Table 3.2 shows in terms of 75-79 general weighted average, the P-value

is less than the F-crit which means the null hypothesis is accepted and it is not

significant. In terms of 80-84 general weighted average, the P-value is less than

the F-crit which means the null hypothesis is accepted and it is not significant. 33

In terms of 85-89 general weighted average, the P-value is greater than

the F-crit which means the null hypothesis is rejected and it is significant. In

terms of 90-94 general weighted average, the P-value is less than the F-crit

which means the null hypothesis is accepted and it is not significant.

Table 3.2.1 presents computed F-value on the effects of using multimedia

in teaching literature to the comprehension level and vocabulary enrichment

among grade eight students in terms of post-test vocabulary enrichment.

Table 3.2.1
Computed F-value on the Effect of Using Multimedia in Teaching Literature on the
Comprehension Level and Vocabulary Enrichment in terms of
Post – Test Vocabulary
Variables Source of Variation SS df MS F P-value F-crit Ho VI

Between Groups 5.06 1 5.06

75-79 0.99 0.34 4.6 A NS
Within Groups 71.88 14 5.13

Source of Variation SS df MS F P-value F-crit Ho VI

80-84 Between Groups 20488.2 1 20488.2

126.3 1.85E-20 3.92 A NS
Within Groups 19466.59 120 162.22

Source of Variation SS df MS F P-value F-crit Ho VI

85-89 Between Groups 16776.08 1 16776.08

113.98 7.29E-19 3.92 R S
Within Groups 16778.84 114 147.18

Source of Variation SS df MS F P-value F-crit Ho VI

90-94 Between Groups 77449.05 1 77449.05

214.78 1.26E-32 3.89 A NS
Within Groups 65629.9 182 360.6
A – Accepted R – Rejected S – Significant NS – Not Significant 34

Table 3.2.1 shows in terms of 75-79 general weighted average, the P-

value is less than the F-crit which means the null hypothesis is accepted and it is

not significant. In terms of 80-84 general weighted average, the P-value is less

than the F-crit which means the null hypothesis is accepted and it is not

significant. In terms of 85-89 general weighted average, the P-value is greater

than the F-crit which means the null hypothesis is rejected and it is significant. In
terms of 90-94 general weighted average, the P-value is less than the F-crit

which means the null hypothesis is accepted and it is not significant.

Furthermore, Wilkins in Thornbury (2002: 13) stated that without

grammar very little can be conveyed, without vocabulary nothing can be

conveyed. The most important point of the statement above is that mastering

vocabulary for the students is the main component in order to learn a language

successfully. In listening, students’ vocabulary influences their understanding

towards teacher’s speech, class discussion, and other speeches. The words that

they choose in speaking affect how well they deliver a message.

CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

 This chapter presents the vital findings of the study, the conclusions

drawn, and recommendations offered based on the specific problems of the

study.

Summary of Findings

Based on the analysis and interpretation of data, findings are

hereby summarized:

1. Profile of the Respondents

1.1 The finding of the study revealed that the respondents came from the

grade eight level of Binangonan Catholic College: 44 students from St.

Gregory the Great; 43 students from St. Ambrose of Milan, St. Clement of

Rome and St. Ignatius of Antioch respectively; and 42 students from St.

Basil the Great.

2. Profile of the Respondents in terms of their Second Quarter General

Weighted Average in English

2.1 Among the 215 respondents, there are 92 students who had a General

weighted average of 90-94 with a percentage of 42.79 that ranked first. On

the other hand, there are 8 students having a General Weighted Average of

75-79 with a percentage of 3.72 that ranked the last.

3. General Weighted Average in Pretest in terms of Vocabulary

Enrichment by Power Point Presentation 36

3.1 Respondents who had a General Weighted Average of 90-94 had a

weighted mean of 3.42 and verbally interpreted “intermediate”, ranking

first. While respondents having a General Weighted Average of 75-

 79 had a computed mean score of 1.93 with a verbal interpretation of

“beginning”, ranking last.

