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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Teachers face one of the most difficult tasks - to provide the 21st

century students with the skills and knowledge needed to prepare for global

aptitude. By using effective and efficient teaching methods, classes are likely to

be mutually and mutually active, thus realizing and transitioning to effective

classroom interaction for both students and teachers to create students. The

problem, however, is that there are still students who find it difficult to speak in

front of the classroom and talk to teachers and peers, especially from the

research field. Depending on how the teachers in their class use the materials,

they need to be well-trained and trained during primary education.

The teaching method, which is still widely used, depends on the definition.

According to Quinn (2000), lecture methods are based on a model for teaching

translation, the main purpose of which is to spread knowledge among students.

Teachers are active and responsible for transmitting passive knowledge amount,

while students are inactive. Teachers also found that traditional teaching

methods, especially lectures, benefit passive students.

Pedagogy in the classroom has changed thanks to the practical activities

of calculators and computers. Technology in the classroom is a critical problem,

particularly related to the desire to function at a satisfactory level of technology in

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a global society. Wang and Reeves (2003) have argued that the interactive

multimedia features of modern networked computers allow us to view them not

only as a means of disseminating information, but also as an environment that

can stimulate adaptation of focused pedagogy. in the student This has made

teaching aids for students and teachers more progressive, cooperative, useful

and practical. Most of the children who go to school today come from the

Internet, have always had technology at home and were waiting for it wherever

they are. As a result, schools must adapt and provide students with a multimedia

experience. Mayer (2001) argues that multimedia offers a sophisticated

multisensory experience of exploring our world by presenting information through

text, graphics, images, sound, and video, and there is evidence that a

combination of words and images increases the probability that people can

integrate a lot of information.

Han (2010) noted that the use of multimedia and the Internet in reading

education provides tools and a rich environment for foreign language learners

and is becoming more comprehensive and effective. This educational reform is a

good way of conducting a standardized education that focuses on the balanced

development of students. In view of the difficulties encountered in teaching

multimedia support, especially in English education, it is recommended that

computers be used repeatedly in the use of computers to teach teachers /

instructors

Jamaluddin (1997) concluded that learning was effective when using

multimedia. 20 percent of what they want. 30 percent of what they see, 50

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percent of what they see and hear, 70% of what they see when they talk, and 90

percent of what they say when they do something. On the other hand, Clement

(1996) reports that the introduction of various educational titles, such as

computers and software has changed the classroom organization and teaching

methods. Humans interact with machines in new ways. Technology is pushing

the electronic boundary

Several studies relevant to Multimedia-Assisted Instruction, this study

primarily aims to determine the kind of multimedia-assisted instruction used by

teachers in teaching their subjects and the extent of using them. This research

undertaking is timely and relevant and as bases for improvement by the school

administrators and DepEd policy makers.

Theoretical Background of the Study

This study is anchored with theories that would support its

reliability. These specific theories are well-hailed and vindicated that would serve

as the solid foundation on having technology as an educational aid in the

teaching and learning process. Moreover, these theories tap into the students’

process and development of learning that branches out to their point of interest,

ethics in studying and learning behavior. The two main theory that was used as

the prime anchor of the inclusion of information and communication technology in

the teaching and learning process are the following:

Constructivist Theory. Constructivism of Jerome Bruner (1966) states

that the learning is a process in which a student/ learner formulates and

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constructs new abstraction and notion basing on their past/current knowledge

and manipulation

THEORETICAL FRAMEWORK

MULTI-MEDIA ASSISTED INSTRUCTION AS

DELIVERY MODE OF LEARNING

Constructivist Theory by Influence Theory by Kim

Jerome Bruner (1966) Issroff and Eileen Scanlon
(2002)

IMPLICATIONS

FIGURE 1. Theoretical framework of the study

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on a certain thing or a certain aid one of which is entailing the use and inclusion

of educational technology. The learner pertains, classifies and transforms

information that’s gathered , builds structured hypotheses, and makes decisions,

depending and basing on the cognitive format to do so. Cognitive structure such

as the use and construction of schema and mental models gives meaning and

systematic organization to experiences and allows the individual to go deeper

than the already known knowledge (Bruner,1966).

The Influence Theory. A theory formulated by Kim Issroff and Eileen

Scanlon (2002) is a theory that supports the theory of constructivist and relating it

to the inclusion of technology in the teaching and learning process. It is a refined

theory out from the known cognitive concepts in the learning theory which uses

the constructivism as its fundamentals. In this theory there has been a

proliferation of groups and departments which to support effective teaching and

learning within higher education, many with an emphasis on the use of

technology and this had caused to a gigantic acceleration in the number of

people entwined in the practice of including information and communication

technology in the teaching and learning process . Then on, it is considered it to

be a novelty to attest how influences from the constituent regulations have

guided practice in educational technology. In specific, they will look here at the
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idea of educational technology as actively applied educational science and art,

and to how theories in these regulations are used.

