EFFECTIVENESS OF MULTIMEDIA-ASSISTED

INSTRUCTION IN TEACHING TECHNOLOGY AND

LIVELIHOOD EDUCATION FOR GRADE 8
STUDENTS OF LAGUNDI-CCL NATIONAL HIGH
SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 6
Pages: 988-994
Document ID: 2022PEMJ394
DOI: 10.5281/zenodo.7394158
Manuscript Accepted: 2022-02-12
Psych Educ, 2022, 6: 988-994, Document ID: PEMJ394, doi: 10.5281/zenodo.7394158, ISSN 2822-4353
Research Article

Effectiveness of Multimedia-Assisted Instruction in Teaching Technology and

Livelihood Education for Grade 8 Students of Lagundi-CCL National High School
Imee C. Angeles*
For affiliations and correspondence, see the last page.

Abstract
The study aimed to determine the effectiveness of multimedia-assisted instruction in teaching
Technology and Livelihood Education for grade eight students of Lagundi-CLL National High
School, School Year 2019-2020. The researcher employed experimental method of research utilizing
sixty-four (64) Grade 8 students divided equally to experimental and control groups as respondents.
The two groups of respondents had shown similar performance in the start of the experiment, and
both groups improved their performance during the posttest, almost similar performance also was
noted in the posttest although more respondents from the experimental group performed Very
Satisfactorily. There was no significant difference on the level of performance in TLE of the two
groups of respondents to Multimedia Assisted Instruction as revealed in the pretest and posttest.
There was a significant difference on the level of performance in TLE of the experimental and control
groups to multimedia assisted instruction and there is no significant difference on the level of
performance in the pretest and posttest of the students in terms of their profile. Furthermore, the
recommendations offered included such that the teachers may continuously use varying teaching
strategies and instructional materials like multimedia assisted instruction in teaching TLE and
suitable instructional materials that would encourage them to focus and learn shall always be utilized
by the teachers.

Keywords: multimedia-assisted instruction, instructions, technology and livelihood education

Introduction simulation methods, online courses, and computer-

Education encounters in modern times, challenges in
all aspects of social, economic and cultural life; the
most important of which are over-population, over-
knowledge, education philosophy development and the
change of teacher’s role, the spread of illiteracy, lack
of the staff and the technological development and
mass media.
Teaching serves as an important vehicle for achieving
institutional goals and enhancing learners’ knowledge
and engaging them in the learning community to
prepare for future citizen. Therefore, educators are
always looking for better ways to make their
educational initiatives more effective. The learning
experience in Secondary education has shifted
paradigms from a teacher-centered approach to
learner-centered pedagogical methods. Educators are
under pressure to provide more effective and efficient
learning environments and educational experiences to
their learners.
Instructional systems and educational technology has
been gaining great attention by educators in order to
enhance students’ learning. Educators have become
aware of the benefits and shortcomings of various
traditional methods used to provide instructions and
trainings to learners. Possible benefits of educational
technologies such as multimedia presentations,
assisted case-based instruction are becoming common
place.
Multimedia allows teachers to integrate text, graphics,
animation and other media into one package to present
comprehensive information for their learners to
achieve specified course outcomes. Multimedia
permits the demonstration of complicated process in a
highly interactive, animated fashion and that
instructional material can be interconnected with other
related topics in a more natural and intuitive way.
Multimedia has been one of the most well-known and
effective training tools and was referred to as
technological wave of the future. Thus, the present
study seeks to evaluate the effects of multimedia
instructional material on student’s knowledge and on
their perceptions of the instruction in the subject.
Lagundi-CCL National High School is one of those
public schools that utilize the use of multimedia in
teaching. However, lack of technological
advancement is still causing barriers concerning
quality and access to education. Thus, it is experienced
by the teachers that computers are not sufficient and
the actual utilization is affected since different levels
of students who also belong to different are attending
TLE classes and they are not accommodated altogether
due to insufficient computer units, even though there
are already instructional materials. This is one of the