3.1.1 General Weighted Average in Pretest in terms of

Comprehension Level by Power Point Presentation

Respondents who had a General Weighted Average of 90-94 had a

computed mean score of 4.20 and verbally interpreted “intermediate”,

ranked as first. While respondents having a General Weighted Average of

75-79 had a weighted mean of 2.25 in the “beginning” level and ranked as

last.

3.2 General Weighted Average in Post-Test in terms of Vocabulary

Enrichment by Infographics/Recording-Audio Visual Presentation

Respondents who had a General Weighted Average of 90-

94 had a computed mean score of 3.92 and verbally interpreted

“intermediate”, ranked as first. While respondents having a General

Weighted Average of 75-79 had a weighted mean of 2.25 in the “beginning”

level and ranked as last.

3.2.1 General Weighted Average in Post-Test in terms of

Comprehension Level by Infographics/Recording-Audio Visual

Presentation) 37

Respondents who had a General Weighted Average of 75-79 had a

weighted mean of 2.81 and verbally interpreted “beginning”, ranking first.

While respondents having a General Weighted Average of 80-84 had a

computed mean score of 2.54 and verbally interpreted of “beginning”,

 ranking last.

Conclusions

Based on the findings both observed and inferred, the following are the

conclusions...

1. Students whose general weighted average ranges 75-79 has a lowest

result’s both in pre-test comprehension and vocabulary while the

students general weighted average ranges from 80-84 got the lowest

result in post-test comprehension due to;

2. Utilizing Power Point Presentation is effective for the learner’s

comprehension and vocabulary enrichment on the other hand, utilizing

Audio Visual Presentation is ineffective in terms of comprehension

and vocabulary enrichment due to the result of their post-test. Due to

the factors as follows: a. multimedia utilized PowerPoint Presentation

is more interactive since the learners preferred more when the teacher

is the one who is in charge rather than the researchers. b. Learners

cannot comprehend the story due to the low volume of the narrator's

voice in Audio- Visual Presentation.

3. There is no significant difference in the significant effects of using

multimedia in teaching literature with respect to the respondent’s profile

thus accepting the hypothesis.

38

Recommendations

Based on the findings and conclusions, the following recommendations

are set forth.

1. Since the majority of the respondents obtained the level of “Beginning”

as the result of their post-test and pre-test in comprehension and

vocabulary enrichment, the following should be done: Researchers

proposed a Focus Group Discussion that utilized Understanding and

Leaning Literature through Listening, Reading, and Writing (UnLi-RW)

to determine the reason why students have low results in their post-

test comprehension and vocabulary enrichment. It was influenced to

the recent study titled Effectiveness of Role Play in Improving

Speaking Skills (Neupane, 2019).

2. Creation of task force by the English teachers for them to enhance the

available multimedia in the school through gamification (e.g., Kahoot,

self-made interactive activity by the teacher, and ready-made

interactive activity). It was based on the recent study of Chih-Ming

Chen, Ming-Chaun Li, Tze-Chu Chen titled A Web-based

Collaborative Reading Annotation System with Gamification

Mechanisms to Improve Reading Performance. 39

3. Peer-tutoring to get the most literacy learning out of a read-aloud

experience, must make certain you set aside time to read aloud to

learners in a small group. To seek situations are involved in peer

teaching in higher education and to analyze the advantages of peer

teaching for both tutors and tutees.

 40

BIBLIOGRAPHY
Internet Sources

Agustin, Ma. E. C., Gil, A., Sedilla, C., & Villamin, A. (n.d.). Bridges to

Understanding. SIBS COMMUNICATION ART SERIES.

Apolinario, M. A., Mejorada, P. V., & Rubaya, R. (2021). Levels of English

Language Proficiency of Selected Grade 10 Students in Binangonan

Catholic College.

