MULTIMEDIA WITH DIGITAL PRESENTATION IN

FOREIGN LANGUAGE: ITS IMPLICATION

TO USEFUL LEARNING

A THESIS

Presented to the Faculty of

College of Arts, Science, and Engineering

BESTLINK COLLEGE OF THE PHILIPPINES

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Psychology

Welchie R. Azucena

Divina F. Dela Rosa

Joan Maro M. Galang

Geraldine C. Loreto

Darlyn Joy Q. Pastera

2023
 APPROVAL SHEET

This Thesis Study entitled MULTIMEDIA WITH DIGITAL PRESENTATION IN FOREIGN

LANGUAGE: IT’S IMPLICATION TO USEFUL LEARNING submitted by AZUCENA,
WELCHIE R., DELA ROSA, DIVINA F., GALANG JOAN MARO M., LORETO, GERALDINE
C., PASTERA, DARLYN JOY Q. in partial fulfillment of the requirements for the degree
BACHELOR OF SCIENCE IN PSYCHOLOGY has been examined and recommended for
Oral Examination.

GINALYN T. GASPAN, RPM

Research Adviser

THESIS REVIEW PANEL

Approved by the Committee on Oral Examination with the grade of _______.

DINDO A. DANGANAN, MAP CHRISTOPHER VIDAL, RGC RPM

Member Member

JOLLY A . MIGUEL ED. D.

Chairperson

Accepted and approved in partial fulfilment of the requirements for the degree of
Bachelor of Science in Psychology

DR. CHARLIE I. CARIÑ O

Dean/VPAA

Date of Final Defense: April 1, 2023

 ACKNOWLEDGEMENT

The researchers would like to express their heartfelt thanks and

gratitude to the following persons who, in one way or another, has

contributed much, and extended willingness and support needed to make

this research possible:

Dr. Maria M. Vicente, President/CEO of Bestlink College of the

Philippines, for her generosity and kind heart in establishing this institution

and giving opportunities to those less fortunate students to continue their

studies and pursue their dreams;

Ms. Edith M. Vicente, Execute Vice President, for providing the

needed information to complete this research;

Dr. Charlie I. Cariño, Vice President for Academic Affairs, for his

support and encouragement to make this thesis writing possible;

Engr. Diosdado T. Lleno, BSEEng Vice President for Administration and

Finance, for the permission granted to the researchers in conducting the study.

Dr. Jolly A. Miguel, Program Head of Bachelor of Science in

Psychology for her critical appraisal and highly valuable suggestions that

have aided in the process of this research;

 Ms. Maria Regina V. Baluyut, Librarian, Engineering and

Psychology, Research Coordinator, for her good heart in extending her

help needed by the researchers.

Ms.Ginalyn T. Gaspan, Rpm thesis adviser, for her patient

supervision in guiding the researchers in preparation of this manuscript;

Panelists, Dindo A. Danganan, MAP, Christopher Vidal, RGC,

Rpm who extended their efforts and time tobe able to constructively this

thesis and share their knowledge with them to deepen and widen their

needed information; and

Respondents, who cooperated and spent time in answering

questionnaires, and made it possible to accomplished this research;

Families and Friends, for all the financial and moral support that

have enabled the researchers to triumph all the challenges, especially

during the lowest time that served as their inspiration to complete this

study;

Above all, to the Almighty God, for the strength and knowledge that

were used for the accomplishment of this research journey.

 DEDICATION

The researchers would like to dedicate this study to the following person,

who is one way or another had helped and supported us:

Parents, the one who provided the resuorces that are needed in the

making of this study. Professors, who gave their advices that

made this research possible through guiding the

researcher to complete this study. Friends and

classmates, who accompanied us in times

of struggles and hardships while doing

this research. School, we dedicated

this research to our dear school

BESTLINK COLLEGE OF THE

PHILIPPINES. Lastly, we

dedicated this research to

the the future generations,

of researchers, students

and teachers.
 ABSTRACT

Title: Multimedia with Digital Presentation in Foreign Language: Its

Implication to Useful Learning

Researchers: Azucena, Welchie R., Dela Rosa, Divina F., Galng, Joan

Maro M., Loreto, Geraldine C., Pastera, Darlyn Joy Q.

School: Bestlink College of the Philippines

Year: 2023

The study entitled “Multimedia with Digital Presentation in Foreign

Language; Its Implication to Useful Learning” aims to measure how

effective and useful when using the multimedia in learning foreign language

for the students to acquire the skills needed in order to improve their

academic performance as stated in the introduction. The researchers

included when using multimedia in foreign language its purpose, role and

benefits of the 21st century learning before introducing the multimedia

which is the main focus of the study. The researchers find it appropriate to

utilize the descriptive method in line with the concern research of Digital

Presentation with Multimedia in Foreign language Its Implication to Useful

Learning. The findings of the data shows that video presentation has the
highest value of mean in the descriptive scale to which is the most useful

compared to the other types of multimedia in learning foreign language.

The researchers discovered that respondents find multimedia to be

extremely useful in learning a foreign language, particularly in terms of

expanding and developing their vocabulary.

MULTIMEDIA WITH DIGITAL PRESENTATION IN

FOREIGN LANGUAGE: ITS IMPLICATION TO USEFUL
LEARNING

Introduction

Education is continually changing, and the new technological

advancement can affect many ventures particularly in advancing the

teaching methodologies. The Philippines considered as a home to many

immigrants which is reflected in its wide variety of Foreign Languages.

Foreign language study enhances one’s opportunities in government,

business, medicine, law, technology, military, industry, and marketing.

Foreign language provides a competitive edge in career choices one can

communicate in a second language. There are many practical reasons why

students can benefit from learning another language. Employment is

increasingly global in nature, and those who speak more than one

language may have greater opportunities than those who do not. In order

to acquire the necessary skills in learning foreign language the use of

technology can be one of the strategies to make the teaching and learning

in foreign language easier.

With the rapid growth and availability of technology, language is

incorporating different additional aids to learn the language with the help of

Multimedia to make their task easier and dynamic. According to Webster

Dictionary, Multimedia is defined as training or educational materials

directed at both the senses of hearing and the sense of sight, films,

recordings, photograph, and GIF. that use in classroom instruction.

Multimedia is one of the most common needs in our education program

which is used in classroom to encourage learning and making a process to

make it easier and interesting. Multimedia is the best device for making an

effective way of learning process and the best tool of dissemination of

knowledge to one classroom. The goal of Multimedia is to enhance

strategies and to help students understand the lesson easily. Multimedia is

no doubt reflects that technical device have greater impact and dynamic

informative system. It is easy to analyze and to understand the topic.

 In this study, the researcher aims to know the Usefulness of using

Multimedia in learning Foreign Language. This study is titled “Multimedia

with Digital Presentation in Foreign Language: Its Implication to Useful

Learning”.

