BATANGAS STATE UNIVERSITY

Graduate School

INTEGRATION OF MULTIMEDIA IN TEACHING SCIENCE FOR GRADE

5 PUPILS IN TABANGAO ELEMENTARY SCHOOL

As Action Research
Presented to
The Faculty of College of Teacher Education
BATANGAS STATE UNIVERSITY
Batangas City

In Partial Fulfilment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management

By
Alex, Arlene E.
Baes,Tina M.
Caponpon, Bienvenido Jr. H.
JUNE 2019
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CHAPTER I

Introduction

A primary application of the interactive multimedia for instruction

is in an instructional situation where the learner is given control so that

maybe reviewed the material at their own space and in keeping with their

own individual interests, needs, and cognitive processes. The basic

objective of interactive multimedia material is not so much to replace

the teacher so to change the teacher's role entirely. As such,

multimedia must be extremely well designed and sophisticated

enough to mimic the best teacher, by combining in its design the

various elements of the cognitive processes and the best quality of the

technology. With today's multimedia courseware, once a program has

been designed and built in with the appropriate response, it should be

flexible and permit change and alteration. Although multimedia as

a tool cannot replace hands-on learning, it can enhance and strengthen

the impact of activities in the field and in the science classroom. We can

use new information tools, such as podcasts, blogs, and streaming video

and audio, to engage our students and effectively demonstrate science

concepts as well as to reinforce media literacy technologies. We can also

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engage students with digital media tools, such as photo-sharing, video-

publishing and map-making programs, to give the opportunities to

demonstrate their mastery of a concept and simultaneously reinforce their

literacy skills by having them create their own content.

In today’s emerging world, we are forced to consider our

responsibility as educators, to prepare our students to be successful in a

world of tomorrow. Multimedia opens a window to world of visual literacy

and authentic learning experiences, which engage the learner in higher

order thinking skills. Build valuable authentic learning connections around

the experiences world, allow interpersonal as discovery and well as

intellectual ownership of relationships with peers and create a real world

multidisciplinary problem learning solving. Students converting written work

into students use multimedia online or Science students presentations

computer observing beyond based the content in educational virtual, real

time software for environment Peer display additional (remote and

independent observation). Evaluations practice in of order to create

multimedia mastery.

Multimedia materials and equipment are instructional materials

which teachers and trainers use as alternative means of communication to

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transmit curriculum content learners, multimedia combines two or more

different types of instructional materials and can be effectively used to

facilities teaching and learning process, arouse learner’s interest, support

and reinforce student learning among other things ( Nkweke, et al ., 2010)

Statement of the Problem

The study aimed to assess the integration of multimedia in teaching

Science of grade 5 pupils in Tabangao Elementary School.

Specifically, it sought to answer the following questions:

1.What learning components for Grade 5 be describe in terms in:

1.1 objectives

1.2 learning competencies

1.3 teaching strategies

1.4 assessment tool?

2. How many multimedia be integrated in the following teaching learning

processes ?

2.1 motivation

2.2 presentation of new lesson

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2.3 application process

3. In to what extent do that multimedia integration relate according to

learning areas and teaching –learning process

4. Based on the finding, what technology based learning kit may be

develop to strengthen the integration of multimedia in Teaching Science.

Scope, Delimitation and Limitation of the Study

The study focused on the integration of multimedia in teaching

science for Grade 5 in Tabangao Elementary School.

Further, it describe the learning component of science for grade 5 in

terms of objectives, learning competencies, teaching strategies and

assessment tools. At the end, technology-based learning kit was

developed.

The study was limited only to the 10 teachers of Tabangao

Elementary School. This study delimited to the teachers teaching science

in other elementary school in Division of Batangas City.

Significance of the Study

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This study will be significant to the school principal, science

teachers, students and researchers.

School principal. An evaluation of current status of teacher’s

multimedia integration in teaching provides relevant data that may be used

to improve existing and processes and which may later contribute to

attainment of school’s vision, mission and goals.

Science Teachers. The result of this study may enable science

teaches to utilized and integrate multimedia in teaching which may offer

varied highly interested method of teaching science for Grade 5.

Student. All the improvement that may materialize as a result of

implementation of the recommendation of this study will precisely redound

to their benefits.

Future researchers. This study may provide future researchers

insights and references when they conduct studies similar or related to the

current study.
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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual and research literature related

to multimedia instruction, along with the other variables utilized in this

study.

Conceptual Literature

The following literature covers concepts on science and technology

education, science instruction, multimedia integration and instructional

materials, all of which provide partly relevant information on the main focus

of the study.