Ascione, L. (2020, January 15). 16 multimedia learning tools for the

classroom. Retrieved from eSchool News website:

https://www.eschoolnews.com/2020/01/15/16-multimedia-learning-tools-for-the-

classroom

Baharudin, S. N., Zulkiflei, K., & Yunus, M. M. (2019). Using Multimedia to

Promote Students’ Learning and Understanding of English Literature in

Secondary School. International Journal of Academic Research in Business

and Social Sciences, 9 (2). https://doi.org/10.6007/ijarbss/v9-i2/5525

Horden, S. D. (2016, November 14). The cognitive theory of multimedia

learning. Academia.edu. Retrieved May 25, 2022, from

https://www.academia.edu/29834388/The_Cognitive_Theory_of_Multimedia_Lea

rning.

June 15, 2009 DO 62, s. 2009 – Guidelines in Managing Existing Multimedia

Materials in Schools | Department of Education. (n.d.). Retrieved May 24,

2022, from https://www.deped.gov.ph/2009/06/15/do-62-s-2009-guidelines-in-

managing-existing-multimedia-materials-in-schools/
 41

Kim, D., Kim, D.-J., & Whang, W.-H. (2013, Marh 12). Cognitive synergy in

multimedia learning. International Education Studies. Retrieved May 25, 2022,

from https://www.ccsenet.org/journal/index.php/ies/article/view/24598  

Mayer, R. E. (2013). Multimedia Instruction. Handbook of Research on

Educational Communications and Technology, 385–399.

https://doi.org/10.1007/978-1-4614-3185-5_31

Safirah, Z. (2016). Improving Vocabulary Mastery Through Vocabulary

Cards of Grade VII Students at SMP Institute Indonesia Yogyakarta in The

2015/ 2016 Academic Year.

Siemens, G., & Dawson, S. (n.d.). PreParing for the digital university: a

review of the history and current state of distance, blended, and online

learning.

TELEVISION MODULES FOR LITERATURE CLASSES AT THE SECONDARY

LEVEL. www.deped.gov.ph. (2008). Retrieved May 30, 2022, from

https://www.deped.gov.ph/wp-content/uploads/2018/10/DM_s2008_349.pdf  
 42

Appendix A. Letter of Permit to Conduct Study

BINANGONAN CATHOLIC COLLEGE

Binangonan, Rizal
COLLEGE DEPARTMENT

February 2022
Miss Bella C. Lirio
Principal, JHS Department
Binangonan Catholic College

Dear Ma’am:

Greetings!

We, 3rd year from the Bachelor of Secondary Education Major in

English of this college are currently conducting our thesis as a course
requirement in our respective degree entitled “The Effects of Using
Multimedia in Teaching Literature to the Comprehension Level and
Vocabulary Enrichment among Grade Eight Students of Binangonan
Catholic College”. In line with this, we would like to request your humble
office permission in allowing us to conduct data collection for selected Grade
Eight Students.

We are looking forward to our request and would merit your positive
response. Rest assured that all students’ information provided will be kept
confidential.

Thank you and God bless.

Respectfully yours,

Bench Alchemie I. Bautista

Jerome L. Blanco
Jennyzell I. Ceñidoza
Julian L. Enriquez

Noted by:
 Mrs. Maria Carmina P. Ramos Miss Bella C. Lirio
Research Adviser JHS Department Principal 43

Appendix B: Letter for Validation of Research Instrument

BINANGONAN CATHOLIC COLLEGE

Libid, Binangonan Rizal
COLLEGE DEPARTMENT

March 2022

To Whom It May Concern,

Greetings!

We, the 3rd year college students from the Bachelor of Secondary
Education Major in English will be conducting our study entitled “The
Effects of Using Multimedia in Teaching Literature to the
Comprehension Level and Vocabulary Enrichment among Grade Eight
Students of Binangonan Catholic College” in fulfillment of our subject
Thesis Writing.