They will look at influences from education, artificial intelligence in

education (AIED) and human computer(robotics) interaction ( Issroff and Scanlon

2002).

In the Influence Theory, there is an emphasized use of technology in

learning which at some points is called Artificial Intelligence in Education. The

arena of Artificial Intelligence in Education has an vital role to play. AIED gives,

and will continue to give, theoretical evaluation of the teaching and learning

process within a context but in a wider range. Further to that it will develop

assessment in methodologies that are more likely to be accurately reflective to

the educational value incorporated with the experience I the teaching and

learning. It will also deliver a profound computer-based systems and frameworks

to which can be used in real teaching and learning scenarios, (Brna, Ohlsson and

Pain 1993).

In connection this refined Influence Theory anchors on the principles that

was then constructed by the Constructivism Theory. These principles iterate the

following: (1) Teaching instructions must deal and connect with the students’

experiences and that will make them interested in learning. (2) Aids and

instructions should be well-structured and constructed so it will be easily

understood by the learners. (3) Instruction must be formed and schemed to cater

discoveries and fill loopholes or at some points going beyond the needed
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knowledge. Furthermore, Bruner (1966) asserts that any theory that deals with

instruction should address four in-stilled pace: (1) natural behavior towards

learning, (2) the ways and means of a certain aid should be well constructed that

is ready and easy to apprehend by the learners, (3) should deal and be on the

most systematic of instructional designs (4) the nature of having rules and

regulations as well as rewards and punishments to bracket limitation. Renowned

methods for structuring intellects should result to enumerating, generating new

propositions, and accelerating the pre-dominion of information.

Related Literature

Lecture-based method of teaching - is a traditional teaching method that is

often used in schools to transfer knowledge and skills, to promote and stimulate

further learning. Lectures are user to convey critical information, history,

background, theories, and equations to be developed in small group settings or

during an activity (Held and McKimm, 2009).

This can simply mean that lecture method is a teacher-centered model of

instruction where knowledge, information, and skills are transferred from the

teacher to the student. It is concerned with the teacher being the controller of the

entire class. Teachers serve as the source of knowledge while learners serve as

passive receivers. The power and responsibility for teaching and learning are

mainly held by traditional teachers and they play the role of instructor. Hence, it is

the teacher not the student that causes the learning to occur (Khan et.al, 2011).

Multimedia is known as the context that contains different segment or

content forms together. Neo (2011) states that it helps by offering different
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learning applications, new insights to the learners, forces them to learn and

explore their knowledge, ideas. and information in a new, innovative way. In

relation to that, multimedia will aid teachers in providing students with more

effective and efficient learning environment and educational experiences.

Students who are given access to multimedia courseware, whether as individuals

or in groups can take control of their own learning, constructing knowledge at a

pace and in a direction that suits their needs and desires.

Boyle (2003) emphasized that this information technology alarms and

alienates some people because it is new and powerful. However, it is called the

competition technique. It's amazing how multimedia technology combines the

interactive performance of computers with the presentation of images, sound and

movement. The personal computer records and enhances powerful natural

learning processes. Education and training systems are now programmed to

meet the needs of an information society.

Internet cafes can be found in Naga and nearby cities. You can count the

number of competing Internet centers near the school campus. Most clients are

students who either do research or just study. There are about 20 cafes in Ply-

Poblacion alone. Teachers are also keeping up with the new technology.

Students must use resources for easy tasks. Schools and public universities are

introducing new devices. Student and teacher libraries have computers with an

Internet connection. TV is available not only in iDo visual rooms, but also in

classrooms. Teachers see how important it is to have television in the audience

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or in sessions. Movies, videos and overhead projectors have become an

important part of the education system

In response to this trend, Toman (2004) cited the 1998 challenge to

teachers around the world through the United Nations Educational, Scientific and

Cultural Organization (UNESCO) that teachers (especially teachers) are in the

world. Youth should be prepared for the life of powerful maps. Learning media to

analyze the image and promote the heart of literacy is gaining worldwide. Texas

recently organized its Language Arts Framework in its print and oral literacy

program to incorporate visual literacy into reading, writing, speaking and listening

skills. For example, teachers in his language arts class included reading two

contemporary novels, two films, newspapers, and one website.

Related Studies

Miguel's (2002) study found that frequent use of media results to improve

language and develop critical thinking skills. It is also recommended that

teachers optimize the use of multimedia resources, create modules using the

most widely used media tools, and accelerate training and skill development in

the use of these media. He said that management should facilitate and include

multimedia training / updating in the service program.

The study by Miguel (2002) revealed that frequent use of media results to

language enhancement and critical reading skills development. She also

recommended that teachers should optimize the use of multimedia resources

and produce modules using the most frequently used media tools, and should

step up to further training and skills development in the use of these media. She
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further added that the administration should facilitate and include multimedia

trainig/upgrading in the service program.