Statement of the Problem

This study aims to know the usefulness of Multimedia in learning

foreign language of Second year Hospitality Management students.

Specifically, this study seeks answers to these questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Sex

1.2 Age

2. What are the types of Multimedia used in Foreign Language by the

respondents?

2.1 Textbooks

2.2 Audio Files

 2.3 Video Presentation

2.4 Photographs

2.5 GIF

3. What is the level of usefulness using the multimedia to the

respondents, in terms of:

3.1 Memorizing the lesson easily

3.2 Improve learning efficiency

3.3 Widens student knowledge

3.4 Enhancing students hearing and Vocal skills

3.5 Vocabulary Improvements

4. What is the significant difference between the respondents who

used the Multimedia and without using the Multimedia in learning

the foreign language?

5. How can the results be utilized in crafting an action plan for

Multimedia with Digital Presentation in Foreign Language: Its

Implication to Useful Learning?

Methodology

The researcher finds it appropriate to utilize the Descriptive Method

in-line with the concern of this research Usefulness of Multimedia in

Foreign Language: The Implication to Useful Learning.

According to the study of De Belen (2017), descriptive method is a

method of research that seeks and explains something out there such as

status, condition or experience of a subject. Its focus is on testing or

conforming a hypothesis rather than estimation because it basically aims

to describe “what is” (not determine what is). It does a method to obtain

information concerning the current status of the phenomena to explain that

exists, thus basically answering “who, what, why and how” about the

subject of the study, whether pertaining to the variables or specific

conditions.

The study made use of the following steps to determine the

Usefulness of using Multimedia in Learning Foreign Language:

Frequency and Percentage Distribution -A percentage is another way of

expressing a proportion. Percent simply means “per hundred” and the

symbol used to express percentage is %. %=f/n x 100

Mean Range - Also known as the average. The mean is found by adding

up all of the given data and dividing by the number of data entries.

ANOVA. This statistical was used in order to identify if there is a significant

difference between the respondents who used the multimedia and without

using the multimedia aid in learning the foreign language

Degree of Significance. This statistical tool was used in order to test the

hypothesis.

Summary of Findings

This chapter provides the discussion and results establish by the

researcher. It provides the analysis and interpretation of the data about the

Usefulness of Multimedia in learning Foreign Language.

1. Demographic Profile of Respondents

Table 1: Sex Profile of the Respondents

SEX Frequency Percentage RANK

Male 23 38% 2

Female 37 62% 1

TOTAL 60 100%

The table above shows that out of the sixty respondents, twenty

three are male and thirty seven are female. Also, the male has a thirty-eight

percent relative frequency while female has sixty-two percent relative

frequency. According to (Bećirović, 2017), female students are more

successful at learning English as a foreign language than male students at

each grade level.

 Table 2: Age Profile of the Respondents

AGE Frequency Percentage RANK

18 – 19 4 7% 4

20 – 21 31 52% 1

22 – 23 17 28% 2

24 and above 8 13% 3

Total 60 100%

The table above shows that age bracket twenty to twenty-one has

the bigger respondents of thirty-one with a fifty-two percent relative

frequency, followed by age bracket twenty-two to twenty-three of

seventeen respondents with a twenty-eight percent relative frequency and

the age bracket eighteen to nineteen has the smaller respondents of four

with a relative frequency of seven percent. The table explains that most of

the students who are learning foreign language ranges from twenty to

twenty one years old.

2. Types of Multimedia used in Learning Foreign Language

Table 3: Types of Multimedia Used in Learning Foreign Language.

Indicators Mean Verbal Interpretation Rank

Text Materials 3.45 Very Useful 4

Audio Files 3.48 Very Useful 3

Video Presentation 3.75 Very Useful 1

Photographs and other still 3.67 Very Useful 2

images

GIF's and other forms of 3.05 Useful 5

animation

TOTAL 3.48 Very Useful

Legends:
Rating Mean Scale Verbal Interpretation
4 4.00-3.25 Very Useful
3 3.24-2.50 Useful
2 2.49-1.75 Slightly Useful
1 1.00-1.74 Not Useful

The table above shows that Video Presentation has the highest

value of item mean of 3.75 which means “very useful” in the descriptive

scale while GIF’s and other forms of animation has the lowest value of item

mean of 3.05 which means “Useful” in the descriptive scale. The result also

shows an over-all weighted mean of 3.48 which means “Very Useful” in the

descriptive scale.
 According to (Philippov, 2017), video is a powerful tool in today’s

classroom. It provides strong context through which to learn English.

Meaning brings the outside world into the classroom and gives learning

“reality”. Video also provides all the paralinguistic features of language that

only audio can’t.

Table 4: Level of Usefulness using the Multimedia to the

Respondents.

Indicators Mean Verbal Interpretation Rank

Memorizing the lesson easily. 3.47 Very Useful 5

Improves learning efficiency 3.50 Very Useful 4

Widens student knowledge 3.55 Very Useful 3

Enhancing students hearing

3.57 Very Useful 2
and vocal skills

Vocabulary Improvements 3.65 Very Useful 1

TOTAL 4.61 Very Useful

The table above shows that VOCABULARY IMPROVEMENTS has

the highest value of item mean of 3.65 which means “very useful” in the
descriptive scale while MEMORIZING THE LESSON has the lowest value

of item mean of 3.47 which means “very useful” in the descriptive scale.

The result also shows an over-all weighted mean of 4.61 which means

“very useful” in the descriptive scale. According to (Wang, 2021), the

advances in computer technology have presented ample opportunities for

teachers and researchers for making use of it in the field of language

learning and teaching. Due to the advantages of multimedia, such as

accessibility, integration of different media, and efficiency, some foreign

language teachers, and researchers strive to develop several multimedia

strategies to improve students' vocabulary learning and reading

comprehension.

H0: There is no significant difference between respondents who used

multimedia and without using multimedia in learning foreign language
 TABLE OF CONTENTS

APPROVAL SHEET I

ACKNOWLEDGEMENT II

DEDICATION III

ABSTRACT IV

I. CHAPTER 1

Introduction 1

Statement of the Problem 3

Scope and Limitation 4

Hypothesis 4

Significance of the study 5

Definition of terms 8

Conceptual Framework 9

Theoretical Framework 11

Foreign Literature 15

Foreign Studies 18

Local Literature 20

Local Studies 20
 II. RESEARCH METHODOLOGY

Research Design 23

Sampling Technique 24

Respondents of the Study 24

Research Instruments 25

Statistical treatment of data 25

III. RESULT AND DISCUSSION

Table 1 28

Table 2 29

Table 3 30

Table 4 31

Table 5 32

Table 6 35

IV. SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings 36

Conclusions 37

Recommendations 40
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the nature and background of the study. The

paper respectively presents the Introduction, Statement of the problem,

Significance of the study, Scope and delimitation, The definition of technical

terms used in the paper is also elaborated to understand the study fully

better and clearly and The Review of Related Literature.

