EXTENT OF UTILIZATION OF MULTIMEDIA TOOLS IN PROJECT-BASED LEARNING AND ITS

IMPACT ON THE STUDENT PERFORMANCE IN GRADE 9 TECHNOLOGY AND LIVELIHOOD

EDUCATION STUDENTS

Chapter 1
Introduction
Castillo, 2021 - There is a paradigm shift in technology tools that persists over time for both students
and teachers. There are major challenges for the 21st century that have demonstrated the need to be
addressed.
● Technology-based | project-based learning | students' familiarity with the tools | innovation of
traditional teaching
Theoretical Framework
Project-Based Learning
John Dewey - focus on learning by doing
Hakkinen and co-writers, 2017 - states that PBL approach is an efficient way to develop 21st-
century capabilities by promoting essential thinking as well as problem-solving, social communication,
data and media literacy, cooperation, leadership and teamwork, innovation, and power that TLE
students can put to use.
Richard Mayer’s Cognitive Theory of Multimedia
Mayer, 2014 - Multimedia Learning is text and image-based learning.
Brain processes information through channel (1st channel: Visually | 2nd channel: Audibly)
➢ Students knowing how the brain processes information it is necessary for students to
comprehend or to know how multimedia can be efficient to them.
SOP
➢ Extent of utilization of MT in PBL in TLE
➢ Perceived academic performance in TLE. WW | PT | QA
➢ Impact of the extent of utilization of MT in PBL on academic performance of the students.
➢ Intervention Plan
Scope and Delimitations
➢ Close-ended survey questionnaire
➢ Cluster Sampling
➢ 339 TLE Learners ( sample of the population)
➢ Duration of Four (4) Weeks
➢ Grade 9 JHS students
Significance
➢ Curriculum Planners
➢ School Administrators
➢ Teachers
➢ Students
➢ Future Researchers

Chapter 2
Utilization of Multimedia Tools
Guan and co-writers, 2018 - Stated that several studies have established the importance of
multimedia technologies in education.
Schaffhauser, 2020 - Indicated that using multimedia technologies, students can create multimedia
applications as part of their required project.

Why do we need to utilize multimedia in a classroom?

Schaffhauser, 2020 - The ideal classroom for the 21st century requires a high level of collaboration,
conscious design, and technological innovation to transform the classroom into a place with a positive
learning environment.
Linways, 2017 - noted that mobile learning has become a trend, making classroom learning limitless.
According to the research findings of Akilli & Arabaci, 2022, Web 2.0 tools help students participate
more actively in the lesson, learn in a fun way, take responsibility, and adapt to group work.

Multimedia Tools for Project-Based Learning

Abbas and co-writer, 2013 - Technology in Project- Based Learning (PBL) settings support genuine,
rigorous activities that encourage interaction with others and active learning.
Hasni et al., 2016 - Project-based learning promotes the development of students' multidimensional
competencies, including the cognitive dimension, the emotional attitude dimension, and social skills.

Academic Performance of the Students Using Multimedia Tools

➢ According to the findings of Al-Rahmi et al. (n.d.), it can be said that social media, as a
multimedia tool, helps most users learn collaboratively and enhances their academic
experience.
➢ Anderson 2021 - indicates that the utilization of multimedia tools positively impacts students'
academic performance. These tools enhance engagement, motivation, information retention,
critical thinking skills, language proficiency, and communication abilities.

According to the Department of Education (DepEd) (2015), summative evaluations are divided
into three components: Written Work (WW), Performance Tasks (PT), and Quarterly Assessment
(QA).

Gaps Bridged by the Present Study

❖ The current implementation of project-based learning in TLE is limited by the integration of
multimedia tools.
❖ Hindering students' exposure to various multimedia tools and their potential benefits.

