JOURNAL ARTICLE CANVASS

TITLE: Effects of multimedia instructional material on students' learning and their perceptions of the instruction
KEYWORDS Multimedia instructional material, students learning
ARTICLE OUTLINE INTRODUCTION RESEARCH PROBLEM/S HYPOTHESIS/ES RELEVANT THEORIES/CONCEPTS
-Challenges and Context -Research Objectives H1: Students who use new multimedia Educators continuously seek innovative ways to
Abstract Instructors in higher -Unique Value Propositions material (DVD) (experimental group) will present quality instruction for a
CHAPTER I education are under The researcher of this study attain higher gain scores between pretest number of reasons, including to: (a) increase
pressure to provide more developed new multimedia
INSTRUCTION and posttest than students who do not their service for student’s learning, (b) fulfill
effective and efficient material for students enrolled in
Purpose of the Study learning environments and the Quantity Food Production and have access to the new multimedia their institution’s mission by integrating
Limitations educational experiences Service Management Experience material (control group). institution’s core concepts into each curricular,
Justification of the Study to their students. In course, to provide them with H2: Students in the experimental group and
Definition of Terms colleges and universities, additional instructional material to will attain higher table and beverage (c) address students’ demographic needs (Morse,
CHAPTER II. teaching serves as an facilitate the review process when servers’ performance grades in the 2003). Nicastro (1989, as cited in Feinstein
important vehicle for they performed their upcoming
LITERATURE REVIEW Quantity Food Production course than et al., 2005b) noted that there was a current
achieving institutional hands-on experiences as table
Introduction and beverage servers. The students in the control group. trend toward more active involvement by
goals of enhancing
Use of Technology- students’ knowledge and purpose of this study was to H3: Students who use new multimedia students in their own education. The author also
based Instruction learning and engaging examine the effects of the newly- material (DVD) (experimental group) will pointed out that many educators thought
Effects of Technology- them in the learning developed multimedia have more positive perceptions of the that instructor-led lectures were not effective
based Instructional community to prepare for instructional material presented instruction than students who do not have methods of instruction. Other instructional
Methods on Students’ future citizen. Therefore, on Digital Video Disk (DVD) on
access to the new multimedia material methods such as case studies, student-led
educators always are students’ learning and their
Learning Effects of perceptions of the instruction. (control group). discussions, and Web-based modules allow
looking for ways to make
Technology-based their educational initiatives These effects were measured by students to learn at their own pace and have
Instructional Methods more effective (Hsu, comparing control group and been incorporated into classrooms to enhance
on Students’ Perceptions 1999). The learning experimental group students. The students’ learning (Hsu & Wolfe, 2003).
Hypotheses of the Study experience in higher control group was represented by
education has shifted students who received only
paradigms from an traditional format of instruction
CHAPTER III.
instructor-focused and did not use DVD for their
METHODOLOGY approach to learner- learning, while the experimental
Study Design 15 centered pedagogical group was represented by
Sample methods (Hsu & Wolfe, students who used DVD and
Measurement 2003). received traditional instruction.
Instruments
Instructional Material
Content
Data Collection and
Analysis

CHAPTER IV. RESULTS REFERENCES MATERIALS AND METHODS RESULTS AND DISCUSSION CONCLUSIONS
AND DISCUSSION Bartlett, R. M., & Results of testing hypothesis two showed that the new Results of hypotheses tests
Strough, J. (2003). study samples, measurement instructional DVD had no effect on student performance in have shown that students
Results Demographic
Multimedia versus instruments, new instructional table and beverage server positions when comparing may have improved their
characteristics
traditional course material, data collection and its students’ performance grades of the control and experimental learning outcomes of table
Data analysis instruction in statistical treatment. groups. DVD did not significantly affect students’ Tearoom and beverage service on a
Test scores introductory social
Students’ performance service performance when comparing the control and cognitive test according to
psychology. Teaching of quasi-experimental design; experimental groups. computed gain scores but
grades Psychology, 30, 335-
Students’ perceptions of they may not have performed
338. Buzzell, P. R.,
the instruction procedures correctly when
Chamberlain, V. M., &
Responses about the Pintauro, S. J. (2002). applying service skills in a real
new instructional DVD setting, as demonstrated by
Discussion The effectiveness of performance grades.
CHAPTER V. Webbased, multimedia Especially in the table server
CONCLUSIONS AND tutorials for teaching position, there is an
RECOMMENDATIONS methods of human body emotional aspect of serving
Conclusions composition analysis. customers that may generate
Limitations and Advances in Psychology a pressure situation for the
Education, 26(1), 21-29. students and can make
Recommendations for
Chang, C. (1996). students forget service
Future Research
procedures. Therefore, the
The impact of different new instructional Tearoom
forms of multimedia CAI Service Procedure DVD seems
on students’ science to have more effect on
achievement.
acquiring cognitive
Innovations in
knowledge than dealing with
Education and Teaching
psychomotor skills.
International, 39, 280- RECOMMENDATIONS
288. Additional statistical analysis
is suggested to: • relate to
demographic data using
students’ educational and
work backgrounds to identify
relationships with students’
test scores and students’
performance grades; •
conduct factor analysis and
Cronbach’s reliability to
identify all test items’
structure dimension; and 39 •
covary out the pretest scores
by using an ANCOVA model
or by estimating a repeated
measures ANOVA model,
with the two-group
comparison as the between