INTRODUCTION

Education is continually changing, and the new technological

advancement can affect many ventures particularly in advancing the

teaching methodologies. The Philippines considered as a home to many

immigrants which is reflected in its wide variety of Foreign Languages.

Foreign language study enhances one’s opportunities in government,

business, medicine, law, technology, military, industry, and marketing.

Foreign language provides a competitive edge in career choices one can

communicate in a second language. There are many practical reasons why

students can benefit from learning another language. Employment is

increasingly global in nature, and those who speak more than one

language may have greater opportunities than those who cannot. In order

to acquire the necessary skills in learning foreign language the use of

 2

technology can be one of the strategies to make the teaching and learning

in foreign language easier.

With the rapid growth and availability of technology, language is

incorporating different additional aids to learn the language with the help of

Multimedia to make their task easier and dynamic. According to Webster

Dictionary, Multimedia is defined as training or educational materials

directed at both the senses of hearing and the sense of sight, films,

recordings, photograph, etc. that use in classroom instruction. Multimedia

is one of the most common needs in our education program which is used

in classroom to encourage learning and making a process to make it easier

and interesting.

Multimedia is the best device for making an effective way of learning

process and the best tool of dissemination of knowledge to oneclassroom.

The goal of Multimedia is to enhance strategies and to help students

understand the lesson easily. Multimedia is no doubt reflects that technical

device have greater impact and dynamic informative system. It iseasy to

analyze and to understand the topic. In this study, the researcher aims to

know the Usefulness of using Multimedia in learning Foreign Language.

This study is titled “Multimedia with Digital Presentation in Foreign

Language: The Implication to Useful Learning”.

 3

STATEMENT OF THE PROBLEM

This study aims to know the usefulness of Multimedia in learning

foreign language of Second year Hospitality Management students.

Specifically, this study seeks answers to these questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Sex

1.2 Age

2. What are the types of Multimedia used in Foreign Language by the

respondents?

2.1 Textbooks

2.2 Audio Files

2.3 Video Presentation

2.4 Photographs

2.5 GIF

3. What is the level of usefulness using the multimedia to the respondents,

in terms of:
 4

3.1 Memorizing the lesson easily

3.2 Improve learning efficiency

3.3 Widens student knowledge

3.4 Enhancing students hearing and Vocal skills

3.5 Vocabulary Improvements

4. What is the significant difference between the respondents who used

the Multimedia and without using the Multimedia in learning the foreign

language?

5. How can the results be utilized in crafting an action plan to Multimedia with

digital presentation in Foreign Language: Its Implication to useful learning?

SCOPE AND LIMITATION

This study focused on the performance of the Second-year

college students based on how the professor/instructor teach the subject

by determining the Usefulness of Multimedia in learning process. This

study was conducted at Colegio De Sta. Teresa De Avila. The respondents

of this research are sixty Second Year students from Hospitality

Management. The researchers considered the Second Year College

students because most of them are taking the subject Foreign Language.
 5

HYPOTHESIS

H0: There is no significant difference between respondents who

used multimedia and without using multimedia in learning foreign

language.

SIGNIFICANCE OF THE STUDY

The conclusion of this research study would contribute greatly to the

foreign language competence of the learners. The key results of this studycould

be highly beneficial especially to the following:

Researchers. This can benefit them on how they will be able to learn foreign

language easily through the use of Multimedia.

Professors. It will help them the usefulness of using Multimedia in learning.It also

helps them to enhance their teaching strategies in delivering the lesson.

School Administration. This study would help the school to improve thequality

of the education of the learners under their administration. The improvement of

learner’s performance would be beneficial to the schoolin achieving their goal to be

one of the best performing schools.

Future Researchers . This study would provide references about Multimedia

specifically in Usefulness of Multimedia in learning Foreign Language.

 6

DEFINITION OF TERMS

The following terms will be utilized by the researchers and will be

used either operationally or theoretically to facilitate common

understanding:

Multimedia is a form of communication that combines different

content forms such as text, audio, images, animation, or video into a single

interactive presentation.

Foreign Language is a language not widely spoken and used by the

people of a community, society or nation.

Technology refers to some of techniques, skills, methods, and

processes used in the production of goods or services or in the

accomplishment of objectives,such as scientific investigation.

Methodologies refers to a body of methods, rules, and postulates

employed by discipline. A particular procedure or set of procedures.

Theoretically according to an ideal or assumed set of facts or

principles.
 7

VLS Definition of Virtual Learning System. A generic term used to

describethe class of software design to support a model of online learning.

EFL English Foreign Language learner is a term used in some

English- speaking countries such as US and Canada to describe a person

who is learning the English Language.

Comprehensibility the quality of being easy or possible to

understand.

Cognitive relating to, being or involving conscious, intellectual

activity such as thinking, reasoning, or remembering

Interventions the act of interfering with the outcome or course

especially of a condition or process as to prevent harm or improve

functioning.

Implication a logical relation between two propositions that fails to

hold only if the first is true and the second is false.

 8

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Figure 1

 The  Analyzing data  Guidelines for

demographic from Google Students and
profile of the form.
respondents in Teachers
terms of:
1.1 Age  Gaining
1.2 Sex information
about
Multimedia
 Types of with Digital
Multimedia Presentation
used in Foreign in Foreign
Language by
the Language to
respondesnts. 2nd year
Hospitality
Management
students in
 The level of
usefulnes using Colegio De
the multimedia Sta.Teresa De
to the Avila .
respondents.

THEORETICAL FRAMEWORK
 9

The following theories served as a basis for this research study is

Cognitive Theory of Multimedia Learning, According to (Richard Mayer)

who developed the cognitive theory of learning in multimedia settings

stated that instead of using only verbal images using both verbal and visual

have much more positive effects on learning.

Humans can only process a finite amount of information in a channel at

a time, and they make sense of incoming information by actively creating

mental representations. Mayer also discusses the role of three memory

stores: sensory (which receives stimuli and stores it for a very short time),

working (where we actively process information to create mental constructs

(or ‘schema’), and long-term (the repository of all things learned). Mayer’s

cognitive theory of 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; rather, these elements

are selected and organized dynamically to produce logical mental

constructs. Furthermore, Mayer underscores the importance of learning

(based upon the testing of content and demonstrating the successful

transfer of knowledge) when new information is integrated with prior

knowledge.

REVIEW OF RELATED LITERATURE

 10

This chapter presents the review of related literature and studies

which the researchers considered to be significant in the conduct of the

study.

FOREIGN LITERATURE

THE APPLICATION OF DIGITAL TECHNOLOGIES IN TEACHING A

FOREIGN LANGUAGE IN A BELENDED LEARNING ENVIRONMENT

According to Ihnatova, (2021). Reforming the scientific field and

stimulating innovation as crucial sources of sustainable economic growth

is closely linked to the introduction of electronic learning technologies also

distance learning or distance education into the educational process.