In connection with this, we would like to ask for your expertise to validate
our research instrument that will be one of the sources of data for our study.
We appreciate your assistance and support in this particular research
endeavor.

Thank you very much for your cooperation.

Respectfully yours,

Bench Alchemie I. Bautista

Jerome L. Blanco
Jennyzell I. Ceñidoza
Julian L. Enriquez

Noted by:
 Mrs. Maria Carmina P. Ramos
Research Adviser 44

Appendix C: Survey Questionnaire of Pretest and Post-Test.

SURVEY QUESTIONNAIRE

As part of the Thesis Writing subject in Binangonan Catholic College, We,

Bachelor of Secondary Education Major in English students, are conducting a

survey that determines the Effects of Using Multimedia in Teaching Literature to

the Comprehension Level and Vocabulary Enrichment Among Grade Eight

Students of Binangonan Catholic College. Any information obtained in this study

that can be identified with you will remain confidential.

PRE-TEST

TOPIC: Afro-Asian Literature (Psalm of David)

This test aims to examine the vocabulary and comprehension of the

students regarding the above mentioned topic discussed through the use of Text

and Graphics, specifically a Slideshow/PowerPoint Presentation.

Test I. Vocabulary Enrichment

Instructions: Look for the underlined words in each item. Identify its meaning by

choosing the best answer. Encircle your answer.

1. She carefully shepherded the children across the street.

a. a person who tends and rears sheep

b. guide or direct in a particular direction

2.   The horses were grazing in the pastures.

a. a plot of land
 b. feeding of livestock    

3.  Waiting until Yancey disappeared down the path, she walked over to the

desk. 45

a. a trodden way

b. the continuous series of positions or configuration that can be consumed

in any motion or process of change.

4.   For a long time, he wandered in fear from place to place.

a. unpleasant strong emotion caused by anticipation

b. profound reverence and awe

5.   “Your nod and staff, they comfort me.”

a. the personnel who assists a direction in carrying out

b. a long stick carried in the hand for support in walking

6.    They pray over their sick and when so requested, anoint them with oil.

a. to choose by or as if by divine election

b. to smear or rub with oil

7.    The creek overflows every spring.

a. to cover with

b. to flow over the brim

8.    I have no mercy for any creature that preys on humans.

a. compassion shown, especially to an offender

b. a blessing that is an act of divine favor

9.    “When supper was ended, He took the cup, once again gave you thanks…”

a. a drinking vessel
 b. an ornamental piece offered as a prize

10.   Surely you dwell here or in one of these surroundings.

a. to remain for a time 46

b. to keep the attention directed

Test II. Comprehension

Instructions: Retell the “Psalm of David” by arranging the list below in proper

order.

A. and I shall dwell in the house of the Lord forever.

B. The Lord is my shepherd; I shall not want. 

C. Surely goodness and mercy shall follow me all the days of my life, 

D. He makes me lie down in green pastures. 

E. you anoint my head with oil; my cup overflows. 

F. He leads me beside still waters. He restores my soul. 

G. You prepare a table before me in the presence of my enemies;

H. He leads me in paths of righteousness for his name's sake. 

I. I will fear no evil, for you are with me; your rod and your staff, they comfort me.

J. Even though I walk through the valley of the shadow of death, 

POST-TEST

TOPIC: Afro-Asian Literature (Panchatantra: The Dove and The Crow)

This test aims to examine the vocabulary and comprehension of the students

regarding the above mentioned topic discussed through the use of Text and

Graphics, specifically a Slideshow/PowerPoint Presentation.

Test I. Vocabulary Enrichment

Instructions: Look for the underlined words in each item. Identify its meaning by

choosing the best answer. Encircle your answer.

