CRE-

ATE GROUP 1
(EDUC 30203) METHODS OF RESEARCH - RESEARCH 1
DR. ERIST A. CAPUL
 FUTURE AGENDAS
RESEARCH FUND
• ₱50.00
• EVERY MEETING
• STARTING ON JANUARY 9
• TREASURER: CANAPI, Mark Kenneth A.

RESEARCH ADVISER, STATISTICIAN & GRAMMARIAN

NAME PRICE
Adviser Laira B. Matulina; Marjorie T. Monderin
Statistician Ms. Elyn Hazel B. Hernandez, MAEd - Math ₱ 1 500.00 (Whole Paper)
Grammarian Ms. Clara Mae E. Nava, MAEd - English ₱ 1 000.00 (Whole Paper)
 STATEMENT OF THE PROBLEM
POSSIBLE QUESTION 4: What are your study’s limitations?

• Our study is about re-applying technology education for project based e-learning among specific ICT students which will
serve as the basis for educational intervention. The researchers will utilize platforms such as CANVA as their experimental
group and Microsoft PowerPoint as their control group.
• Canva for Education serves as every teacher’s integrated service for creating learning materials for their classes and
collaborating in the classroom (Abad, 2022).
• Teachers appear to have struggled with implementing project-based e-learning in a collaborative and stimulating approach,
which leads to a study of educational intervention with the recognition of Canva as a Web 2.0 platform. This insight leads the
researchers to investigate how to advance the digital tools that have taken over and raged in the development of the
educational intervention, which includes a paradigm shift in technology tools that persists over time (Castillo, 2021).
 STATEMENT OF THE PROBLEM
POSSIBLE QUESTION 2: WHAT’S YOUR MOTIVATION FOR THIS STUDY?

• Our motivation for this study is to generate an educational intervention using digital tools for project-based e-learning among
ICT students.

• The researcher’s motivation is to find a better multimedia tool to be utilized when conducting a project-based e-learning
among ICT students. This concept comes with the use of two different tools to be measured (Canva & PowerPoint) during
the process of data collection.

• One of our motives is to have a creative, collaborative and meaningful learning through creating project-based output from
the multimedia platform that are being utilized as the control and experimental group.

• With the recent advancements in the field of educational technology which have renewed interest in teaching approaches
such as method and strategy, with several studies revealing that students struggle to apply some platforms as digital
educational tools.
 STATEMENT OF THE PROBLEM
POSSIBLE QUESTION 3: WHAT IS THE SIGNIFICANCE OF THE STUDY?

• This research will guide the CURRICULUM PLANNERS to create, enhance, and develop curriculums through
contextualizing available learning resources to improve the technological and multimedia skills of the learners to have an
increased extent of platform for project based e-learning.
• The findings of this study may also supplement the learners with advancements in the field of educational technology that
can be used to comply with their needs to finish a project-based outcome regardless of modality.
• Technology has become a transfer of knowledge, and the current technological integration has been through innovation and
the transformation of our society, which has completely changed how students think, live, and learn.
 STATEMENT OF THE PROBLEM
POSSIBLE QUESTION 3: WHAT IS THE SCOPE AND LIMITATION OF THE STUDY?

WHAT: The extent of using Canva in experimental, and Microsoft PowerPoint in control group in re-applying technology
education as a way to get them equipped for the implementation of new learning modalities.
WHO: Junior high school Information and Communication Technology learners. The selected 50 ICT learners in the City
of Santa Rosa will serve as the subject, 25 respondents in the comparison group and 25 respondents in the experimental
group.
SIGNIFICANT: This study also included the significant difference in the assessments of the two groups of respondents on
the extent of using Canva and the level of efficiency of the educational intervention measures. Based on the results, the
researchers will develop a proposed action plan as intervention measures to enhance Canva's level of proficiency as a tool
for project-based e-learning among junior high school ICT learners.
HOW/ TIME FRAME: The data gathering procedure was limited to 4 weeks, the first week is the conduct of pre-test, the
second week were the researchers will facilitate a tutorial using the Canva and Microsoft PowerPoint, and the ICT 1.6
Making Presentations Using Microsoft PowerPoint as Student Support Material that will serve as the basis for formative
test, the third week for the post-test, and the last week when the test results and analysis of data has been gathered.
 STATEMENT OF THE PROBLEM
POSSIBLE QUESTION 3: WHAT IS THE LIMITATION THAT YOU ENCOUNTER?