Nowadays, the vast number of digital resources provides variety of

usefulness to the learning process and adds a lot to the experience of

learning and teaching.

According to Wazeema, (2017). Using multimedia audio visual

aids in the classroom is not a new concept in Sri Lankan education system.

All higher educational institutions are using these technological tools to

provide and promote high quality education in effective way.

The study found that, advanced technological developments have

 11

opened new potentials to integrate multimedia audio-visual aids in English

language classrooms, though these aids are not being fully utilizedby the

instructors in the classrooms at South Eastern University of Sri Lanka.

There are sources available to teach English Language using multimedia

audio-visual aids, in most of the classes multimedia audio- visual aids are

not utilized for teaching. Still the lectures and instructors are using same

traditional methods to enhance the English language of students manually

by providing study materials. Majority of the students are not interested in

English language learning and they mostly attended the classes for 80

percentage compulsory attendance rather than acquiring language

knowledge to survive in the competitive world. Students admit the

importance of multimedia audio-visual aids for learning English language

as a beneficial tool. 92% of the students report that multimedia audio visual

aids make them active in the English languagelearning classroom. 85% of

the students said that, usage of audio-visual aids encourages learning

English language. 95% of students report that, multimedia audio-visual aids

are used to maintain a high level of interest in English language. All

students report that, using multimedia audio-visual aids provides self-

motivation to learn English language and it highly encourages students’

participation and enrolment. 95% students report that, multimedia audio-

visual aids are helpful for better English language learning. Overall

collected data from the students emphasize that using multimedia audio-
 12

visual aids in learning English language in the classroomis essential and it

is an effective way to enhance them.

Language knowledge. Nearly all the students pointed out that usage

of multimedia audio-visual aids for English language learning is very rare

in South Eastern University of Sri Lanka. The following figure 1 illustrates

the students’ perspective about Usage of multimedia audio-visual aids in

English language learning classroom.

According to Chen and Liu, (2018). Multimedia or digital learning

resources assist learners to get on well with mental representations with

the use of different media elements, which support information processing.

Information, which is made up of content and sometimes learning activities,

are presented with the use of the combination of text, image, video and

audio by digital learning resources. It has been demonstrated, by research

on using multimedia for learning, that there are more positive results

observed in learners who combine picture and words than those who use

words only.

According to Alemdag and Cagiltay, (2018). Multimedia designed

for learning refers to the process of building mental representation from

words and pictures in different contexts. They are designed to assist

learning with tools which can be used in presentations, class room or

 13

laboratory learning, simulations, e-learning, computer games, and virtual

reality, thereby allowing learners to process information both in verbal and

pictorial forms Multimedia designed for learning requires understanding of

some theories such as cognitive theory of multimedia learning, which

postulates three assumptions that describe how people learn from

instructional multimedia materials. These assumptions can be phrased as

dual-channel, limited capacity, and active processing.

According to Kostolanský, (2019). Using multimedia in online

courses has been shown to have a positive impact on education and

increase student engagement and learning found, for example, that mini-

videos and screen-casting that make instructors more visible had

pedagogical benefits, and video-based instructor introductions can help

form relationships with instructors, resulting in more positive course

evaluations.

FOREIGN STUDIES
 14

THE POSITIVE EFFECTS OF INTEGRATING ICT IN FOREIGN

LANGUAGE TEACHING AND LEARNING

According to Isisag, (2017). The knowledge and skills acquired

make learning possible continuously throughout the lifetime. Information

and Communication Technologies (ICT) as well as newer digital

technologies such as computers and internet are more powerful tools for

educational change and reform. They can best be harnessed to improve

the efficiency and effectiveness of education at all levels and in both formal

and non-formal settings as it enables access to information exponentially.

The process of learning a second language may be structured in different

ways – in a classroom or at home, with or without a teacher, emphasizing

or minimizing grammar, gradually exposing the student to native speakers

or prompt immersion.

According to Arnett, (2019). This study attempted to evaluate the

effectiveness of an animated cognitive linguistic approach that aims to

make the meaning of grammar more transparent by drawing on situations

and experiences from everyday life which students can better relate. In this

context, the use of multimedia animations appears to be a highly valuable

presentation mode that increases the comprehensibility of cognitive

linguistic explanations and facilitates the creation of form- meaning

 15

pairings, since the learner can actively conceptualize the scenesexpressed

by the respective grammar constructions without having to adopt

metalinguistic terms.

According to Biletska, (2021). The use of digital technology to

acquire the skills necessary for further professional activities is essential. It

is also important to use innovative technologies to learn a foreign language

and develop pedagogical skills. In the context of learning a foreign

language, it is worth considering a narrower one digital foreign language

competence. Digital foreign language competence means the ability to

effectively use modern digital technologies in English to solve a wide range

of tasks, from every day to professional (educational), taking into account

the norms of intercultural communication.

According to Ruse, (2019). Many scholars admit that computer-

based learning helps learners acquire different skills as the program

provides them with clear examples for using specific strategies. Computers

have a significant role as an environment for developing both specific and

general language and learning skills. Moreover, they do not just model

skills - computers provide learners with tools not only for practicing but for

knowledge improvement as well.

The modern methodical principles require that the programs should

 16

be focused on the needs and specificities of learners who become the

central figure in the process of software designing. Besides, suitable

strategies have to be worked out to ensure the effective individual learning.

The design of teaching is a process by which the teacher chooses and

determines the best methods in order to teach concrete learners in a

concrete context. The concrete practical task is to promote suitable

specialized educational software. It would be achieved with the

construction of appropriate medium for eliminating the specific educational

difficulties.

According to IIhan, (2019). Previous studies show the use of

multimedia and technology use in education and social studies increase

students‟ academic success. Same studies indicate the use of multimedia

and technology positively affects students‟ attitude, motivation and attention

towards the lesson. In other words, multimedia technique is a much better

instruction way than traditional ways. Additionally, students‟ interest,

motivation and participation increased according to the researcher and

experimental group’s teacher observations.

LOCAL LITERATURE
 17

AN ANALYSIS OF THE EFFECTS OF MULTIMEDIA ON

STUDENT ACHIEVEMENT

According to Rungduin, (2020). Colegio de San Juan de Letran in

the use of multimedia presentation in classroom instruction. In particular,

this research focused on the use of overhead projectors, LCD, and

computers in the presentation of lessons and discussions of teachers in

the collegiate level. The measurement covered the preparation of

materials, implementation, interaction, learning motivation, and learning

outcome. One-way analysis of variance revealed no significant differences

on the perception of the groups of respondents in the use of multimedia in

the classroom.

