USING MULTIMEDIA AS AN

INSTRUCTIONAL TOOLS IN TEACHING

FILIPINO OF GRADE 4 TEACHERS IN
ROXAS DISTRICT
 CHAPTER 1

PROBLEM AND IT’S BACKGROUND

Introduction

Globally, the 21st century has benefited from technology's huge influence by being able to use it

more effectively and adapt to it. Discovering the appropriate treatments for life-threatening illnesses,

as well as building bridges for efficient and quick communication, go beyond finding the

fundamentals for knowledge development. This advancement will quicken and facilitate the public's

push for more comprehensive solutions to current issues, especially those related to climate change.
In terms of education, the 21st century is a century of new information, skills, practices, and values

that define a body of knowledge and skills shared by all people and which, when used to prevent the

stoning of creative pupils known as millennials, is a component of efficient school administration. The

initial users of technical advancements like multimedia are school administrators and teachers, but it is

the educated students who get the most from it. The KSAVs of the twenty-first century are widely

spoken, and by utilizing so-called web 2.0 and social networking with globalization and bringing about

a wider context of development, it can be applied in schools.

The world's technological advancement is still far from complete. Others are deemed necessary for living a

normal life, making it impossible to stay in contact with the audience. New computers, cell phones, tape and

video recorders, laptops, and other technology advancements are among them. The improvement of

communication and telecommunications, or more often known for its name ICT, is exploding at the moment.

Teachers had to write about integrating the teaching tools with Filipino's multimedia instruction in order to

stay current in the twenty-first century.

The Philippines' adoption and implementation of Republic Act No. 10533, also known as the Enhanced

Basic Education Act of 2013, is one indication that it is reacting to the ASEAN Integration Blueprint.

According to Section 2 of the aforementioned Act, the state shall build, promote, and support a

comprehensive, appropriate, integrated education system that is relevant to the needs of the people

living in the state, the entire nation, and society at large.

To master all 21st-century abilities, affiliate skills, and innovations in advanced occupations is the goal of

fostering 21st century education among students based on the implementation of the K to 12

Curriculum (SEAMEO INNOTECH, 2012).

After the K–12 Program is over, it seeks to prepare Filipino kids for a successful and worldwide "

labor market" that is prepared for adventure, job, business, and representation of Filipino culture

with so-called "mid-level skills."

The MIMAROPA Region has offered adverts that it wants to conquer that are more focused on

fostering students in the region as part of solving the problem of the 21st century. In a study on the

21st century in MIMAROPA, the degree of the K–12 curriculum's implementation of the 21st century

was noted based on the use of ICT tools, practice as a result, and acceptance and quality of

learning. It was discovered that all of them were carried out at the top MIMAROPA Region schools.
It has also become necessary for individuals working in the education industry to train teachers for

the twenty-first century due to the ongoing inflow of technology. The criteria that determines the new

benchmark for qualified teachers are contained in this clause. The National Competency-Based

Teacher Standards (NCBTS) Philippines are frequently an adjunct to the professional qualities of

Filipino teachers to become an effective teacher, eager to announce the necessary adjustments in the

teaching approach employing multimodal technology (Balloons, et al (2013). Since the Philippines is

preparing for the twenty-first century with such high quality requirements. The social program is

managed and manipulated by Filipino teachers who are knowledgeable and skilled.
According to Mac Meekin (2014), a teacher must be able to uphold the 27 essential characteristics of a

successful teacher in the twenty-first century in order to be a great manipulator of multimony. These

consist of a love of technology, wisdom-flowing, designing, asking questions, becoming involved and

interacting with what they have learnt in the real nature of the world, and deciding which one is correct or

incorrect.
The classroom is notable in the field of Filipino education in elementary school due to the approach

taken by the subject-matter instructors. In the Roxas District, classrooms always employ nearly

traditional uses and teaching techniques. Blackboards with chalk are most frequently used, along with

lectures and basic teaching aids such manila paper. Although there is electricity in the schools in the

Roxas District, there is a multimedia component that may be employed in Filipino instruction, therefore

the opportunity to use multimedia is a given.