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Psych Educ, 2022, 6: 988-994, Document ID: PEMJ394, doi: 10.5281/zenodo.7394158, ISSN 2822-4353
Research Article
difficulties observed by the teachers, yet they are
trying to make use of their own laptops in teaching so
that they could use the instructional materials provided
to them.
Having all these observations, the researcher was
motivated to conduct the study to determine the
effectiveness of multimedia-assisted instruction in
teaching TLE, and make some proposals for
enhancement of it based on the result that is provided
in the present undertakings.
Research Questions
This study aimed to determine the effects of
multimedia-assisted instruction in teaching
Technology and Livelihood Education on Grade 8
students of Lagundi-CLL National High School during
the school year 2019-2020. Specifically, it sought to
answer the following problems:
1. What is the profile of the respondents in terms of:
1.1 sex;
1.2 sibling position;
1.3 monthly family income;
1.4 number of children in the family; and
1.5 parents’ educational attainment?
2. What is the level of performance in TLE of the
experimental and control groups to multimedia-
assisted instruction as revealed in the pretest and
posttest results?
3. Is there a significant difference in the level of
performance of the two groups of respondents to
multimedia-assisted Instruction as revealed in their
pretest and posttest results?
4. Is there a significant difference in the performance
in TLE of the experimental and control groups to
multimedia-assisted instruction as revealed in their
posttest results?
5. Is there a significant difference in the level of
performance in TLE of the experimental group as
revealed in their posttest in terms of their profile?
Literature Review
In the discussion given by Oeru (2016), it is reiterated
that Computer Assisted Instruction or Computer-based
education (CBE) are the comprehensive terms that can
be associated with the essential use of computer in
educational settings. This is true because Computer-
assisted instruction (CAI)/ Computer Aided Instruction
(CAI) is a more specific term and most often refers to
drill-and-practice, tutorial, or simulation activities.
Computer-managed instruction (CMI) Computer-
Imee C. Angeles
managed instruction is teaching approach whereby the
computer is utilized to give essence on the objectives.,
learning resources, record keeping, progress -tracing,
and evaluation of performance of the students.
Moore et. al., (2011) also gave explanation about
computer aided instruction. They said that Computer-
based training (CBT) indicates students’ self-paced
learning activities delivered on a computer or handheld
device such as a tablet or smartphone. CBT initially
delivered content via CD-ROM, and typically
presented content linearly, much like reading an online
book or manual. Due to this justification, CBT has
been utilized in teaching static processes, such as using
software or completing mathematical equations.
Computer-based training is conceptually similar to
web-based training (WBT) which are delivered via
Internet using a web browser.
In Bharathy’s (2015) explanation, it was mentioned
that Multimedia applications are able to arrange the
information into facts that are non-structured which
would enable students to achieve or get information on
their own. The success of multimedia technology has
revolutionized teaching and learning methods from the
traditional teacher-student classroom to a virtual
setting. The role of the educator will evolve into that
of facilitator and knowledge director while the
students become more independent learners, critical
thinkers and better team players and collaborators,
with the skills to solve problems and seek information.
Multimedia technologies help students to develop a
wider and deeper understanding of the subjects they
are learning.
Cagape’s (2018) report the CAL Philippines,
stipulated that “Information and Communication
Technology (ICT) plays a pivotal role in the economic
development of any country in the age of the 21st
Century. With that, ICT industries have been growing
exceptionally fast. Moreover, stakeholders from the
business sector are upping their solutions by leading
educational institutions in the integration of ICT in the
entire learning experience of the students. Computer
Assisted Learning (CAL) Philippines has been at the
forefront of ICT education in the past twenty years, by
providing unique solution to its partner institutions
with a well-researched, internationally and locally
aligned ICT curriculum that is aimed to prepare
students for work after secondary schools.
Olabiyi et. Al., (2013) aimed to show how computer
assisted instruction (CAI) has significantly impacted
on all aspects of our live particularly on education, it