According to Moreno, (2019). Multimedia teaching the pictures

and words covered are taken to sensory memory through senses. For

instance, pictures are perceived by eyes and words are again perceived by

eyes if these are given in written form and perceived by ears if they are

given through verbal form.. The words and pictures in sensory memory are

transfer to short-term memory to be processed. Short-term memory retains

them for a short period and processed. It has two major com them for a short

period and processed. It has two major components. There is a relationship

between voices and images which is represented with arrows which refers
 18

to the fact that voice can be transformed into a visual image and a visual

image can be transformed into voice (Moreno, 2019).

According to Akinoso, (2019). The effects of the multimedia

teaching is much more positive and desired effects on student attitudes in

contrast to traditional teaching approach based on textbooks. The

multimedia also helps to ease learning, by enabling students to learn at

home which improve student learning skills. Multimedia elements, which

include text, graphic, video, sound and animation, help creation of an

interactive learning environment that can help teacher and students

teaching and learning. It encourages deep reflective thinking.

According Perez, (2019). Learning a language is a complex, time-

intensive task that requires dedication, persistence, and hard work. If

you’re reading this, then you probably already know that. What you might

not know is that there are strategies that can help you study more

effectively, so that you make the most of your time and energy. This

handout first explains some of the key principles that guide effective

language learning, and then describes activities that can help you put these

principles into practice. Use these tools to create a strategic study plan

that helps yourlanguage skills grow.

 19

LOCAL STUDIES

MULTIMEDIA INSTRUTION FOR VOCABULARY LEARNING

According to Celis, coordinating principal of the Department of

Education (DepEd) Castillejos District (2022). In today’s situation, wherein

education is at the highlight of transformation, the Castillejos District is so

grateful and blessed to receive this interactive multimedia audio visual

teaching aid. This will be of great help for both the teachers and learners.

It will surely boost the academic performance of our learners as our

teachers can introduce new topics easily and will make the class more

interesting, dynamic, and effective. Again, thank you so much for these

gifts and we pledge to utilize these for the betterment and progress of the

learners.

According to Jessy, (2019). The experimental study assessed the

relationship between student's academic performances in different levels

of multimedia enrichment. Students with different learning performances

were given instruction in different levels of multimedia enrichment,

including: audio visual, audio aided, printed multicolor and printed plain

instructional materials. Multiple choices and matching item questions were

used to assess their performance in pre and post treatment situations. The
 20

results were compared with student's academic performance in national

examination. Correlation analysis was used to assess the strength and

direction of the linear relationship between performance in different

multimedia enrichment levels and student's potentials. It was revealed that

there was a strong and positive correlation between performance in audio

visual and audio aided and student's academic potentials but there was no

significant correlation between performance in both printed modes and

academic performances.

According to Cabuja, 2019. This study suggests that EFL

teachers should be encouraged to use multimedia in their classrooms.

However, they need to be selective about the videos they decide to use in

their classrooms in order to achieve maximum effectiveness regarding the

improvement of students’ ability to learn and retain any part of the language

they are trying to teach. Therefore, teachers can make full use of the

pedagogical implications of using videos in the classroom. For this

purpose, the teachers who participated in the study unanimously agreed

that they should be trained to effectively use videos in their classes in order

to present the most useful lesson to the students on the target content. It

can be seen that the students and the teachers find it very beneficial in

vocabulary development. The findings of the study indicate that the

integration of multimedia has a powerful effect on the vocabulary

 21

recognition, comprehension and retention of the target vocabulary.

According to Duya , (2018) . Digital natives are said to be fluent

in today’s social technologies. They live in a world where within seconds

they can call up any fact that they want; have instant access to the latest

songs, films and photos with less effort; possess the ability to interact with

friends across the globe within seconds both by typing and talking. They

can get help from experts without even leaving the house. They can easily

create impressive media such as music, movies and images and publish it

for everyone to share and comment on. They are digital natives who do not

know life without the ability to do these things.

CHAPTER II

METHODOLOGIES
 22

This chapter deals with the procedures undertaken to complete

the study. It includes Research Design, Respondents of the Study,

Population and Sampling Technique, Instrument used in the Study, Source

of Data, Data Gathering Procedures, and Statistical tool of the Instrument.

RESEARCH DESIGN

The researcher finds it appropriate to utilize the Descriptive

Methodin-line with the concern of this research Usefulness of Multimedia

inForeign Language: The Implication to Useful Learning. According to the

study of De Belen (2017), descriptive method is a method of research that

seeks and explains something out there such as status, condition or

experience of a subject. Its focus is on testing or conforming a hypothesis

rather than estimation because it basically aims to describe “what is” (not

determine what is). It does a method to obtain information concerning the

current status of the phenomena to explain that exists, thus basically

answering “who, what, why and how” about the subject of the study,

whether pertaining to the variables or specific conditions. The study made

use of the following steps to determine the Usefulness of using Multimedia

in Learning Foreign Language:

SAMPLING TECHNIQUE
 23

The researchers conducted a survey to sixty respondents in Colegio

de Sta. Teresa De Avila. The sixty respondents are second – year students

of Hospitality Management who’s taking up foreign language subject.

RESPONDENTS OF THE STUDY

The respondents of the study are the randomly second year students of

Hospitality Management who’s taking up foreign language subject.

RESEARCH INSTRUMENT

The researcher instrument in this study is Google form which is used

to gather data needed to answer the problem presented in chapter1 which

is related to the study, the Multimedia with Digital Presentation in Foreign

Language: It’s implication to useful Learning.

I. GOOGLE FORM

The use of Google form was the main data collection technique of

this study. The questions gathered to the second year Hospitality

Management students at Colegio De Sta. Teresa de Avila

II. QUESTIONNAIRE

The use of questionnaire was the main data collection technique of this

study. The questions were gathered to the 2 nd Year students of Hospitality

Management at Colegio de Sta. Teresa de Avila. It will be composed of two main

 24

parts which is the Respondents Profile and The usefulness of Multimedia in

Learning Foreign Language.

CONSTRUCTION OF THE INSTRUMENT

The data for the study were collected using Likert Scale and close

ended questionnaire. The survey were created using suitable questions

modified from related studies and individual questions formed by the

researchers. After the Head of Hospitality Department approved the

permission to gather data, the questionnaires were distributed to the 2 nd

Year students of Hospitality Management at Colegio de Sta. Teresa de

Avila.

VALIDATION OF INSTRUMENT

To validate the questionnaire, the researchers conducted a dry run

to a group of respondents who were not part of the sample respondents.

Their response served as the basis for improvement an finalization of the

questionnaire which is to be floated to sixty (60) student respondents

STATISTICAL TREATMENT OF DATA

Frequency and Percentage Distribution - A percentage is another

way of expressing a proportion. Percent simply means “per hundred” and

 25

the symbol used to express percentage is %. %=f/n x 100.

Mean Range- Also known as the average. The mean is found by

adding up all of the given data and dividing by the number of data entries.