Lack of funds for teacher training, facility remodeling, lab accessibility, and other novel technology

equipment that can be used in teaching, such as multimedia, are major contributors to the quality of

education in the Philippines. However, educators inherently possess creativity and slowly adapt their

teaching strategies to stimulate students' interests.

Raising students' awareness of cutting-edge teaching methods, which encourages active participation in

the classroom. Academic performances are made possible by the teacher's use of multimedia. Lessons

are more complex in the student's mind than they would be using a regular teaching approach because

of the creative technique of instruction. This is so that they may receive feedback right away through

interactive contact, which is what today's youth demand. The current generation is technologically

literate and adept at learning new things rapidly via technology.

As already said, the researcher thinks that teachers can solve the issue of pupils who show little interest in

Filipino subjectivity by utilizing multimedia. Despite instruction being given in the language of the country,

it cannot be denied that the pupils are not motivated to discuss the material. By choosing this topic, the

researcher would be able to clarify the genuine value of employing multimedia to educate Filipino

subjectivity.
The researcher decided to conduct a study with Filipino teachers using multimedia in the Roxas

District as a result of all of the aforementioned circumstances. This includes the objective of

understanding that on the job, teachers are more adept at utilizing multimedia, as well as its

equivalent impact on developing knowledge, abilities, behaviors, and certain crucial elements that are

advantageous to pupils. The researcher will describe the teaching tool in light of the study's findings.

This is a measure that researchers may take to further accelerate and support the effective

development of Filipino pupils in the Roxas District through the use of multimedia.
Theoretical Framework

This study is supported by a number of theories.

In connection with this study is the theory of Constructivism which states that through acceptance and

imitation, an individual can formulate new knowledge from experience. When making fun of, they

adapt to the new experience of the practice without changing the current framework.

When someone experiences meaningful experience that is related to what they already know or have

acquired, wisdom might emerge. This aspect of his experience is organized or trained in a cogent

incident that someone has gone through. It's possible for a learner to miss the direction or pattern of

an event, to miss the other person's input, or to think that an occurrence was a fluke or accident when

in reality it had no bearing on the outcome. On the other hand, if an experience does not align with

the internal representation, it may cause a shift in how they perceive the experience, causing them to

modify their internal representation.

Understanding the method or way failure is a part of the experience is covered by the theme of

accommodation in constructivism theory. People would frequently fail if they could just see how the

world was flowing, but as a result, they would pick things up quickly.

In the beginning, teachers might not fully employ the multimodal teaching tools and may not have a

sufficient degree of student education. However, teachers eventually grasp the application of

multimedia as they absorb and learn its positive benefits. Multimedia will, however, be more efficient.

In this regard, the teacher's ability to start productive sessions with the hope that students will also

acquire Filipino teaching through multimedia is at the root of students' failure.

The Criterion Reference Instruction (CRI) Framework discussed by Mager (2009) outlines a

comprehensive component of methods to design a training program. In this sense, it is more

effective to share knowledge with students because it is influenced by the followers: First is the

so-called task/goal analysis – that refers to identifying what an individual should learn. Second is

the “performance objectives” – which refers to the specific and exact consequences that are

expected to occur and how it is assessed as the criterion (criterion). Third is the so-called

criterion reference testing – which refers to the assessment of the degree of cultivation or stoning

based on knowledge or skills developed, subsequently making a module fit the purpose of a

lesson.
The author emphasized that all training programs developed under the Criterion Reference

Instruction (CRI) Framework can be considered self-refundable by an individual involved of

workbooks, videotapes, small group discussions and computer-based instruction. Students will be

given the opportunity to test it in case the modules are mastered. This is why CRI and anchored in

the concept that the learning mastered and the “performance-oriented instruction” are intertwined.
The concept shared by the theory above is available in this study. In Filipino teaching using
multimedia in the Fourth Grade, the first will know what criteria to assess the level of knowledge
sharing and practice in Filipino-equipped multimedia lessons. As such, the teaching and learning
process will be more effective in general. Because Filipino teachers can provide a relevant reference
to the evaluation, they can even make effective module and instructional equipment using
multimedia.
According to Victor Vroom's Expectancy Theory (Lucas & Corpus, 2014), a student's ability to perform

in a way that can be measured depends on both their own motivation and the strength of their

environment. Expectancy is a sub-probability that a level of motion toward obtaining an object would

lead to a successful outcome. In fact, there is a higher likelihood that a student will be more engaged

if they have a strong conviction that completing a task will provide excellent performance.