Science has brought about a lot of changes in a life of man. It has

given man pleasures of living a comfortable and secured life. Artificial

satellites, television, computers, robots and airplanes are gift of science,

Most of the things people use in their life are the result of the inventors of

science (Zhang, 2007).

It is but then of importance that science be given priority in education

to reap its benefits. Salandana (2001) wrote that to strengthen science

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education in the country today is to upgrade the various equipment and

allocation of apparatus and equipment. One way of which is for the school

to produce laboratory supplies and equipment through donation and aids

from various philanthropic.

According to Sorden (2005) include the teacher’s use of innovate

teaching strategies, instructional materials and educational technology

through media and computers. Differentiations of instructional technique is

likewise considered to avoid monotony and rather increase motivation.

More established guide for evaluation are required to determine reliable

learning outcomes. Further, the activities need to be set to a place where

every pupil can cope up with so that no one is left behind.

Dolye (2004) added the science education develops learner’s

abilities and undertaking to enables to them interpret, predict and control

the natural environment. Student who have varied experiences learn more

rather than just a set of facts about the world objects, events and living

things they see. Technological advances, science researchers and

discoveries are important to the student to cope up with the rapid

development in science.
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According to Petrosino 2007, science and technology is an essential

factor in a community’s progress and future and considered as the vehicles

not only in pursuing goals of efficiency, modernization industrialization but

also in achieving an improved quality of people’s life. The union of science

and technology proves a productive and successful enterprise. Scientific

discoveries have produced many inventions paving the way for the

development of science-based industries, while technological process,

such as improvements in scientific theories. In sum, science aim to

discover king of nature while technology seeks to invents new, improved or

better way of doing things.

Furthermore, science education includes concepts on science and

technology which are basically areas required by the present data students

in order to cope with the demand of the progress brought about the

change. The content standard in science education aims to developed

scientific literacy among students that will prepare them to be informed and

participative citizens who are able to make judgement and decision

regarding application of scientific knowledge that may have social, health

or environmental impact. The science curriculum recognizes the place of

science and technology in the civic, personal, social, economic and the
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values and ethical aspect in life. It promotes a strong link between science

and technology, including indigenous technology, keeping the country

uniqueness and peculiarities.

Research Literature

Education is a process and at present, it is under tremendous

pressure brought by the rapid changes in educational trends and

advancement of knowledge and technology. Thus, prime movers of

education continue conducting studies that enhance student’s learning in

the classroom. The following studies were reviewed to relate the concepts

and finding here in to the main focus of this study.

Simon (2008) concluded in her study that as to computer and

internet literacy as tool in teaching science, the older the age, and longer

teachers have been in the profession, the less comfortable they will be in

using internet and more resistant to change than the younger and newer

ones. High computer literacy levels in in-service training influence the

teacher’s frequency of internet use. Teacher’s frequency of internet use

increase their self-efficacy and attitude, while a highly positive attitudes

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motivates teachers to frequently use internet thus, improving their internet

efficacy.

Sumaong (2012) conducted a study about the delivery of science

instruction. He determined the delivery of science instruction according to

the different components namely: learning environment, medium of

instruction, instructional material, method of teaching, motivational

techniques, learning experiences/ activities and time allotment. The

findings revealed the science teachers need to include different learning

activities such as the use of ICT and the used of the audio-visual materials

to motivate the pupils and to build a highly interesting science subject.

A study about instructional material development was conducted by

Barcuse (2000). Areas considered were the physical laboratories,

administration, faculty members and instruction. The area of instructional

materials was also considered. Result of the study revealed that the use of

instructional materials is an important as the teaching method and

technique and instructional materials based on syllabi must be regularly

update. They must serve as a guide both for the teachers and students. It

was recommended in the study that instructional materials be designed for

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flexibility so as to accommodate changes, additions and adjustment and

each student must have a copy of said materials.

A study by Traynor (2008) found that utilizing computer-assisted

instruction improved instruction over using traditional method, as sustained

by a significant increase in academic achievement. This formed the basis

for the research to suggest that computer-assisted instruction affects

cognitive processes and increase motivation in the following ways:

personalizing information, animating objects on the screen, providing

practice activities that incorporate challenges and curiosity, providing a

fantasy context and providing learners which choice over their own

learning.

The study conducted by Agabin (2003) focused on the effectiveness

of videotapes in the academic performance of Science and Technology

students. Based on the analysis and interpretations of data, it was found

out that development of techniques to make instruction more efficient while

maintaining a higher level of quality had always been the astute regard of

the educators. The use of television in conjunction with the traditional

instruction with other media was found most effective combined with other

learning experiences. Videotapes instruction was effective as compared to

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traditional method. She emphasized that the videotapes were effective

instruction materials to convey information to student. If the students view

films, they will be able to see the importance of science in everyday life.