ANOVA- This statistical was used in order to identify if there is a

significantdifference between the respondents who used the audio-visual

and withoutusing the audio-visual aid in learning the foreign language

Degree of Significance- This statistical tool was used in order to

test the hypothesis.

1 .Weighted MeanFormula: Wx = EfW

Where: WX = Weighted average mean

Efx = sum of the product of the frequency and the unitF=Frequency of

each weight

N = Number of respondents

1.1 Sex

Legend: Relative Frequency: RF = (f/n) x 100%

Where: f = no. of respondents, n= total respondents

1.2 Level of Usefulness of Using Multimedia to the Respondents Legend:

 26

Weighted mean = ∑wx/n

where: w= weight in the 4-point scale, x = no. of respondents, n = total

respondent

LIKERT 4 - Point Scale

Scale Value Mean range Descriptive scale

4 4.00-3.25 VU - Very Useful

3 3.24-2.50 U - Useful

2 2.40-1.75 SU - Slightly Useful

1 1.74-1.00 NU -Not Useful

CHAPTER 3

RESULTS

This chapter provides the discussion and results establish by the

researcher. It provides the analysis and interpretation of the data about the
 27

Usefulness of Multimedia in learning Foreign Language.

1. Demographic Profile of Respondents

Table 1: Sex Profile of the Respondents

SEX Frequency Percentage RANK

Male 23 38% 2

Female 37 62% 1

TOTAL 60 100%

The table above shows that out of the sixty respondents, twenty

three are male and thirty seven are female. Also, the male has a thirty eight

percent relative frequency while female has sixty two percent relative

frequency. According to (Bećirović, 2017), female students are more

successful at learning English as a foreign language than male students at

each grade level.

Table 2: Age Profile of the Respondents

 28

AGE Frequency Percentage RANK

18 – 19 4 7% 4

20 – 21 31 52% 1

22 – 23 17 28% 2

24 and above 8 13% 3

Total 60 100%

Table 2 shows the age bracket (20 – 21), which has the bigger

respondents of thirty one with a fifty two percent relative frequency,

followed by the age bracket (22 – 23) of seventeen respondents with a

twenty eight percent relative frequency and the age bracket (18 – 19) has

the smaller respondents of four with a relative frequency of seven percent.

The table explains that most of the students who are learning foreign

language ranges from (20 – 21) years old.

2. Types of Multimedia used in Learning Foreign Language

Table 3: Types of Multimedia Used in Learning Foreign Language.

 29

Indicators Mean Verbal Interpretation Rank

Text Materials 3.45 Very Useful 4

Audio Files 3.48 Very Useful 3

Video Presentation 3.75 Very Useful 1

Photographs and other still 3.67 Very Useful 2

images

GIF's and other forms of 3.05 Useful 5

animation

TOTAL 3.48 Very Useful

Legends:
Rating Mean Scale Verbal Interpretation
4 4.00-3.25 Very Useful
3 3.24-2.50 Useful
2 2.49-1.75 Slightly Useful
1 1.00-1.74 Not Useful

The table above shows that Video Presentation has the highest

value of item mean of 3.75 which means “very useful” in the descriptive

scale while GIF’s and other forms of animation has the lowest value of item

mean of 3.05 which means “Useful” in the descriptive scale. The result also

shows an over-all weighted mean of 3.48 which means “Very Useful” in the

descriptive scale.

According to Philippov, (2017), video is a powerful tool in today’s

classroom. It provides strong context through which to learn English.

Meaning brings the outside world into the classroom and gives learning
 30

“reality”. Video also provides all the paralinguistic features of language that

only audio can’t.

Table 4: Level of Usefulness using the Multimedia to the

Respondents.

Indicators Mean Verbal Interpretation Rank

Memorizing the lesson easily. 3.47 Very Useful 5

Improves learning efficiency 3.50 Very Useful 4

Widens student knowledge 3.55 Very Useful 3

Enhancing students hearing

3.57 Very Useful 2
and vocal skills

Vocabulary Improvements 3.65 Very Useful 1

TOTAL 4.61 Very Useful

The table above shows that Vocabulary Improvements has the

highest value of item mean of 3.65 which means “very useful” in the

descriptive scale while Memorizing the lesson has the lowest

value of item mean of 3.47 which means “very useful” in the descriptive

scale. The result also shows an over-all weighted mean of 4.61 which
 31

means “very useful” in the descriptive scale. According to (Wang, 2021),

the advances in computer technology have presented ample opportunities

for teachers and researchers for making use of it in the field of language

learning and teaching. Due to the advantages of multimedia, such as

accessibility, integration of different media, and efficiency, some foreign

language teachers, and researchers strive to develop several multimedia

strategies to improve students' vocabulary learning and reading

comprehension.

4. What is the significant difference between the respondents who used

the Multimedia in learning the foreign language?

Test of Hypothesis

Table 5

Data from Table 2 to be used in the Analysis of Variance (ANOVA)

 32

Indicators Xa Xb Xc Xd Xa² Xb² Xc² Xd²

1. Memorizing the 36 18 4 2 1296 324 16 4
lesson easily.
2. Improves 36 18 6 0 1296 324 36 0
learning efficiency
3. Widens student 38 17 5 0 1444 289 25 0
knowledge
4. Enhancing 41 13 5 1 1681 169 25 1
students hearing
and vocal skills
5. Vocabulary 43 14 2 1 1849 196 4 1
Improvements
Total 194 80 22 4 7566 1302 106 6

H0: There is no significant difference between respondents who used

multimedia and without using multimedia in learning foreign language

Table 6

Summary for the One-Way Analysis of Variance (ANOVA)

 33

Source of Sum of Degree Mean Computed Tabular

variation squares of sum of F Value

freedom squares

Between 4407 3 1469

column 322.15 3.24

Within 73 16 4.56

column

Total 4480 19

Conclusion Since F > TV, reject null hypothesis

Interpretation There is a significant difference between respondents

who used multimedia and without using multimedia in

learning foreign language at 5% level of significance

The researchers deemed the result in terms of the respondent’s

assumption on what are the appropriate Multimedia to use in learning the

Foreign Language. This only shows that respondents have the variety of

personal choices depends on their learning styles. Moreover, the

researchers also identified that learning standards are evident to all quality

assurance checklists and only diversified in terms on how to execute and

implement it.
 34

CHAPTER 4
 35

DISCUSSION

This chapter presents the summary, conclusions, and

recommendations that the researchers have gathered and formulated. It

consists of the research problem and the research findings, the

conclusions drawn from the result; and the recommendations offered for

future researchers as well as the development of the students.

SUMMARY OF FINDINGS

The primary objective of this study is to identify the level of

usefulness of Multimedia in terms of learning foreign language done by the

Second-Year students from hospitality management of Colegio De Sta.