Additionally, the term "instrumentality" refers to the considerate sum of reward made available

following a strong performance. When someone performs above average in comparison to the fixed

reward, instrumentality is strong. It also expands on the definition of the word valence, which

describes the value and appeal of his aim on both the positive and negative sides. The scope and

effectiveness of a performance are determined by a person's motivation to succeed in earning a

reward.
The idea behind this theory is directly relevant to the current study because it was conducted in a

Filipino classroom. The researcher can use the results of this study to provide the foundation for

awarding all pupils the appropriate reward. The usage of multimedia allows the teacher to quickly

encourage the class to actively participate in the lesson's discussion. In this regard, the researcher will

assist students in improving their study habits in order to perform better on the subject.

The students' expedition made them more than glad to record high results as proof that they were

paying attention to their Filipino tasks.

According to Lindzey & Runyan (2012) and Bandura (2012)'s Social Learning Theory, there are three

mechanisms that control a person's behaviour and habits. The largest impact is firstly the anticipated

time of the reward in a good way. It acts as a motivating reaction to social behaviour and the

applicability of social settings. Second, a person's response or feedback affects all of their expected

behaviours and acts as a guide. Following the action, so-called reinforcements gleaned through

experience and observation have a significant future impact. Third, the significance of aggressive

practice that eventually develops into fundamental morality to cultivate cognitive and social skills.
Conceptual Framework

The figure on the following pages can see the basic concept of this study. It consists of three

components such as input, process and output. The input consists of multimedia devices used in

Filipino 4 teaching, the level of multimedia use in cultivating activities and the problems of teachers

using multimedia.

Researchers can further undercut the analysis and interpretation of the variables and indicators

addressed by this research by considering all of the aforementioned hypotheses.

The fundamental idea of this study is depicted in the figure on the following pages. It is made up of

three parts: input, process, and output. The input consists of the level of multimedia use in cultivating

activities, problems of teachers using multimedia, and the multimedia devices used in teaching Filipino

4.
Additionally, the process of quantitative research, data collection on Filipino multimedia

computing, statistical applications, and data analysis based on records or notes, documentary

analysis, and interviews is also included. The result of this research has been translated into

teaching resources for Filipino 4. This was created after the respondent's data underwent in-

depth investigation and interpretation.

 INPUT PROCESS OUTPUT

Distribution of Questions to

Respondents

Conducting Qualitative Research

Multimedia devices used in
teaching Filipino 4
Gathering hard data on multimedia

using Filipino instruction

Use of multimedia in cultivating Instructional Tools Using
activities Multimedia in Teaching
Using statistics
Filipino 4
The problems of teachers using
multimedia

Data Analysis based on Records or

Notes

Documentary analysis

Interview

Figure 1. Conceptual Framework

Statement of the Problem

This study aims to create instructional tools using multimedia in teaching Filipino of Grade 4

Teachers in Roxas District.

This study will specifically address the following questions:

1. What are the multimedia devices used in teaching Filipino 4?

2. According to respondents' point of view, what is the level of multimedia use in the following

cultivating activities:

2.1 teaching;

2.2 making instructional tools;

2.3 classroom discussion; and

2.4 project execution?

3. Does the level of multimedia use in cultivating activities make a difference?

4. What are the problems of teachers using multimedia?

5. Based on the data gathered, what multimedia instructional material can be generated?

Hypothesis

There is no significant difference in the level of multimedia use in different cultivating activities.
Scope, Delimitation and Limitation of the study

The purpose of this study was to examine the use of media as instructional tools in the teaching of

Filipino to grade 4 teachers in the Roxas District. The researcher provided answers to questions

about the multimedia tools used in the teaching of Filipino 4, the level of multimedia use in the

following cultivating activities such as, teaching, making instructional tools, classroom discussions,

and project execution, as well as the problems of teachers using multimedia.by teachers who use

multimedia. Based on the data collected, the researcher’s prepared instructional tools using

multimedia.
This study used a Questionnaire that covered three main variables in this study. The 15 Filipino

teachers in the Roxas District will be the respondents of this study covering all of the Roxas District

low schools. The limitation of this study was the use of multimedia in Filipino teaching in the Fourth

Grade as well as 15 Filipino teachers in the Roxas District. This is the total number of respondents

because they are the only available number of Filipino teachers in the Roxas District.