She recommended that the videotapes in Science and Technology be

updated.

Synthesis

The researchers have read several researchers to give light in this

study. The following researcher literature serve as a way of gathering

information to complete and clarify some concepts related to this study.

The study done by the researchers is similar to the present study since

they all used descriptive method of researcher design. The used

questionnaire as data gathering instrument. All studies presented are able

to identify the integration of multimedia in teaching Science for Grade 5

pupils in Tabangao Elementary School.

The study done by Petrosino (2007), Dolye (2004), Sorden (2005),

Salandara (2001) and Zhang (2007) are similar to the present study

because they tackled about the discovery of king of nature through

Science and invent new, improve or better ways of doing things through
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the help of technology. All studies were able to dealt with insights on

science and technology education, science instruction, multimedia

integration and instruction materials citing that in science instruction there

is a need to arouse the students’ interest and increase the performance

level of the student.

The studies done by Simon( 2008), Sumaong (2012), Barcuse

(2008), Traynor (2008) and Agabin (2003) have differences from the

present study because they do not mentioned the way in teaching Science

in elementary level. However, all the studies talks about integration of

multimedia and how they help improve the teaching-learning process.

Conceptual Framework

Student are the focus in an educative process. Teaching-learning

situation provided to the students are as important as the students in the

classroom. Every classroom encounter is a product of significant factors of

the learning environment such as the ability of the pupils. Background

information previously learned, availability of instruction materials and

other facilities in the science room ( Lardizabal,2004).

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Science education aims to develop scientific literacy among students

that will prepare them to be informed and participative citizens who are

able to make judgments and decision regarding application of scientific

knowledge that may have social, health or environmental impacts.

Science is one of the hated subjects in Grade 5, which students

would likely fail completing the necessary requirements and gets low

performance in both academic and conceptual reasoning skills. To many

students, science learning is never fun and the process is boring and

burdensome; thus, students achievement in this field is relatively low.

Teaching science is more productive when there are available,

sufficient, and strategically designed instructional materials suited for the

type of students. Instructional approaches may succeed or fail, they are

dependent on the learning need of the student. Teachers must consider

the students’ emotional needs and their approaches to learning.

Developing instructional materials play an integral role in the teaching –

learning process. Use of instructional materials has a strong relationship

with academic performance.

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The cited theoretical bases relate with the main focus of this study

which delves with multimedia integration in teaching of science. In the light

of the foregoing statement, the researcher was motivated to conduct a

study on the extent of integration of multimedia.

The input, process and output were used in the study to show the

flow of the study as best presented in the conceptual paradigm in Figure

1.The first box refers to the input of the study which pertains to the

description of learning component of Science for grade 5 in terms of

objectives, learning competencies, teaching strategies and assessment

tools. The extent of integration of multimedia in teaching science for Grade

5 considering motivation, presentation of lesson, application process and

evaluation. The second box indicates the processes involved in the

conduct the study. This includes the assessment through questionnaire.

The result was used as the bases for the developing technology-based

learning kit as presented in the last box of conceptual paradigm.

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INPUT PROCESS OUTPUT

1. Learning component
for Grade 5 be
describe in terms in:
 Objective
 Learning
competencies
 Teaching
strategies
 Assessment tool
2. Multimedia be
integrated in the Proposed Technology
Questionnaire
following teaching- Based Learning Kit
learning processes in
term in:
 Motivation
 Presentation of
new lesson
 Application
process

3. Extent of multimedia
relate according to
learning areas and
teaching-learning process Figure 1

Research paradigm on the Integration of Multimedia in Teaching Science

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Definition of Terms

For the understanding of the contents and variable of this study, the

researchers includes the conceptual and operational definition of the

following terms:

Application process. It refers to the process of using something

(Microsoft Encarta, 2009). And used in this study, the term refers to a part

of a teaching-learning process through which the significant points are

emphasized in a collaboration question and answer portion of the lesson,

along with explanation and demonstration aimed at clarifying and applying

in varied situations the lessons learned.

Assessment tool. This term refers to a method of collecting

information about a learner’s performance and understanding about a

certain topics ( Stiggins, 2005). In this study, the term refers to one of the

variables of learning components in science.

Evaluation. It refers to the process of determining the changes in

the child as a result of teaching and of his experiences. (Navarro,2006). As

used in this study, it refers to the meaningful experiences for accurate

evaluation of student’ performance, the act of summing up, assessing the

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result and obtaining of the result for the purpose of improving the

instruction.