Teresa De Avila. The following specific problems were answered in this

study.

1. Profile of the Respondents

1.1 Sex. A total average of 37 or 62% of the respondents are female. An

average of 23 or 38% students are male.

1.2 Age. A total average of 31 or 52% age bracket 20 – 21 has the biggest

respondents. Age bracket 22 – 23 has an average of 17 or 28% relative

frequency. Only 4 or 7% respondents is at the age bracket 18-19.

 36

Video Presentation is the highest value of mean which is 3.75 than

Photographs and Audio Files which is “Very Useful” in descriptive scale.

While the other types of Multimedia like GIF’s and other forms of animation

has the lowest value of item mean of 3.05 which means “Useful” in

descriptive scale.

The highest mean range 3.65 with a scale value of 4 which means

“Very Useful” in the descriptive scale shows that Vocabulary Improvements

is very useful in terms of Learning Foreign Language using Multimedia.

Memorizing the lesson has the lowest value of item mean of 3.47 which

means “very useful” in the descriptive scale.

The significant difference between the respondents who used

Multimedia and without using Multimedia is only 5%. And there is a

significant difference between using Multimedia and without using the

Multimedia.

CONCLUSION
 37

In line with the mentioned findings, the following conclusions were

drawn:

1. Based on the gathered data most of the respondents who are taking

Foreign Language are female.

2. Based on the gathered data, most of the Second-Year students who are

taking Foreign Language are on the bracket age of 20 – 21.

3. As per data gathered, the use of Video Presentation is more relevant

than the other materials used in learning Foreign Language.

4. Based on the data gathered, all of the data are very useful. Vocabulary

Improvements have the highest range scale value which is the most useful

in terms of learning the Foreign Language using the Multimedia and it helps

students to improve their vocabularies.

5. Based on the gathered data it can be concluded that there is significance

difference between the students who used Multimedia compared to

students without using Multimedia in learning Foreign Language.

Therefore, the researchers conclude that using of Multimedia in learning

Foreign Language helps students most specifically in developing and

widening their vocabulary.

RECOMMENDATION
 38

Based on the findings and conclusions, the following recommendation

are offered:

1. Teachers should implement and utilized the usage of Multimedia in

Learning Foreign Language for the improvement of the quality of

Education. Contribute more learning resources of Using Multimedia in

Learning Foreign language and others may use it to future purposes.

2. Students should engage themselves in the exploration of educational

learning using Multimedia in Foreign Language.

3. School Administrators should support the implementation and the

utilization of Using Multimedia in learning the Foreign Language and

provide seminars to the teachers on how to effectively use the Multimedia.

PROPOSED OUTPUT
 39

Guidelines for Multimedia in Foreign

Language and It’s Implication to Useful Learning

Goal: To improve their Learning of Foreign

Language through the usage of Multimedia

ACTION OBJECTIVE METHOD PEOPLE BUDGET TIME

INVOLVE
Webinar To improve Implement Students Approximately 9am
the students webinar to and 1,500-2,000 to
learning of inform the Teachers 11am
Foreign students
Language about the
usage of
Foreign
Language
through
Multimedia

APPENDICES A
 40

Letter Requesting to Gather Data

BESTLINK COLLEGE OF THE PHILIPPINES
1071 Brgy. Kaligayahan Quirino Highway ,
Novaliches, Quezon City
COLLEGE OF PSYCHOLOGY

March 1, 2023

NANDY M. GAYA, MBA, CHP

Dean, SHTM
Colegio de Sta. Teresa de Avila
6 Kingfisher Cor. Skylark St., Zabarte Subdivision
Novaliches , Quezon City

Dear Ma’am/ Sir,

Greetings of peace!

In the line with the requirements for our research, we may we request
your approval to conduct a survey among the Second Year Students
of Colegio de Sta.Teresa de Avila in the present semester,
Academic Year 2022-2023.

The study is titled, “Multimedia with Digital Presentation in

Foreign Language; Its Implication to Useful Learning.”

The researchers shall approach the students through online. The

questionnaire will be facilitated through Google form. We are hoping
your favorable response regarding of this request.

Thank you very much and God Bless.

Very truly yours,

 41

Azucena, Welchie R.
Dela Rosa, Divina F.
Galang, Joan Maro M.
Loreto, Geraldine C.
Pastera, Darlyn Joy Q.

Recommending Approval:

JOLLY A. MIGUEL, Ed. D GINALYN T. GASPAN, RPm

Head,Psycholgy Department Research Adviser

APPENDICES B
 42

LETTER TO RESPONDENTS

March 1, 2023

Dear Respondents,

Greetings!

We, the 4th year Students taking up Bachelor of Science Major in Psychology
from Bestlink College of the Philippines, are presently conducting a study titled,
"Multimedia with Digital Presentation in Foreign Language: Its implication
to Useful learning".

In this regard, we are requesting for your cooperation to answer our

questionnaires that are important and helpful for the completion of our study.

Rest assured that all information that we will gather will be treated with outmost
confidentiality and it will be used for academic purposes only.

We are hoping that this request would merit your positive response. Again, thank
you for accepting our concern. May God Bless You!

Respectfully yours,

Azucena, Welchie R.
Dela Rosa, Divina F.
Galang, Joan Maro M.
Loreto, Geraldine C.
Pastera, Darlyn Joy Q.

Noted by:

Recommending Approval:

GINALYN T. GASPAN ,RPm. NANDY M. GAYA, MBA,CHP

Research Adviser Dean, SHTM

APPENDICES C
 43

SURVEY QUESTIONNAIRE
MULTIMEDIA WITH DIGITAL PRESENTATION IN FOREIGN
LANGUAGE: IT’S IMPLICATION TO USEFUL LEARNING

I. Demographic Profile:
Instructions: Please put a check (/) mark inside the box that
corresponds your answer.

Sex: Female Male

Age: 18 - 19
20-21
22 - 23

Other, please specify _____________

II. Level of Usefulness of Using Multimedia in Learning Foreign

Language

Instructions: Please put check () and indicate in the box the number
that corresponds to your answer by using the following code:
RUBRICS
Very Useful Useful Slightly Not Useful
(4) (3) Useful (1)
(2)

The The The The

CONTENT Multimedia is Multimedia Multimedia Multimedia is
useable, is useful in useful but not not useful at
appropriate learning that accurate all.
and relevant foreign and
to use as a language. appropriate to
tool in use as a tool
learning in learning
foreign foreign
language. language.

4 – Very Useful 3 – Useful 2 – Slightly Useful 1 – Not Useful

 44

1. Types of Multimedia used in learning Foreign language by the

Respondents.