Because PowerPoint is the most widely utilized piece of computer-equipped software, the researcher

used it in the Filipino 4 instructional context. Additionally, because the researcher is trained in using

PowerPoint, it is simpler to turn the presentation into instructional or material use.

This study, however, is limited to uncontrollable factors like the weather, vehicles, and other significant

factors.
Significance of the Study

The fourth graders, Filipino teachers, and future researchers are three categories of people who will

benefit from this study.

Pupil in the fourth grade. The findings of this study will be used by fourth grade students to assess

how accurate their understanding of the use of multimedia in various disciplines is. Their query on the

study's favorable impact on the subject of study will be addressed in light of the findings. This can be

demonstrated by the way teachers employ multimedia in their communications, acknowledge global

culture, educate themselves technologically, and foster brotherhood in the teaching-learning process.

Filipino instructor. The findings of this study will be used by Filipino teachers to produce a teaching

manual for the fourth grade that will help pupils enhance their abilities and knowledge. If the teacher

pays attention to the upcoming academic year, the study's results will be realized. The study's

recommendation will serve as a manual for creating effective teaching resources and methods.
Principal. The study will use the principal teachers as its starting point to measure and visualize

respondents' physical comprehension of multimedia, including the way in which it is used in the

context of cultivation, multimedia use limits, individual multimedia assistance, and the amount of

multimedia use that is used the most. This study will also be used by teachers to gauge the severity of

the issues respondents to the multimedia study face. Additionally, they'll concentrate on implementing

the suggested teaching materials using the Filipino studying multimedia.

Future Researcher. The findings of this study will serve as the foundation for further research. They

will intensify their study of Filipino, multimedia, and the cultivation and learning process.
Definition of Terms

Numerous terms, including Filipino Dictionary, Laptop, Microsoft Powerpoint, Microsoft Word,

Multimedia, Filipino 4 instructional tools, Teaching with multimedia, Projector, Television, and Wifi,

have been defined to make sense in the context of this study.

Filipino Dictionary. This is a software program found on Android smartphones that lists the

Filipino words that teachers also use when teaching different lessons.

Laptop. This type of equipment, known as computer-generated hardware, is used by teachers in a

variety of educational tasks, such as creating instructional materials and research tools when

connected to the internet or wifi.

Microsoft Powerpoint. A computer program that is necessary for vibrant, three-dimensional, and

engaging instructional audio-visual elements. Microsoft Powerpoint was utilized in this investigation

to produce the study's output (Ke, 2010).

Microsoft Word. It is a piece of computer software used for creating instructional materials,

planning lessons, and more (Ke, 2010).

Multimedia. It describes the use of a computer to present teachings utilizing text, still images,

video, and audio (such as foundations, music, and narration), in methods that affect students'

learning (Ke, 2010).

Filipino 4 Instructional tools. All software, including Microsoft Word, Microsoft Powerpoint, and

the Filipino Dictionary, as well as hardware, such as LCD projectors, computers, televisions, and

internet connections, are included.

Teaching with multimedia. It alludes to how Filipino instructors employ ICT and multimedia in

the fourth grade.

Projector. These technical tools include those that connect to laser compact discs (LCD) to

increase a finer use. The projector is essential gear when using multimedia to teach Filipino.

Television. A type of audio-visual hardware more commonly used by Filipino-based technological

groups to show students an important concept of the lesson through film viewing, educational

show or watch.

WiFi. The term "wireless fidelity" refers to a device that transmits signals for internet connections

used for social media, the global web, and other purposes.
 Chapter II

Review of Related Literature of Studies

This chapter presents relevant literature, studies and synthesis of research written from writers and has been

thoroughly researched on the topic of the present study.

