The Impact of Educational Multimedia Teaching Strategies on the Reading

Comprehension Among Junior High School Students

of Amlan National High School

A Classroom-based Action Research Proposal Presented to

The Faculty of the College of Teacher Education

Negros Oriental State University

Dumaguete City

By

Esparcia, Jimwell

Omatang, Kristine Joy

Tag-at, Jane

April 2023
 INTRODUCTION

Reading ability is the specific collection of abilities that a reader possesses, enabling

them to comprehend written material as meaningful language, read anything they come across on

their own, with comprehension and fluency, and connect intellectually with what they are

reading. Reading demands for the use of a variety of thinking skills in order to make sense of

texts. In this circumstance, it is also feasible to consider reading as an "interactive" activity that

encourages automaticity of reading fluency between the reader and the text. It means that the

reader will speculate, predict, and try to understand the text's meaning during the interactive

process. Being able to read well is essential for learning a language since it allows for accurate

and effective comprehension of written language. Strong reading comprehension can be seen in

statements or any other type of written content. Reading comprehension refers to the capacity to

read, analyze, and comprehend literature. It depends on two interconnected skills: language

comprehension and word reading (the ability to interpret the symbols on the page and being able

to understand the meaning of the words and sentences). But when we understand a text, we don't

only recall the precise words and sentences we read. Instead, we create a mental representation

of what the text is describing by combining the meaning of the words and phrases into a coherent

whole, much like an internal movie. For reading to serve a purpose, for a reader to interact with

and learn from a text, and ultimately for a reader to enjoy what they're reading, good

comprehension is essential. On the other hand, multimedia may be defined in multiple ways,

depending upon one’s perspective. Typical definitions include the following: 1) Multimedia is

the ―use of multiple forms of media in a presentation‖ (Schwartz & Beichner, 1999, p. 8). 2)

Multimedia is information in the form of graphics, audio, video, or movies. A multimedia

document contains a media element other than plain text‖ (Greenlaw & Hepp, 1999, p. 44). 3)

Multimedia comprises a computer program that includes ―text along with at least one of the

following: audio or sophisticated sound, music, video, photographs, 3-D graphics, animation, or

high-resolution graphics‖ (Maddux, Johnson, & Willis, 2001, p. 253).

Multimedia has been successfully applied to many courses in order to provide a wide

variety of learning styles or modalities. Learning styles are defined as characteristic cognitive,

affective, and physiological behavior that serve as relatively stable indicators of how learners

perceive, interact with, and respond to the learning environment. Learners are more comfortable

learning in an environment which reflects their predominant learning style (Sankey, 2006).

Learners have a preferred learning modality, namely, visual, aural, read/write or kinaesthetic,

while many learners are multimodal (use a combination of these modalities). Multimedia can be

used to develop a more inclusive curriculum that appeals to visual, aural and kinesthetic learners

and overcome differences in student performance that may result from different learning styles.

Presenting material in a variety of modes has been used to encourage students to develop a more

versatile approach to learning (Morrison, Sweeney, & Heffernan, 2003). Moving from the book

to the computer is the opportunity for greater interactivity and novel ways to think about a

learning activity. Technology provides more ways to represent concepts through different media

formats. Such advances in technology ask for pedagogical enquiries to confirm the usefulness of

such new activities in facilitating learning. Learners who have access to multiple representations

enhance their comprehension, learning, memory, communication and inference (Rogers &

Scaife, 1996). Multimedia provides a complex multi-sensory experience in exploring our world

through the presentation of information through text, graphics, images, audio and video, and
there is evidence to suggest that a mixture of words and pictures increases the likelihood that

people can integrate a large amount of information (Mayer, 2001). Advantages of multimedia

design compared to using a single medium might result from the ability to choose among media

to present well-structured information (Larkin & Simon, 1987), using more than one

representation to improve memory (Penney, 1989), encouraging active processing (Ainsworth,

1999), and presenting more information at once (Sweller, 1999). Students learn best by seeing

the value and importance of the information presented in the classroom. If the students are not

interested in the material presented, they will not learn it. In order to achieve the ultimate goal of

student learning it is important to use a combination of teaching methods and to make the

classroom environment as stimulating and interactive as possible. Students learn in many

different ways. Some students are visual learners, while others are auditory or kinaesthetic

learners. Visual learners learn visually by means of charts, graphs, and pictures. Auditory

learners learn by listening to lectures and reading. Kinesthetic learners learn by doing. Students

can prefer one, two, or three learning styles.