4 3 2 1

a. Text Materials
(Handouts, books, printed materials, etc.)

b. Audio Files
(Recorded sounds, Musical background)

c. Video Presentation

d. Photographs and other still images

(Images, historical paintings)
e. GIF’s and other forms of animation

2. Multimedia is useful in Learning Foreign Language in terms of:

4 3 2 1

a. Memorizing the lesson easily.

b. Improves learning efficiency

c. student knowledge

d. Enhancing students hearing and vocal skills

e. Vocabulary Improvements

Feedback _________________
 45

APPENDICES D
 46

AZUCENA, WELCHIE R.

Ph.10 b Pkg. 6 Blk 86 Lot 6. Bagong Silang Caloocan City

Azucenawelch05@gmail.com

OBJECTIVE:
.
 I am looking for a good on the job training where I could practice
my skills and to learn more. I also want to develop my personality
as a career person.
EDUCATIONAL ATTAINMENT:
Primary

School: KALAYAAN ELEMENTARY SCHOOL (2007-2012)

Secondary

School: KALAYAAN NATIONA HIGH SCHOOL (2013-2016)

Tertiary

School: BESTLINK COLLEGE OF THE PHILIPPINES (2019-2023)

SPECIAL SKILLS:

 Computer literate (MS word and MS power point)

 Good communication skills

PERSONAL INFORMATION:

Age: 22 years old Nickname : Wel

Birth date: July 5 2000 Weight: 43
Religion: Catholic Height: 5’0
Father’s name: Wilfredo R. Azucena Civil Status: Single
Mother’s name: Rache R. Azucena
 47

CHARACTER REFERENCE

Wilson O. Lim ( Customer Service Representative )

Contact number: 09382495358

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

Welchie R. Azucena

APPLICANT NAME
 48

DELA ROSA, DIVINA F.

Blk 44 Lot 2 Heliconia St. Harmony Hills 2 Loma de Gato, Marilao

Bulacan

delarosadivinaf@gmail.com

OBJECTIVE:
.
 My goal is to become associated with a company where I can utilize my
skills and gain further experience while enhancing the company’s
productivity and reputation.
EDUCATIONAL ATTAINMENT:
Primary

School: FSS PATULO ELEMENTARY SCHOOL

Secondary

School: ST. JOSEPH COLLEGE OF NOVALICHES, INC.

Tertiary

School: BESTLINK COLLEGE OF THE PHILIPPINES

SPECIAL SKILLS:

 Computer literate (MS word and MS power point)

 Good communication skills

PERSONAL INFORMATION:

Age: 22 years old Sex: Female

Birth date: January 1, 2000 Weight: 65
Religion: Christian Height: 5’0
Father’s name: Dindo A. Dela Rosa Civil Status: Single
Mother’s name: Valentina F. Dela Rosa
 49

CHARACTER REFERENCE

Engelyn V. Duran ( Customer Service Representative )

Contact number: 09207820695

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

Divina F. Dela Rosa

APPLICANT NAME
 50

GALANG, JOAN MARO M.

Ph.5 Pkg. 5 Blk 13 Lot 31. Bagong Silang Caloocan City

galangmaru98@gmail.com

OBJECTIVE:
.
 To obtain position that will enable me to use my strong
organizational skills, educational background and ability to work
well with people.
EDUCATIONAL ATTAINMENT:
Primary

School: SILANGANAN ELEMENTARY SCHOOL

Secondary

School: BAGONG SILANG HIGH SCHOOL

Tertiary

School: BESTLINK COLLEGE OF THE PHILIPPINES

SPECIAL SKILLS:

 Self-motivated , Communicate clearly with co-workers and management

 Good communication skills

PERSONAL INFORMATION:

Age: 24 years old Nickname : Maymay

Birth date: October 23, 1998 Weight: 78

Religion: Catholic Height: 152 cm

Civil Status: Single Mother’s name: Marites Mahinay
 51

CHARACTER REFERENCE

Dianne Dela Rosa ( Secondary Teacher )

Contact number: 09397971105

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

Joan Maro M. Galang

APPLICANT NAME
 52

LORETO, GERALDINE C.

#92 Emilio Aguinaldo St. Veterans Village Pasong Tamo,

Quezon City

Geraldinetomlinson99@gmail.com

OBJECTIVE:
.
 To establish career in the fields of Psychology, Applied Social Sciences
and Social Studies and Humanities where I can demonstrate the learning
outcomes.
EDUCATIONAL ATTAINMENT:
Primary

School: HOLY SPIRIT ELEMENTARY SCHOOL (2004-2012)

Secondary

School: JUDGE FELICIANO BELMONTE,JUNIOR HIGH SCHOOL ( 2012-2016)

Tertiary

School: BESTLINK COLLEGE OF THE PHILIPPINES (2017-2023)

SPECIAL SKILLS:

 Singing
 Human Behavior Analysis

PERSONAL INFORMATION:

Age: 22 years old Sex: Female

Birth date: October 10, 1999 Weight: 43
Religion: Chistian Height: 5’3
Father’s name: Genaro O. Loreto Jr. Civil Status: Single
Mother’s name: Pelagia Carmen C. Loreto
 53

CHARACTER REFERENCE

Pauline A. Munoz ( Marketing Manager,Everlasting Sew-N-Warehouse )

Contact number: 09178807676

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

Geraldine C. Loreto

APPLICANT NAME
 54

PASTERA, DARLYN JOY Q.

Blk 4 Bldg 12 Unit 112 Disiplina Village Bignay, Valenzuela City

darlynjoypastera@gmail.com

OBJECTIVE:
.
 My goal is to become associated with a company where I can utilize my
skills and gain further experience while enhancing the company’s
productivity and reputation.
EDUCATIONAL ATTAINMENT:
Primary

School: CANUMAY WEST ELEMENTARY SCHOOL

Secondary

School: CANUMAY WEST NATIONAL HIGH SCHOOL

Tertiary

School: BESTLINK COLLEGE OF THE PHILIPPINES

SPECIAL SKILLS:

 Computer literate (MS word and MS power point)

 Good communication skills

PERSONAL INFORMATION:

Age: 22 years old Sex: Female

Birth date: August 25, 2000 Weight: 58
Religion: Catholic Height: 5’4
Father’s name: Andres Pastera Civil Status: Single
Mother’s name: Ma. Liza Pastera
 55

CHARACTER REFERENCE

Engelyn V. Duran ( Customer Service Representative )

Contact number: 09207820695

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

Darlyn Joy Q. Pastera

APPLICANT NAME
 56

PROPOSE OUTPUT

Guidelines for Students and Teachers in Learning Foreign Language

Goal: To enhance the Learning of Foreign Language using Digital

Presentation

OBJECTIVE METHODS PERSON’SINVOLVE

To test if the student  Implement the

are learning through usage of Quiziz

the usage of to test if Digital Teacher

multimedia, and to Presentation

know if the multimedia helps them in

is effective for the learning

learning of students. Foreign

Language.

Improve their  Implement the Students

Learning in Foreign usage of

Language multimedia to

the students,

for them to

learn more.
57
58