In order to properly address Filipino learning in the Fourth Grade using multimedia, it is crucial to define the

term, prepare the teaching materials using multimedia, and carefully research any potential issues that

respondents may experience. The literature listed below supports multimedia, its influence on teaching, the

amount of multimedia use, and multimedia issues. The use of multimedia and the challenges that the world

brings can both teach us a lot about how humans work. It serves as a key to open the door to knowledge.
Local Literature:

Multimedia and the Impact of Multimedia on Teaching. According to Ke's point (2010), multimedia refers

to computer-mediated importation that is displayed in various mediums. It is composed of important

elements such as text, (text); stopping or not moving images sag rap (nastill graphic images), motion

graphs (motion graphics), animation or regeneration (animations), photo (photographs), bid (video) and

sound (audio).
According to Merculio's mention (2014), technology helps teachers promote the learning

environment of children centered on the use of innovative teaching tools. It affects

children's skills, especially when it comes to teaching them adaptive manipulation or using

technological teaching tools. Integration of information and communication technology

(ICT) in the classroom shows that accessibility to digital activities is fast to increase the

type of education in the Philippines. Digital learning also ignores traditional teaching

where the teacher is the classroom center because it requires interaction between them

and the students.

According to Ronda (2012), the Department of Education (DepEd) and the United States

Agency for International Development (USAID) will conduct a “ computer accessibility ”

review of all schools of fraud information communications technology program (ICT) in

recent times. The results of the assessment will form the basis of developing the ICT

curriculum in the K to 12 Basic Education Curriculum as part of a comprehensive education

change in the country.

According to Luistro (2014), ICT education in the Philippines is an important aspect of curriculum

development in the country. ICT plays a major role in the development of education for students,

more than just the administrative work of the principals and most of all the teachers who rely on ICT.

Valdez (2014) said that the 21st century teacher wanted to announce the rapid and effective

cultivation of students' knowledge. ICT will be a key component of the 21st century education. This

means that teachers should only undergo regular training to better share with students their

knowledge and brotherhood.

He also said that interactive teaching using ICT such as multimedia, laptops, computers, television,

audio-visual equipment and more will quickly translate the broad and comprehensive concept of a

subject to students. These include new concepts in Filipino's Second Grade. He also emphasized that

Filipino students would be arrested in the event of effective use of ICT in schools.

Foreign Literature

In Willingham's article (2009) of the Center for Research on the Influences of Television on Children

(CRITC), it is noted that visual media can help to keep their minds informed of concepts and ideas.

The critical role of technology has also been noted to create a learning environment that links the

possibilities of one-way communication media, such as film, documentaries, television and music to the

new field showcasing interactive learning such as visualizations and student-created content.
According to Jordan and Woodard (2010) in his article “Learning becomes much better with ETV,” this

picture has not changed in the past year. Many studies in the 80s say the average viewing time is

between 11 and 28 hours per week as young Americans spend more plenty of time watching

television.

In fact, with the advancement of new media such as computers, video games, and the Internet,

television is still what children prefer.

According to Said (2007), well-deserved deserts like Interactive multimedia e-learning systems will

encourage students to learn more. Active participation is a very important factor in lifting learning and

it lays the foundation of a desegnate or multimedia e-learning system model that promotes active

participation.
When combined with the use of multimedia and traditional methods, Poon interpreted it as (2012)

blended learning or mixed learning. According to him, it is a combination of face-to-face or face-to-

face experience and online experiences that aim to raise students' level of learning.

According to the Alliance for Excellent Education (2016), digital learning is a teaching practice that

effectively uses technology to strengthen students' educational experience. The issue of digital

learning includes a wide and versatile device called software or hardware. This includes online and

formative assessment that will increase the level of quality of the student using online content and

courses, application of technology to the school and training of teachers for their further

professionalization.
Related Literature

This current study aims to demonstrate the state of practice in using multimedia in Filipino

studies in the Roxas District. This study is related to several studies conducted inside and outside of

the country.

Local Literature:

Nokom (2018) investigated the issue of computer literacy among teachers in the Southwest. He

discovered that there were significant issues with everything having to do with computer literacy. As a

result, they currently have the most challenging internet connection. It still has the teacher of the first

grade's utter ignorance of the websites that can be used for research to create efficient teaching

materials. Due to their personal wifi and the school's internet connection, they are currently just

dealing with an issue with internet access within the school.

In study of Madrigal (2017), he discovered that pupils in the sixth grade were highly exposed to

technology, including laptops, tablets, and android phones, as well as personal computers and

partially functional home printers. Students apply all reading technology, research, project and

lesson creation, and advanced computerization as a result of this passage.