THE PROBLEM

Statement of the Problem

The study generally aims to determine the types of multimedia-assisted

instruction used in delivering the lessons and the extent of using them as

perceived by the teachers of Langub Elementary School.

Specifically, this study aims to answer the following questions:

1. What are the types of multimedia-assisted instruction that the

respondents used in the delivery of learning?

2. What is the extent of using multimedia materials as delivery mode of

learning?

3. Based on the findings of the study, what implications for policy makers,

educators, and school administrators shall be proposed?

Significance of the Study

The results of the study will be beneficial to the following:

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Department of Education. The study will give them information to

strengthen and provide seminar and workshop to teachers on how to be

multimedia literate.

School Administrators. They are responsible in guiding the teachers to

fully use multimedia-assisted instruction to produce proactive learners.

Teachers. They will be given a wide range of idea on how deliver learning

through the use of multimedia-assisted instruction.

Pupils. They are the recipients of this kind of delivery mode of learning.

They will be exposed to the different types of multimedia materials to enhance

learning.

Future Researchers. They will be given the opportunity to improve the

study based on the possible recommendations.

Scope and Limitations of the Study

The study focuses on determining the types of multimedia-assisted

instruction used and the extent of using them as perceived by the teachers

Langub Elementary School. All 12 teachers will be the target respondents.

Langub Elementary School will be the research locale of the study. The study is

during the academic year 2020-2021. A self-made questionnaire will be utilized

to determine responses for tabulation, analysis, interpretation, conclusion, and

recommendations.

RESEARCH METHODOLOGY
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Research Design

This study employs a descriptive-normative survey design. The survey

technique, otherwise known as normative survey, is a fact-finding study with

adequate and accurate interpretation. It is used to investigate the types of

multimedia-assisted instruction being used and the extent of using them as

responded by the teachers. Such data are analyzed, organized, and interpreted.

Flow of the Study

Figure 2 shows the flow of the study. This study encompasses the

following inputs to be studied: the types of multimedia-assisted instruction used

in the delivery of learning, and the extent of using them in class as perceived by

the teachers. A self-made research questionnaire will be utilized to gather data.

Then, the data will be retrieved, collated, tabulated, presented, analyzed,

treated, and interpreted. The findings of the study will be the bases for proposed

implications for policy makers, educators, and school administrators.

Environment

This study will be conducted at Langub Elementary School, Santa Fe,

Cebu. School ID: 119690, School Name w/ Add : Langub Elementary School,

Santa Fe, Cebu, Short Name : LES, Address : Bolinao, Municipality : SANTA

FE , Region : Region VII, Province : Cebu, Division : Cebu, Legistative District :

4th District, Curricular Class : Kinder & Elementary, Date of Operation : Friday,

January 01, 1915, District : Santa Fe, Classification : DepED Managed, School
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Type : School with no Annexes, Class Organization : Monograde. There are

approximately more than 290 students in this institution and 12 teachers. The

researcher chose this school because of the need of the teachers to integrate or

utilize multimedia-assisted instruction during the delivery of learning among

teachers.

Types of Multimedia- Transmittal Letter

assisted Instruction Statistical
during the delivery of Treatment Implications for
learning Self-Made policy makers,
Extent of using them Research educators, and
Questionnaire school administrators
Interpretation
Analysis
Conclusion
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Figure 2. Flow of the Study

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Figure 3: Location Map of the Research Environment

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Respondents

In this research, the 12 teachers of Langub Elementary School for the

academic year 2020-2021 will be purposively chosen. The teachers

Table 1

Distribution of Respondents

Respondents Frequency Percentage

Teachers 12 100%

Instrument

The main instrument for the study will be a self-made research

questionnaire to determine the types of multimedia-assisted instruction used

during the delivery of learning and the extent of using them by the teachers. To

determine the reliability of the questionnaire, a pilot testing will be conducted and

an expert will be consulted for its validity.

Data Gathering Procedure

A permission from the school principal for the approval of the conduct of

the study will be done. If approved, the conduct of the study will be administered.

Then, a survey on determining the types of multimedia-assisted instruction used

during the delivery of learning and the extent of using them as perceived by the

respondents will be utilized. After, the data will be tabulated, analyzed, and

interpreted.
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Statistical Treatment of the data

The statistical treatments will be followed immediately after all the data will

be gathered. The statistical tools employed will be the mean and Pearson R-

correlation.

Percentage. This will be used to determine the types of multimedia-

assisted instruction used during the delivery of learning.

Mean. This will be used to determine the extent of using those suggested

types of multimedia-assisted instruction as delivery mode of learning.