1. He was a ready and powerful debater, full of resources, and dexterous in

47
controversy.

a. extravagant c. ignorant
b. glamorous d. talented

2. The noisy fowler catches no bird.

a. bird hunter c. keeper

b. eat d. trapper

3. It was an accident caused by an imprudent motorcyclist.

a. happy c. sad
b. irresponsible d. victorious

4. She was virtually a captive in the cabin.

a. bachelor c. prisoner 
b. free d. student

5. Impatient with the slow pace at which Jon was walking, his dog began to gnaw
on its leash.

a. chew c. Jump
b. dig d. smile

6. The French who had been pursuing him stopped.

a. courting c. praising 
b. kissing d. singing

7. The rabbit's foot was caught in a snare.

a. bliss c. look
b. fire d. trap  

8. Even our Savior preached liberty and equality.

a. cruel c. goodness
 b. freedom d. pride

9. Parents have been warned against allowing children to graze on sweets and
snacks.

a. eat c. play
48
b. look d. stare

10. She began to cry and a still greater sense of pity, tenderness, and love
welled up in Pierre.

a. pride c. sad
b. responsibility d. satisfaction

Test II. Comprehension

Instructions: Identify which character in the story is related to the excerpt

mentioned in each number. Choose your answer from the word-pool below.

1. She had built her nest on the top of the mountain.

2. He was flying round in search of food when he noticed a fowler.
3. He was called by Chitrani and came up at once.
4. When he saw the fowler coming in this strange chariot, he hastened to
meet them.
5. She defended herself and quoted a maxim: “No one, be he ever so wise
or prudent, can escape her destiny.”
6. She was found in a well while the crow, the rat, and the deer were in their
search for water.
7. He led them along dance, sometimes quickening his pace, sometimes
slowing down, until at last having them follow for a long time.
8. One day, when they were out together, they happened to meet him. They
stopped him and asked his name and where he was going.
9. He was running up to seize his prey, when all at once under the impulse of
danger they took to flight together.
10. He was frightened at the sight of the danger and at once returned home.
 49

Appendix D: Certificate of Content Validation

BINANGONAN CATHOLIC COLLEGE

Libid, Binangonan Rizal
COLLEGE DEPARTMENT

CERTIFICATE OF VALIDATION

This is to certify that the following experts validated the research

questionnaire of Bench Alchemie I. Bautista, Jerome L. Blanco, Jennyzell I.
Ceñidoza, and Julian L. Enriquez, for their undergraduate Research study
entitled “The Effects of Using Multimedia in Teaching Literature to the
Comprehension Level and Vocabulary Enrichment among Grade Eight
Students of Binangonan Catholic College”.

PANEL MEMBERS SIGNATURE DATE

Mrs. Maria Carmina P. Ramos ___________ 03/05/2022

Adviser

Mrs. Loida V. Gascon, Ph.D. ___________ 03/05/2022

Panel Chairman

Mrs. Daisy C. Crislo ___________ 03/07/2022

Critic Reader

Mr. Reynaldo SM. Catuira Jr. ___________ 03/09/2022

Statistician

Mr. Luisito A. Suinan Ph.D. cand. ___________ 03/07/2022

Content Expert
Ms. Gabriela Andrea A. Evangelista ___________ 03/05/2022
Technical Expert

50

Appendix E: Gannt Chart

Activity Time Frame

Sep
  Aug Oct Nov Dec Jan Feb Mar Apr May
t
1. Preparation of the
                 
title
2. Title Defense                
3. Preparation of
             
Chapters 1 and 2
4. Colloquium                
5. Revisions of
             
Chapters 1 and 2
6. Preparation of the
               
Instrument
7. Validation of the
               
Instrument
8. Administration of the
               
Instrument
9. Preparation of
                 
Chapters 3 and 4
10. Final Oral Defense                  
 51

Appendix F. Proof of Focus Group Discussion

The Focus Group Discussion was conducted to formulate a

recommendation due to the results of the study where in the utilization of

multimedia is lower than the traditional or casual mode of delivering literature

lesson. With the help of Grade 8 adviser Ms. Jean Clarence and student teacher

MS. Mary Shaine, the researchers gathered some of the grade 8 students who’s

available on the day the focus group discussion was conducted. Researchers

listened to their thoughts and insight or any difficulties they have encountered

during the lesson where the multimedia was utilized. Based on the most frequent

answered students have difficulties in hearing since the voice if the characters

are not loud enough resulting that they cannot follow the flow of the story. This

information was used to create a recommendation where in strengthening the

weakness provided from the respondents.