This study is important and relevant to the present study because of its found levels of student

information technology in learning. The two studies differ from the indicators used.
In another important study, it was learned that teachers are facing trials related to the use of

information and communication technology. According to Caponpon (2016), there is a direct and

important relationship between the problem facing the use of ICT and the use of ICT as a requirement

in relation to the ability to use MS Excel, MS PowerPoint, use of videos, Encarta, internet connection,

use of Computer Assisted Instruction (CAI), school equipment and personal ICT equipment by

teachers. Remember, it was also found that the acquisition of MS Word has no significant and direct

relevance to the problem faced by the use of ICT and the use of ICT as a requirement in relation to

the competence of the teacher. It was also found that the extension in which ICT was used challenged

them in competence stated that it brought a high degree of challenge as Computer Assisted

Instruction (CAI), use of Power point, MS Excel, video, Internet Connection and Encarta. Using MS

Word has the lowest level of challenge described only modestly.

Capunpon also further emphasized the importance of the extension of the challenge of using ICT

such as the use of ICT as a recisite according to DepEd. Memorandum No.78, Series of 2010, using

MS Excel, MS PowerPoint, Videos, Encarta, Internet Connection, Computer Assisted Instruction,

School Facilities and Resources and Personal Provision of ICT equipment and gadgets and between

extensions where ICT is used in the teaching of Science according to its three indicators such as

teaching instruction classroom (classroom instruction), cultivating instructional equipment

(development of instructional materials) and using ICT in scientific research (application in Science

researches). On the contrary, the indicator in turn extending the challenge of using ICT as their

ability to use MS Word has found no important relevance to the extension in which ICT is used as

instruction of Science according to its three indicators such as classroom instruction (classroom

instruction), cultivation of teaching equipment (development of instructional materials) and use of

ICT in scientific research (application in Science researches).

Related to the present study of the current study stream of learning disorders the researcher has

restricted the ability of Filipino 4 teachers to use multimedia where the study is known readiness

and competence of teachers. The two studies were different because many software and hardware

were studied while the current study was limited to software and hardware.

This is related to the present study of the current study stream of learning disorders the researcher

has restricted the ability of Filipino 4 teachers to use multimedia where the study is known

readiness and competence of teachers. The two studies were different because many software and

hardware were studied while the current study was limited to software and hardware.
From Beltran-Cruz & Cruz (2013), in their study The Use of Internet-Based Social Media as a Tool in

Enhancing Student's Learning Experiences in Biological Sciences, when the traditional face-to-face

teaching method was integrated online, there was a change in students' performance. There was

better experience, participation and socialization using the online teaching method. According to

students, there has been a change in interaction between students, them and teachers and their

ability to learn more.

This is because experimental learning both includes traditional and innovative ways of

teaching, so it has to do with current learning. The are mentioned outcomes of the impact of ICT

on the teaching of Biological Science create similarities with the present study.
The perceived differences of the present study and the above study are the subject matter of the

research. In the present study, Filipino used the subject of investigation while the above study was

centered as Biology. Although both studies discussed ICT, Science was the study above which an

experimental research was used.

According to De Guzman's (2014) work, Secondary School Teachers' Capability in ICT: Basis for

Information Communication Technology Training Program, is another study that is similar to this one.

It has been discovered that teachers are promoting tools or ICT tools/gadgets to improve student

skills and personal desire to use a computer as a tool in their instruction. Computers are also

considered to be the most destructive ICT hardware, along with cellphones as the simplest means of

communication.
In this regard, they also cannot properly use the mentioned equipment due to the absence of LCD

projector, desktops, laptops and even the computer laboratory. However, in their initiatives they do

activities such as internet surfing, browsing and networking through Facebook, g-mail and twitter to

alleviate their failure to use ICT more teaching.

All of the references regarding the use of computers, software, media and other electronic gadgets

are relevant to this study. Even the practice of teachers to use multimedia is also one of the

reasons for.
Foreign Literature:

Proved by Nkweke, et al. (2014) in their study by Pearson product correlational analysis

unrelated to the use of “synchronized multimedia (MM) and the motivation nf students, whereas the

t-test result shows that there is a significant difference in performans of Biology students using “

synchronized multimedia” (MM) which recorded a mean score of 51 while only 23 in the control

group. Their performance are “poor” or low.