Scoring Procedure

Table 2

Scoring System on Descriptive Mean of the Extent of Using the given

Types of Multimedia-Assisted Instruction using 5-Likert Scale

Weight Category/Scale Verbal Description

5 4.21 – 5.00 Very Much Used

4 3.41 – 4.20 Much Used

3 2.61 – 3.40 Moderately Used

2 1.81 – 2.60 Hardly Used

1 1.00 – 1.80 Not Used

DEFINITION OF TERMS

To further understand the study, the following terms were operationally

defined:
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Audio Materials. These materials include

audiocassettes, audio cartridges, audio discs, audio reels, talking books, and

other sound recordings.

Audio-Visual Materials. These are those materials which do not depend

solely upon reading to convey meaning and present information through the

sense of hearing as audio resources or through a combination of both senses.

Delivery of Learning. This refers to the transfer of learning from the used

type of multi-media to learners’ acceptance of knowledge.

Educators. They are teachers who have been tasked to improve learning.

Extent of Using. This refers on how often the respondents used the type

of multimedia-assisted instruction during the delivery of learning.

Implications. This refers to the conclusion or generalization that can be

drawn after the study is conducted.

Internet materials. These are online resources such as interactive video,

photos, and others that are utilized by teachers.

Multimedia. It is the use of a computer to present and combine text,

graphics, audio, and video with links and tools that let the user navigate, interact,

create, and communicate. 

Multimedia-Assisted Instruction. This refers to the aid of technology

through various multimedia materials in learning.

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Policy makers. They are creators of ideas and plans. Based from the

findings of the study, they are entrusted to produce adjustments or plans

regarding the use of multimedia in teaching-learning process.

Print media. These are materials such as newspaper, books, and other

printed materials that can be used for teaching and learning

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BIBLIOGRAPHY

Bibliography

Quinn FM 2000. Principles and Practice of Nurse Education. London: Stanley

Thornes.
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Wang, F., & Reeves, T. C. (2003). Why do teachers need to use technology in
their classrooms? Issues, problems, and solutions. Computers in the
Schools.

Mayer, R. (2001). Multimedia Learning. Boston: Cambridge University Press.

Mayer 2002. Cognitive Theory and The design of multimedia instruction: An

example of the two-way street between cognition and instruction. New
Directions for Teaching and Learning.

Han, L. (2010). Journal of Language Teaching and Research, 1 (3): 320-323.

Jamaludin, R. (1997). Computer for Learning Challenges: Demonstrations of

Applicable Software and Strategies, IT Education Congress, pp. 1-4.

Clemente, A., (1996). Philippines Education Into the 21st Century. Phillippine
Journal Education of Manila.

Boyle, T. (2000). Design for Multimedia Learning, Europe Prentice Hall, pp. 25-
29.

Miguel, C. (2002). Multimedia Resources for Language Enhancement and

Critical Thinking Skills Development: Guidelines for Effective Use.

Thoman, E. (2004). Skills and Strategies for Media Education: Educational

Leadership, Vol. 56, No. 1.
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APPENDICES

Appendix A

TRANSMITTAL LETTER
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April 14, 2021

Dear teacher,

I am a Post-Graduate Student of Cebu Technological University –

Daanbantayan Campus taking up Master of Arts in Education major in
Administration and Supervision. I am currently completing my research paper
entitled, “Multimedia-Assisted Instruction as Delivery Mode of Learning”. In this
connection, I would like to respectfully ask your approval to allow me to conduct
my research study to you as my respondent.

Rest assured, the data gathered will be treated with utmost confidentiality. Your
approval is highly appreciated.

Respectfully yours,

The Researcher

Appendix B

Research Questionnaire
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I. Please check whether you are using the suggested types of

multimedia-assisted instruction during your delivery of learning.

Suggested Types of Multimedia- Yes No

Assisted Instruction

A. Print Media

1. Newspapers

2. Scholarly Journals

3. Newsletters

4. Flyers

5. Articles

B. Audio Materials

1. Radio

2. Recorded-Audio clip

3. CDs

C. Audio-Visual Materials

1. Television

2. Video-tapes

3. Film Clip/Movie Clip

D. Internet Materials

1. Online photos

2. Online interactive videos

3. Online quizz

II. How often you used the following suggested types of multimedia-

assisted instruction?
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EXTENT OF USING Very Much

Used Moderately Hardly
Much Used Not Used
Used
Used
(3) (1)
(2)
(5)
(4)
A. PRINT MEDIA

1. Newspapers

2. Scholarly Journals

3. Newsletters

4. Flyers

5. Articles

B. AUDIO MATERIALS
1. Radio

2. Recorded-Audio clip

3. CDs

C. AUDIO-VISUAL MATERIALS
1. Television

2. Video-tapes

3. Film Clip/Movie Clip

D. INTERNET MATERIALS
1. Online photos

2. Online interactive videos

3. Online quizz
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