Chapter 1

Introduction

Background of the Study

The common impression among students is that physics

is hard, intimidating, dull, and boring (Buck et al.,
2007). A hard-stuck, yet distorted notion that the subject
is not interesting nor important has led some students to
the physics just to comply with curriculum requirements
(Schunk,2006). The applications of equations and formulas
in problem solving make the subject even more difficult and
less enjoyable, and perhaps, less relevant to students who
are also having difficulty in mathematics.

Therefore, physics teachers are encouraged to utilize

varied methods of teaching in order to shift students’
performance and negative impression about the subject to an
experience where students are given the opportunities to
really get involved in the learning environment and make
physics a more fun and interesting subject.

The role of technology in teaching and learning

process rapidly becoming one of the most important and
widely discussed issues in contemporary education policy
(Rosen and Well 1995; Thierer, 2000). Most experts in the
field of education agree that, when properly used,
information and communication technology hold a great
promise to improve teaching and learning in addition to
shaping work force opportunities.

While television and film impact only on the audio

visual facilities of users, the computer is capable of
activating the senses of sight, hearing and touch of the
users. Information and Communication technology (ICT) has
the capacity to provide higher interactive potential for
users to develop their individual, intellectual, and
creative ability (Osborne, J., et al., 2003).

Quality science education produces students who

demonstrate understanding of scientific concepts, critical
and creative thinking skills, and love or appreciation for
science. The goals of teacher-education programs dovetail
goals for students. To attain the student goals, motivation
of teachers towards love of students and commitment to
excellence is extremely important (Talisayon, 1997).

In recent years, several science educators have been

trying out various teaching strategies that would improve
students’ conceptual understanding (Posner et al., 1982;
Osborne and Wittrock, 1983; Hewson and Hewson, 1988). Most
of these strategies are based on the Constructivist
perspective of learning which views learners as active
participants in the learning process (Driver, 1986). These
take into account the students’ prior ideas, and the goal
of instruction is to modify or build on these ideas. In
these strategies, students are given the opportunities to
express their ideas to scientific ones. They are also
provided experiences to use correct concepts in arrange of
situations (Driver, 1986).

It is along with this research proposal to be

conducted in the hope of improving the performance of the
students in physics by offering them an alternative
teaching method, which is the Multimedia-Aided Instruction
where students are given clear ideas and instructions of
the lessons.

Statement of the Problem

This study will be conducted to determine the effect

of Multimedia-Aided Instruction to students’ performance in
Physics at Alimodian National Comprehensive High School
during the school year 2017-2018.

Specifically, this study aims to answer the following

questions:
1. What is the students’ performance in selected
topics in Physics before and after using the traditional
method of instruction?
2. Is there a significant difference between students’
performance in the pre-test and post-test using the
traditional method of teaching?
3. What is the students’ performance in Physics before
and after using the Multimedia-Aided Instruction?
4. Is there a significant difference between students’
performance in the pre-test and post-test using the
Multimedia-Aided Instruction?
5. Is there a significant difference between students’
performance in the pre-test and post-test using the
traditional method and Multimedia-Aided Instructions?
6. Is there a significant effect to students’
performance in physics when traditional and Multimedia-
Aided Instruction were used?