has radically influenced the way knowledge and
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Research Article
information are generated, developed and transmitted
in technology education. Every technology teacher
must be acquainted with how to apply CAI in teaching
technology education program since teachers have a
vital role in trainees skill development. The
respondents for the study comprised of 310 technology
vocational teachers. Mean and standard deviation
were used to analyze the research questions, while t-
test statistics was employed to test the hypotheses. The
findings of the study among others revealed that
technology vocational teachers should be skillful in
using CAI in the production of teaching materials that
can be used in developing appropriate skills,
incorporate the use of media and technology for
teaching where appropriate and technology vocational
teachers teaching and managing courses through web-
based system.
The study of Barasi (2015) determine the effectiveness
of video clips presentation on the performance in
Science and Health of grade four pupils in Mayamot
Elementary School in Antipolo City during the School
Year 2014-2015. Eighty-three (83) grade four pupils
were considered in the study. They were the two
groups who were chosen for the experimental and the
control groups. The control group was exposed to
traditional method of teaching while the experimental
group was exposed to video clips presentation. Pretest
and posttest were used as instrument to analyze the
performance of pupils. The researcher focused on the
skills and competencies reflected in the Philippine
Elementary Learning Competencies (PELC) for the
second grading period. These competencies with the
content areas in the video clips presentation.
Methodology
The researcher used the experimental method in the
study to determine the effects of multimedia assisted
instruction in teaching Technology and Livelihood
Education on Grade 8 students of Lagundi-CLL
National High School during the school year
2019-2020.
Experimental research utilizing parallel group design
was utilized. Parallel group design includes two or
more groups, which are used at the same time only one
single variable is manipulated or changed. The
experimental group is valued while the parallel group
serves as the control for comparative purposes. This is
an experimental study involving two groups of
respondents. There are two comparable group
employed as experimental and control group.
Imee C. Angeles
Since the study was concerned on the comparative
analysis on the effects of multimedia-assisted
instruction and traditional method in teaching
Technology and Livelihood Education, the
experimental research using the two groups design is
the most appropriate method.
Participants
The respondents of the study came from two sections
of the grade eight students of Lagundi-CCL National
High School. Two groups were considered as
respondents. The first was the experimental group,
exposed to multimedia-assisted instruction in teaching,
and the other one as the control group using the
traditional method of teaching. They were described in
terms of age, sex, monthly family income, and parents’
educational attainment. The respondents who are both
handled by the researcher were purposively used in the
present undertaking.
Instruments of the Study
Parallel form of pretest and posttest were utilized as
the main instrument in determining effects of
multimedia-assisted instruction in teaching technology
and Livelihood Education on grade eight students
before and after the experiment. The test was consisted
of multiple-choice test items to assess the performance
of the respondents. This consists of 60 items based on
the table of specification.
The research instrument was subject to validation to
ensure reliability of the gathered data. After creating
the sixty-item test based on Table of Specification,
teachers from the Technology and Livelihood
Education were consulted. The items were revised
based on their observations, comments and
recommendations. The instrument was pretested to
the other group of grade eight students. Split half
method was used to determine the test reliability. The
obtained r-value of .82 in the half test and .88 in the
whole test reflect that the test is highly reliable.
Procedure
The study followed the Gantt Chart of Activities in the
conduct of the study. This includes the formulation of
research problem up to the revision of the manuscript
and submission of the final copy. Permission to
conduct the study was obtained from the Office of the
Schools Division Superintendent. After the validation
of the instrument, the pretest was administered to the
respondents. Then, the control group was taught
utilizing multimedia-assisted instruction. Then the
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Research Article