Chapter 3
Method of Research
➢ non-experimental quantitative research
➢ descriptive research design
➢ correlational research design
Population, Sample Size, and Sampling Technique
➢ Aplaya National High School
➢ Aplaya National High School – ANNEX
➢ Southville IV National High School
➢ Sampling technique - Cluster Sampling
➢ 339 Grade 9 Technology and Livelihood Education students
➢ Slovin’s formula to calculate the sample size
Research Instrument
➢ Closed-ended survey questionnaire - printed materials
○ 10 statements that determine the extent of students' utilization of multimedia tools
○ 15 statements perceived academic performance in terms of written works,
performance tasks, and quarterly assessment
➢ 5-point Likert-type scale
Data-Gathering Procedure
➢ seek permission from the Schools Division Superintendent to survey public high schools
within the Division of Santa Rosa.
➢ distribute the survey questionnaires to the Grade 9 Technology and Livelihood Education
students.
➢ conduct a short orientation regarding what should and should not be done when responding
to the questions.
 ➢ A data-gathering procedure involves the retrieval and analysis of the data that has been
gathered.
➢ all retrieved data will be transferred to Microsoft Excel for statistical treatment.
➢ results will be collected and analyzed for tallying and tabulation.
➢ the results will be interpreted using appropriate statistical tools.
Statistical Treatment of Data
➢ Statistical tools - Likert Scale | Pearson r.
➢ Slovin’s Formula - Calculate the sample size
➢ Weighted Mean
➢ Statistical analysis - JMP and Microsoft Excel
Ethical Considerations
➢ Voluntary Participation
➢ Informed Consent
➢ Anonymity
➢ Confidentiality
➢ Potential for Harm
➢ Results Communication

Chapter 4
TABLE 4 - Extent of Utilization of Multimedia Tools in Project-based Learning in Technology
and Livelihood Education
The respondents attested that they utilize CapCut, Viva Video, and Adobe Premiere Pro as a tool to
create and edit video outputs for their performance tasks in TLE.
Pahmi et al. (2022) - CapCut serves as a valuable resource, enabling teachers and students to
create engaging and informative videos.

TABLE 5 - How Grade 9 Students Perceive Their Academic Performance (written task)
Respondents recognized that they get improved scores when using online platforms such as Canva
as they prepare for their written tasks.
Al-Khouri et al. (2021) - demonstrate that Canva is a graphic design application that enables
students to easily create various types of creative media online.

TABLE 6 - How Grade 9 Students Perceive Their Academic Performance (performance task)
Respondents recognized that they get improved scores when they use YouTube as a tool to look for
tutorials that could help them in their performance task.
Nasir and Bargstad (2017) - using YouTube for performance tasks led to enhanced scores.

TABLE 7 - How Grade 9 Students Perceive Their Academic Performance (quarterly assessments)
Get improved scores when they are using YouTube as a learning tool when reviewing for quarterly
examinations in TLE.
Alexa (2015) - proved that a significant number of students acknowledged using YouTube for
learning.

CHAPTER 5
Summary of Findings
1. CapCut, Viva Video, and Adobe Premiere Pro - 4.35
VLC Media Player, Windows Media Player, and iMovie - 3.32
2. Perceive their academic performance in (TLE) - 4.06 ‘very Satisfactory’
2.1 written works - 4.00
2.2 performance tasks - 4.32
2.3 quarterly assessments - 3.86
3. Correlation between multimedia utilization and written works - 0.6612 ‘moderately high
correlation’
Conclusions
1. The utilization of multimedia tools in project-based learning in (TLE) has a profound impact on
their perceived academic performance.
2. Students exhibit a notable level of perceived academic performance, suggesting their positive
performance in (TLE), particularly in the areas of Written Works, Performance Tasks, and
Quarterly Assessments.
3. Moderate impact on various aspects of students' academic performance.
Recommendations
1. Curriculum planners should integrate multimedia tools into teacher training programs to
empower educators and learners with the necessary skills and confidence to utilize these
tools effectively in their teaching and learning strategies.
2. School administrators should work to facilitate the access of teachers and students to
multimedia resources to ensure that they have convenient access to them.
2.1 Recommended that teachers integrate multimedia tools, particularly YouTube,
into TLE teaching practices.
3. Multimedia tools enable teachers to create effective lessons by incorporating images, videos,
and audio, while also integrating interactive elements like quizzes and games to enhance
student engagement and improve their academic performance.
3.1 Students should utilize presentation software to craft visually captivating and
compelling presentations.
4. Future researchers are encouraged to broaden the scope of this study by including multiple
grade levels from various schools that utilize multimedia tools.