Focus on the ff.

- The similarities between the two.
- Deped memo not specific

Technology-based, project-based learning; students' familiarity with the tools; and the innovation of traditional teaching
methods that have demonstrated the need to be addressed—these are major challenges for e-learning as one of the elements.

AVOID THE FF. COZ ITS TOO COMPLICATED

- Methods
- Data analysis
 THEORETICAL FRAMEWORK
LEARNING BY DOING

Learning by doing is one of the supporting theories for this research study. John Dewey, Learning by doing is considered the founder of
project-based learning and in his pedagogical creed, he promotes constructive activities as the focus of the correlation. It is seen as method that
encourages students to invent and to see learning as a process with a future and in their environment, as individual learns through inquiry and
activity, building new knowledge from their current knowledge. An approach that makes extensive use of student directed scientific inquiry
supported by technology and collaboration, by focusing on the individual learner, project-based learning strives for meaningful
individualization of curriculum , instruction and assessment.
 THEORETICAL FRAMEWORK
SAMR FRAMEWORK

The substitution, augmentation, modification and redefinition or SAMR Model is a framework developed by Dr. Ruben
Puentedura that classifies technology integration in the classroom into four categories. It provides a rigorous framework for
assessing the richness of the technical tasks we can utilize for learning and some context for assessing the quality of the
technological activities we integrate into classroom activities. It is also enables the teacher to assess the degree to which the
students are utilizing technology and "becoming creators of their knowledge," even while technology cannot serve as the sole
guiding element for curriculum development (Green, 2014, p. 18). The SAMR model offers a framework for categorizing and
evaluating eLearning activities. It is frequently used by educators to increase the purpose of their technological integration.
It is also a tool that can be used by educators to measure not just the number of technologies being used but also at what level
of integration they are being used in classroom activities.
 THEORETICAL FRAMEWORK
RICHARD MAYER'S COGNITIVE THEORY OF MULTIMEDIA

The "Cognitive Theory of Multimedia Learning" is the theory which states that teaching and learning with mobile
applications and other digital platforms require a specific framework to support student teaching and learning. According to this
theory, multimedia learning is text and image-based learning (Mayer, 2014). It is the process of teaching and learning where a
student has two different ideas about images and text, depending on how information is presented, the brain processes it
through various channels. The first channel is for information that is conveyed visually, and the second is for information that is
presented audibly. In accordance with Kangas and Kinnunen (2015) and Altay (2013), He believed that the foundation of
cognitive learning theory is how human thinking works in multimedia learning and how application design influences
students. In pursuant to this theory, words and images we select in education have a significant and a long term impact especially
for 21st century learning where multimedia is considered as an instructional aid for an improved teaching-learning
process regardless of the modality of learning.
CONCEPTUAL FRAMEWORK
 CONCEPTUAL FRAMEWORK

The figure clearly showed the I-P-O method, wherein input includes the tools that will be applied in the study. The basis for
Educational Intervention comprises Canva, Microsoft PowerPoint and student support material as tools for project-based e-
learning. As stated above the researchers will conduct a Pre-test, Formative assessment, and Post-test for project-based output.
The results of this process will be collected through data collection, data analysis, comparative analysis, and data interpretation.
The level of effectiveness and the significant difference between Canva and Microsoft PowerPoint is determined. The researchers
proposed an action plan to implement the usage of Canva as a tool in re-applying technology education for project-based e-
learning among junior high school ICT students.
 STATEMENT OF THE PROBLEM

This study intend to answer the following questions:

1. What are the mean scores of the respondents in terms of:

1.1 Pre-Test
1.2 Formative Test
1.3 Post-Test
2. How does the mean score of the control group differ from the experimental groups’ pretest?
3. How does the mean score of the control group differ from the experimental groups’ formative test?
4. How does the mean score of the control group differ from the experimental groups’ post-test?
5. What is the level of efficiency of Canva as a tool for educational intervention in the experimental group?
6. What is the level of efficiency of Microsoft PowerPoint as a tool for educational intervention in the control group?