Table 1. Profile of the Respondents

posttest was administered to both groups.

Data were treated using appropriate statistical tools

based on the sub-problems. Analysis and interpretation
of data followed. Summary of findings, conclusions
and recommendations were formulated. After the oral
defense, the manuscript was revised following the
comments and suggestions of the Oral Examination
Committee. Hardbound copies of the manuscript were
submitted to the Office of the Graduate Studies
Program and other offices after the final revision and
editing.

Result

This section presents the findings according to the

study's research questions.

Profile of the Respondents in Terms of Sex,

Number of Children in the Family, Sibling Position,
and Parents’ Educational Attainment
Table 1 reflects that when the respondents are
described according to sex, the 19 or 59.4 percent of
those belonging to experimental group are female and
the 13 or 40.6 percent are males. Thus, it shows a big
gap between the frequency of the male and female
respondents in the experimental groups.
As to sibling position, the third born with highest
frequency of 15 or 46.9 percent are third born, they are
followed by the fourth born at 12 or 37.5 percent, the
fifth born together with the sixth and above having a
similar frequency of 2 or 6.3 percent and lastly the
second born with only 1 or 3.1 percent.
Meanwhile for the number of children in the family,
22 or 66.8 percent claimed that they belong to family
with 2-3 number of children at home, 1 only or solo
child is comprised of 6 or 18.8 percent, while those
with 4-5 and 6 and above. They have similar frequency
of 2 or 6.3 percent. This means that the experimental
group has students who belong to small families.
As to monthly family income, it is indicated that 15 or
46.9 percent of the respondents in the experimental
groups claim that their family receives a monthly
income of P5,001-15,000, and 3 or 9.4 percent who
receive P15,001 to 25,000.
In terms of father’s educational attainment, it is
obvious that the most frequency is registered among
those who are College Undergraduate with 17 or 53.1
percent, followed by the College graduate at 12 or
37.5, those who took Vocational Course with 2 or 6.3
percent and High School Graduate with only 1 or 3.1
percent.
Meanwhile, for mothers, the College Graduate obtains
the highest frequency of 21 or 65.6 percent, followed
by College Undergraduate at 9 or 28.1 percent,
Vocational and High School Graduate both obtain a
frequency of 1 or 3.1 percent. Hence, this means that
comparing the fathers and mothers’ educational
attainment, the fathers are mostly College
Undergraduates while the mothers are College
graduates

On the other hand, for the control group, it is

registered that as to sex, the females 18 or 56.3 are
more than males at 14 or 43.8 percent. This means that
both the experimental and control group are dominated

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Research Article

Table 2. Level of Performance in TLE of the Two

Groups of Respondents Exposed and Unexposed to
by females in number.
Multimedia assisted instruction as Revealed in the
In terms of sibling position, the fourth children are on Pretest and Posttest Results
top rank with a frequency of 17 or 53.1 percent,
followed by the third born at 8 or 25 percent, the fifth
born at 6 or 18.8 percent and sixth and above having
the least frequency of 1 or 3.1 percent, hence this
means that few of the pupils in the control group are
mostly fourth born.

As to number of children in the family, the students

who claim to have 2-3 children in the family has the
highest frequency of 24 or 75 percent, they are
followed by the solo child only and those with 4-5
children, with similar frequency of 4 or 12.5 percent
each, hence indicating that the respondents belonging
to the control group likewise belong to small family.
For monthly family income, those respondents who
claim that their family receives an income of P5,001 to
P15,00015 or 46.9 percent are lower than those who
answered P5,000 and below at 17 or 53.1 percent,
therefore, looking at the data that they have 2-3
children, the monthly salary they receive seems to be
sufficient.
In terms of fathers’ educational attainment, it is
reflected that most of the fathers are College
Undergraduate as evidenced by 19 or 59.4 percent
against the College Graduate at 13 or 40.6 percent, this
shows that among the undergraduate, no took either
vocational course.
Similarly, as to mothers’ educational attainment, the
College Undergraduate with a frequency of 22 or 68.8
percent is higher in number than the College graduate
at 10 or 31.3 percent, thus indicating that the parents
(fathers and mothers) of the respondents in the control
group are dominated by College Undergraduate.
Level of Performance in TLE of the Two Groups of
Respondent s Exposed and Unexposed to
Multimedia Assisted Instruction as Revealed in the
Pretest and Posttest Results
As shown in the data, the experimental group
comprised of 32 or 100 percent fall in the range of 16 -
30, Fairly Satisfactory in the pretest and 24 or 75
percent who obtain 45-59, Very Satisfactory, and the
remaining 8 or 25 percent who fall in the range of
31-44, Satisfactory. The data indicates a very big
difference on the performance of the experimental
groups to multimedia assisted instruction.
For those in the control group, it is obvious that the
pupils also fall in the range of 16-30, Fairly
Satisfactory as evidenced by 32 or 100 percent. For the
posttest scores, 18 or 53.6 percent of them fall in the
range of 31-44, Satisfactory, 13 or 40.6 percent 45-59,
Very satisfactory and only 1 or 3.1 obtain a score of
16-30, Fairly Satisfactory.
It can be explained further that the two groups of
respondents had shown similar performance in the
start of the experiment, and both groups improved
their performance during the posttest, almost similar
performance also is noted in the posttest although
more respondents from the experimental group
performed Very Satisfactorily. The general
performance of the experimental group is Very
Satisfactory while Satisfactory only for the control.
Significant Difference on the Level of Performance
in TLE of the Two Groups of Respondents to
Multimedia Assisted Instruction as Revealed in the
Pretest and Posttest Results