 53

CURRICULUM VITAE

Bench Alchemie I. Bautista

088 Mayon Street Wawa Libis Binangonan, Rizal
+639 49 139 4001 / +639 67 856 5511
benchalchemiebautista@gmail.com

PERSONAL PROFILE

Date of Birth: March 28, 2000

Place of Birth: Queen Mary Help of Christian, Cardona, Rizal
Age: 22 years old
Status: Single
Religion: Iglesia Ni Cristo
Father’s Name: Benjamin B. Bautista Jr.
Occupation: Contractor
Mother’s Name: Chona I. Bautista
Occupation: Secondary Public School Teacher

EDUCATIONAL BACKGROUND

TERTIARY: Binangonan Catholic College (BCC) 2018-present

Binangonan, Rizal

Our Lady of Fatima Universtiy 2018

Antipolo, Rizal

COURSE: Bachelor of Science in Secondary Education

Major in English

Bachelor of Science in Physical Therapy

SECONDARY: Binangonan Catholic College (BCC) 2012-2018

(JHS and SHS) Binangonan, Rizal
Science, Technology, Engineering, and Mathematics
PRIMARY: Libis Elementary School (LES) 2005-2012
Libis Binangonan, Rizal

54

SEMINARS AND TRAININGS ATTENDED

Avoiding Procrastination Online Seminar

Morong, Rizal
July 24, 2022

Building “Self-Trust” Seminar

INC Museum Theater 1, Ortigas Ave., Diliman, Quezon City
July 10, 2022

Public Speaking Seminar

New Era University Diliman, Quezon City
June 26, 2022

We are Christians Even Online Seminar (Guest Speaker)

Pinugay, Baras Rizal
June 12, 2022

Boosting Self-Esteem
Calumpang, Binangonan Rizal
May 22, 2022

What is Burnout and How to Avoid It

Calumpang, Binangonan Rizal
April 23, 2022

I hereby to certify that the above information is true and correct to the best of my
knowledge.

BENCH ALCHEMIE I. BAUTISTA

 55

CURRICULUM VITAE

Enriquez Julian
574 Villadiego st. Macamot Binangonan, Rizal
+639 97 493 4210
enriquezjulian05@gmail.com

PERSONAL PROFILE

Date of Birth: November 5, 1998

Place of Birth: Mandaluyong City
Age: 24 years old
Status: Single
Religion: Born Again Christian
Father’s Name: Jaime Enriquez
Occupation: deceased
Mother’s Name: Ligaya Enriquez
Occupation: House Wife

EDUCATIONAL BACKGROUND

TERTIARY: Binangona Catholic College 2018-2022

Binangonan, Rizal

COURSE: Bachelor of Secondary Education Major

in English

SECONDARY: Vicente Madrigal National High School 2016-2018

Palangoy Binangonan, Rizal
General Academic Strand
 Guronasyon Foundation Inc. National High School
(JHS) Bilibiran Binangonan, Rizal 2012-2016
56

SEMINARS AND TRAININGS ATTENDED

Re-Aligning Teaching-Learning Paradigm in Response to The Global Challenges
in Education
ICCT Colleges Inc.
Cainta July 5, 2019

Katutubong Wika: Tungo sa Isang Bansang Filipino

ICCT Colleges Inc. Cainta
August 9, 2019

K to 12 Curriculum Preparation for a Brighter Future of the Holistically Developed