In the deep analysis of the differences and parallels between the two studies, it is clear that

subject matter in studies such as Filipino and Biology. The consistency of the two studies an gang

mocking them using multimedia. Whereas the present study did not use synchronized multimedia

(SMM) to identify performance in Filipino students.

In Williams' study (2013), he found that students who undergo instruction using “textvideo material”

exceeded the performance of students who undergo instruction using “”text-picture”, whereas the first

student group exceeded the performance of the students used by the method “text-only”. In the

meantime, it was also noted that students who underwent instruction using “textvideo” showed a high

degree of understanding of the lesson compared to the other two student groups. In the latter, the

performance were found to be more effective in using “text-video” because it was more volatile in

complex instances.
Based on the above study, text-video is the only hardware used in an experimental study whereas the

current study is centered on multimedia consisting of as much software and hardware and applications

as Microsoft Excel, Microsoft Word and Microsoft Power point. On the other hand, the difference

between the two studies is the design use. The present study used descriptive and comparative

research methods, whereas the above study is called experimental study.

According to a study conducted by Karlsson (2012) it was found that students' reasoning was

influenced by many aspects such as the nature of the living, language, using school culture, and

developing students' homework based on first-hand knowledge. Analysis also shows that the

conceptualization of students is often broader, scientifically claiming that the revived creation is

affiliated with the scientific concept.The influence of technology is focused on the language use of

respondents in the above research. The present study does not cover the influence of technology even

though it is multimedia by the center it studies.

Yamauchi's (2010) found out in his study with the Epidemic Effects of Multimedia Instructional

Material on Students' Learning and their Perceptions of the Instruction, that the experimental group

obtained a higher score than the control group. There is no difference in their performance. The

student watching the DVD showed positive perception in the study and higher satisfaction than the

control group student.

Only one type of hardware, the DVD, was used by the above study researcher. Meanwhile, the

current study discusses both software and hardware as a component of multimedia. Two studies are

also unique as previously mentioned because it is an experimental-comparative way of learning the

current researcher's use.

According to Pappert and Markowsky's The State of Learning: A Preview (2013), the rise of the

idea of 21st century education makes school reform viable. Many students today have quick

access to technology including the internet, computers, and pocket wifi. Beyond increasing

knowledge of several languages, including Filipino, it has significantly aided to advance the

students' skills.
It discussed the related literature and study their consistency and differences. The mentioned

analogies and the use of multimedia in teaching various school subjects, whether private or public.

With the use of multimedia teachers, software is also used as well as the type of hardware that fits

the multimedia device. There are specific mentions of using a laptop where the available software is

in its directory, including video types, shows or clips that are inside. The authors also mention the

use of television. It is speculative to mention USB clapping to show students the desired visual use

that fits the lecture. As such, the teacher-acquired attention is very much available to students

resulting in interactive discussions within the classroom.

The use of multimedia in the teaching of science, math, and other topics, as well as related studies

mentioned by different writers, are a few examples that we perceive as having variations. Because

current research focuses on the use of multimedia in instructing Filipino subjectivity, it differs from

the current study. Different levels of pupils start at low levels in elementary, high school, and college

due to disparities in literature and associated courses. Researchers also discovered a distinction

between literary notes and Chapter 2 studies that were developed by other researchers of various

instructional resources, including modules, visual aids, text, and more.

In general, the content of this chapter is use for foundation to further deepen the meaning

and meaning of the data sets stated in all tables.

 CHAPTER 3

Methodology of the Study

Research Design

In this study, the researcher used descriptive and comparative study design. The descriptive research

design was used to illustrate the three main variables in this study that included multimedia devices

(software and hardware) used in teaching Filipino 4, level of use of multimedia in the following

cultivating activities including teaching, making instructional tools, classroom discussion and project

execution and problems of teachers using multimedia. According to Shields & Rangarjan (2013),

descriptive studies illustrate the characteristics of a group or population as well as the study

phenomena.
To determine the degree of significant difference in the level of multimedia use in cultivating activities,

the researcher used comparative type of research. According to De Belen (2015) that comparative

research aims to compare a variable or indicator with its own variable or indicator. That is, comparing

the attribute of a variable to a mutual variable that has no direct effect on what is compared. After

descriptive and comparative research, the researcher developed the instructional material using a

multimedia data base.