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Research Article
Table 3. Result of the t-test in the Significant
Difference in the Level of Performance in TLE of the
Two Groups of Respondents Exposed and Unexposed
to Multimedia assisted instruction as Revealed in the
Pretest and Posttest Results
This means that considering the scores of the two
groups in the pretest and posttest, there is a similarity
in the general performance. From this, it can be
implied that regardless of either exposure of the
experimental group to the multimedia-assisted
instruction or the non-exposure of the control group,
similarity in performance in TLE is observed by the
researcher. Multimedia Assisted Instruction as
revealed in the pretest and posttest.
Significant Difference on the Performance in TLE Discussion
of the Experimental and Control Groups to
Multimedia Assisted Instruction as Revealed in the This researcher aimed to determine the effectiveness
of multimedia-assisted instruction in teaching
Posttest Results
Table 4. Result of the t-test in the Significant
Difference in the Level of Performance in TLE of the
Experimental and Control Group to Multimedia
Assisted Instruction as Revealed in the Posttest Results
It is depicted in the table that the hypothesis is rejected
since the p-value of .000 when associated with the t-
value at 0.05 degree of significance is found lower.
Therefore, there is a significant difference in the level
of performance in TLE of the experimental and control
groups to multimedia Assisted instruction.
Significant Difference in the Level of Performance
in TLE of the Students Exposed to Enrichment
Activities as Revealed in the Posttest in Terms of
Their Profile
Imee C. Angeles
Table 5. Significant Difference on the Level of
Performance in TLE of the Two Groups of
Respondents in the Pretest and Posttest as Revealed in
the Posttest in Terms of their Profile
It is registered in the table that the hypothesis is
accepted with respect to the level of performance in
terms of profile since all the computed p-values are
higher than the f-values at 0.05 degree of significance,
therefore there is no significant difference on the level
of performance in the pretest and posttest of the
students in terms of their profile. It can be explained
from the result that the respondents regardless of
personal characteristics believe that they could be able
to answer and pass the test given to them.
Technology and Livelihood Education for Grade 8
students of Lagundi-CCL NHS. It was found out that
the respondents in the experimental group are mostly
female, third born, and they claim to have 2-3 children
at home, their family receives a monthly income of
P5,001-15,000, and their parents’ educational
attainment (fathers and mothers) are College
Undergraduate. On the other hand, for the control
group, the respondents are comprised mostly of
females, they are dominated by the fourth born
children and they also belong to families with 2-3
children in the family, their monthly family income
ranges from P5.001 to P15,000. The parents’
educational attainment (Fathers and mothers) is
College Undergraduate.
In addition, the two groups of respondents had shown
similar performance in the start of the experiment, and
both groups improved their performance during the
posttest, almost similar performance also is noted in
the posttest although more respondents from the
experimental group performed Very Satisfactorily.
More so, there is no significant difference on the level
of performance in TLE of the two groups of
respondents to Multimedia Assisted Instruction as
revealed in the pretest and posttest. Furthermore, there
is no significant difference on the level of performance
in the pretest and posttest of the students in terms of
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Research Article
their profile.
Conclusion
Based on the findings of the study, it was concluded
that regardless of either exposure of the experimental
group to the multimedia assisted instruction nor the
non-exposure of the control group, similarity in
performance in TLE is observed. Also, the students
provided with other strategies and instructional
materials would have the tendency to optimize their
academic performance. Lastly, the respondents’
varying personal characteristics are not hindrance to
their performance in the pretest and posttest.
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Imee C. Angeles
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Affiliations and Corresponding Information
Imee C. Angeles
Lagundi-CCL National High School
Department of Education - Philippines
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