Filipino People
Binangonan Catholic College
February 12, 2020

Teaching in the New Normal Binangonan Catholic College

March 12, 2021

Data Privacy and Cyberbullying Webinar

Binangonan Catholic College
October 8, 2021

Webinar on Netiquette
Binangonan Catholic
College October 29,
2021

The Rage of Misinformation and Disinformation

Binangonan Catholic College
November 26, 2021

I hereby certify that the above information is true and correct to the best of my
knowledge.
ENRIQUEZ JULIAN

57

CURRICULUM VITAE

Jennyzell I. Ceñidoza
217 A. Bonifacio Street Hulo, Libid, Binangonan, Rizal
+639 45 306 8623
cjennyzell@gmail.com

PERSONAL PROFILE

Date of Birth: July 29, 2000

Place of Birth: Tanay, Rizal
Age: 21 years old
Status: Single
Religion: Roman Catholic
Father’s Name: Isaias Ceñidoza
Occupation: Self Employed
Mother’s Name: Jenny Ceñidoza
Occupation: Housewife

EDUCATIONAL ATTAINMENT

TERTIARY: Binangonan Catholic College (BCC) 2019-present

Binangonan, Rizal

COURSE: Bachelor of Secondary Education

Major in English

SECONDARY: Binangonan Catholic College 2013 - 2019

Binangonan, Rizal

PRIMARY: Libid Elementary School 2007 - 2013

Libid Binangonan, Rizal

SEMINARS AND TRAININGS ATTENDED

MaPSA 2021 Research Congress
Binangonan Catholic College
December 07, 2021

The Rage of Misinformation and Disinformation Webinar

Binangonan Catholic College
November 26, 2021 58

Webinar on Netiquette
Binangonan Catholic College
October 28, 2021

Data Privacy and Cyber Bullying Webinar

Binangonan Catholic College
October 08, 2021

Teaching in the New Normal

Binangonan Catholic College
March 12, 2021

My Teacher, My Protector
Binangonan Catholic College
January 22, 2019

Live Pure Seminar

Mater Christi Building
November 15, 2018

I hereby certify that the above information is true and correct to the best of my
knowledge.

JENNYZELL I. CEÑIDOZA
 59

CURRICULUM VITAE

Jerome L. Blanco
541 M. H. Del Pilar St., Libid, Binangonan, Rizal
+639 51 289 3640
romlysblnc@gmail.com

PERSONAL PROFILE

Date of Birth: September 2, 1996

Place of Birth: Cardona, Rizal
Age: 25 years old
Status: Single
Religion: Roman Catholic
Father’s Name: Arman M. Blanco
Occupation: Overseas Filipino Worker
Mother’s Name: Maria Jennifer L. Blanco
Occupation: Housewife

EDUCATIONAL ATTAINMENT

TERTIARY: Binangonan Catholic College (BCC) 2019-present

Binangonan, Rizal

Polytechnic University of the Philippines 2013 - 2018

Sta. Mesa, Manila

COURSE: Bachelor of Secondary Education

Major in English

SECONDARY: Binangonan Catholic College 2009 - 2013

Binangonan, Rizal

PRIMARY: Binangonan Elementary School 2003 - 2009

Binangonan, Rizal
SEMINARS AND TRAININGS ATTENDED

MaPSA 2021 Research Congress

Binangonan Catholic College
December 07, 2021

60

The Rage of Misinformation and Disinformation Webinar

Binangonan Catholic College
November 26, 2021

Webinar on Netiquette
Binangonan Catholic College
October 28, 2021

Data Privacy and Cyber Bullying Webinar

Binangonan Catholic College
October 08, 2021

Teaching in the New Normal

Binangonan Catholic College
March 12, 2021

My Teacher, My Protector
Binangonan Catholic College
January 22, 2019

Live Pure Seminar

Mater Christi Building
November 15, 2018

I hereby certify that the above information is true and correct to the best of my
knowledge.

JEROME L. BLANCO