It is important for teachers to incorporate in their curriculum activities related to each of

these learning styles so that all students are able to succeed in their classes. While we use all of

our senses to take in information, we each seem to have preferences in how we learn best. In

order to help all students learn, we need to teach as many of these preferences as possible

(Cuaresma, 2008). In the era of modernization, adaptation is really important, especially with the

use of teaching strategies inside the classroom. Traditional method is still being used to some

teachers or schools but incorporating multimedia educational teaching strategies paves to a more
interactive classroom engagement and helps students to caught their attention to not just read but

learn and have fun.

 RESEARCH PROBLEM

This research delves on the impact of Educational Multimedia Teaching Strategies on the

reading comprehension among the junior high school students in Amlan National High School.

The researchers want to specifically study the significant change that multimedia teaching

approaches can have in the students’ level of reading comprehension that are to be tackled in

their respective classes. All forms of assessments, both formative and summative, will be subject

to analysis to observe and see a change in their learning behavior pertinent to the topic at hand.

Specifically, the researchers want to study the following questions:

Main Problem: Is there a significant impact with the use of Educational Multimedia Teaching

Strategies on the reading comprehension among Junior High School students of Amlan High

School?

Sub-Problems:

● What are the common factors affecting students’ lack of interest and reading

comprehension?

● What specific multimedia teaching strategies are effective in increasing student

engagement and comprehension?

● How can these strategies be integrated in the instructional plan to maximize student

comprehension in the discussion?

 ACTION HYPOTHESIS TO BE TESTED

Null Hypothesis: There is no significant impact on the reading comprehension among Junior

High School students in Amlan National High School with the use of Educational Multimedia

Teaching Strategy.

Alternative Hypothesis: There is a significant impact and improvement on the reading

comprehension among Junior High School students in Amlan National High School with the use

of Educational Multimedia Teaching Strategy.

 RESEARCH PROCEDURE

A. Research Arrangement

The student teachers/researchers are assigned to Grades 8 and 10 with the subjects

MAPEH, Filipino and Araling Panlipunan. The respondents of this study are the selected

Grades 8 and 10 students who have poor reading comprehension or reading ability. The

first sections, which are grouped homogeneously, are excluded in the study in order to

eradicate the factor of sectioning that might amend and affect the effectiveness of the

study’s results. The same Educational Multimedia teaching strategies will be employed in

the literacy of each grade level:

Grade 8 -

Grade 10 - Joy and Love

To establish a point of analysis and comparison, some sections will be subjected

to the use of traditional teaching strategies like use of chalk and talk, visual aid, and

reporting while the other set of sections will tackle the same subject matter using the

Educational Multimedia teaching strategies. In this set-up, the researchers will be able to

focus on the differences that these two teaching strategies will bring on student reading

comprehension and the researcher can conclude whether or not there is a significant

impact in the use of Educational Multimedia approaches to student reading

comprehension in teaching both English and Filipino subjects.

b. Data Collection Method

This action research will employ qualitative data collection methods. In studying

the level of reading comprehension among students of Amlan National High School, the

assessment scores of students will be collected in both formative and summative tests

covering the groups of sections using traditional strategies and the Educational

Multimedia strategies. In order to draw out more valuable understanding from students,

intensive class observation will be employed by the researchers in order to see significant

changes in student behavior and responses of concerns to the study. Formative

assessments such as class-open-ended questions and one minute reflection writing will be

used to discern whether students truly understand, comprehend, and appreciate the

learning of English and Filipino subjects. The basic frequency table will be used to

organize correct and incorrect responses to qualitative data collection methods that will

be gathered throughout the course of the action research.