This study also used qualitative type of study in which interview is used in gathering the data in the

participants using Interview Guide. According to Johnson & Christensen (2014), qualitative

discussion reveals the researcher's intension to capture the imperical experience of the participants

using the interview and the focus group discussion (FGD). The importance of qualitative study of

the actions, perspectives, attitudes and behaviors of participants based on their presentation of

their personal experiences.

Population and Sampling

A purposive sampling was used in this study. Purposive since they are only the available Filipino 4

teacher in the Roxas District.

Respondents of the Study

The 15 Filipino 4 teachers at all low schools in the Roxas District were the respondents to this study.

The researcher selected 15 teachers because they were the only available number of Filipino

subject teachers in the low School in the area. All study participants were female, graduating with

a Bachelor in Elementary Education (BEEd) course teaching Filipino at all levels.

Research Instrument Used

A questionnaire was used by the researcher to gather all the data available to the respondents. It

consists of three main components based on the sequence of questions in the Study Problem. Part

of this refers to the multimedia devices (software and hardware) used in Filipino 4 instruction. Part

two refers to the level of multimedia use in the following cultivating activities such as: teaching,

making instructional tools , classroom discussion, project execution. Third is addressing the

problems Filipino teachers face in using multimedia. Researchers also came up with ideas on how

to prepare output instructional equipment using multimedia.

In addition to the Questionnaire, the researcher also used Interview where it raised important

independent questions. These refer to what multimedia devices are used in Filipino 4 teaching,

multimedia use level in the following cultivating activities such as teaching, making instructional

tools , classroom discussion and project execution and the problems of multimedia use teachers.

Measurement of Data

Respondents' perception was measured in three main variables in this study, the researcher used a

4-point scale below.

 Multimedia Devices Used

Scale Range Interpretation

4 - 3.50-4.49 - Always

3 - 2.50-3.49 - Sometimes

2 - 1.50-2.49 - Seldom

1 - 1.00-1.49 - Never
 Level of using multimedia

Scale Range Interpretation

4 - 3.50-4.49 - Very High

3 - 2.50-3.49 - High

2 - 1.50-2.49 - Low

1 - 1.00-1.49 - Very low

Problems in using multimedia

Scale Range Interpretation

Data Gathering Procedure

Before the researchers gathered data, the researcher’s first request the permission of every

elementary school in Roxas relative to the purpose of the study. After this, the researcher began

to sample participants or respondents. The researchers individually and personally distributed all

the questions. The researchers clearly explained all the instructions for answering the questions

and items stated in the questionnaire. The researcher individually evaluated the number of

teachers in Filipino 4 in all low School in Roxas District until the completion of the 15 participants.
All the question was taken individually. All study scores were carefully recorded to all study

participants using the columnar sheet. This includes aggregating the same data according to

its group. Using Microsoft Excel, researchers have taken weighted mean values to perform

statistical analysis of data.

To support all numerical data, the researcher also used analytical method in which, the

researcher informed the limit of using multimedia in teaching, whether the Schools have

multimedia equipment and what types of multimedia devices are used and available in School.
In addition, the researcher also conducted the interview with the selected participant. The

selection is based on the following criteria as follows: with extensive experience teaching

Filipino subjects, often using different types of multimedia devices, has personal knowledge

and skills in using multimedia devices, and has their own multimedia devices used at home

and at school.
Statistical Treatment of Data

Two types of statistical tools were used by the researcher. The descriptive statistics and inferential

statistics.

Weighted mean, ranking and percentage types of descriptive statistics were used to measure the

depiction of respondent teacccchers in three variables such as: multimedia devices (software and

hardware) used in Filipino 4 instruction, level of multimedia used in the following cultivating activities

such as teaching, making instructional tools, classroom discussion and project execution, and

problems of teachers using multimedia. Meanwhile, the researcher used inferential statistics such as

the One-Way Analysis of Variance to measure important differences in the level of multimedia use in

cultivating activities.