Integration. This refers to the process of bringing together of part

into a whole. ( Roman, 2005). In this study, this refers to the inclusion of

multimedia to enhance the student’s performance.

Learning components. This term refers to the part of learning that

when combined to the another part forms a much bigger part

(Dictionary.com.). As used in the study, the term learning components

signify the areas in learning that when put together create much better

opportunities for the learners to grasp the concepts introduced to them.

Motivation. It refers to the processes stimulates behaviour of an

individuals and channels it in way that can provide a number of benefits (

Lunenburg,2005). As used in this study, it pertains to that part of the

lesson where maintains their focus on whatever classroom activities they

are engaged again.

Multimedia. This refers to the combination of sounds, graphics,

animation and video with traditional media such as text. In the world of

computers, multimedia with hyperlink, which links the information (Norris,

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2005). In this study, the term applies to a type of teaching through

utilization of multimedia tools and materials such as PowerPoint

presentation, animation and other computer program, video, audio, audio-

visual television and the like.

Objective. It refers to a goal or reason why a certain action is done

(Dictionary.com.). In this study, it refers to the definite statements of what

are to be learned in the lesson; descriptive of one of the variables that

comprises the learning components of science for Grade 5.

Presentation of the lesson. It pertains to the manner by which the

teacher introduces the lessons to the student ( Zulueta, 2006). In this study

the term refers to the utilization of multimedia in presenting the lesson, also

a variable that comprises in the teaching-learning process where

multimedia instruction is integrated.

Teaching-learning process. Terms refers to the interaction that

happens inside the classroom whether to student interaction or student to

student interaction in order to produce change in one’s behaviour (

Dictionary.com). In this study, it refers to the interaction that happens to

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the teacher and student during motivation, presentation of lessons,

application processes and evaluation.

Teaching strategies. In this study, the term refers for the strategy

employed by the science teaches in carrying out a set of procedures which

are limited to the actual performance of the learners.

Technology-based learning kit. This term refers to learning of

content via all electronic technology, including the internet, satellites

broadcasting, audio and video tapes, video and audio conferencing,

internet conferencing, chat rooms, e-bulletin boards, webcasts, computer-

based instruction and CD-ROM (Kearsley,2009). As used in this study, it

refers materials as learning strategies to enhance the teaching-learning in

science for Grade 5.

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CHAPTER III

RESEARCH METHOD AND PROCEDURE

Research Design

In this study, the researcher utilized the descriptive method and

quantitative approach. According to Bret and Cantor (2000), the descriptive

method is appropriate to describe, analyse and interpret concerns in the

study and would deal with the analysis and interpretation of data that will

be gathered for specific purposes.

Subject of the Study

The study focused on the integration of multimedia in teaching

science of Grade 5 pupils in Tabangao Elementary School. The

respondents were composed of teachers of Tabangao Elementary School

during the school year 2018-2019. A total of 10 teachers participated in the

study.

Data Gathering Instrument

The instrument used in this study was a survey questionnaire

prepared by the researcher in order to gather pertinent information

regarding the study. Aside from its relevance, it is also served as the

simplest yet the most accessible tool to be used in this study. Further, it is
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the most widely used and quickest way in getting the accurate responses.

The questionnaire used in English as its medium.

The questionnaire is composed of three parts. The first part is the learning

components for Grade 5 to be described in terms in objectives, learning

competencies, teaching strategies, assessment tool. The second part is

composed of multimedia be integrated in the following teaching learning

processes in terms of motivation, presentation of new lesson, application

process. And the third part is determined of extent of multimedia

integration relate according to learning areas and teaching –learning

process.

Statistical Treatment of Data

Questionnaire

Construction

The researcher explored the most suitable questions that would

address the problem statement. She read various reference materials and

consulted to other research expert as to the correct format of the

questionnaire and the necessary items to be included in the instrument.

The questionnaire was revised and was prepared for validation.

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Validation

To enrich its validity and content, the questionnaire was distribute

again to experts for validation. The researcher seeks the help of experts

for the improvement of each item enlisted in the instrument. The validation

lasted for several days, and the validated questionnaire was retrieved by

the experts. Upon seeing the written comments and suggestions, the

researcher immediately revised the questionnaire. Upon approval of the

expert of validation the researchers reproduced copies of the questionnaire

for distribution to the respondents.

Scoring

The responses were treated with confidentiality. For each part of the

questionnaire, the data were tallied carefully by the researcher.

The scale below was used to describe the learning components for

Grade 5 in terms in objective, learning competencies, teaching strategies

and assessment tool.

Option Range Verbal Interpretation

4 3.50 – 4.49 Strongly Agree

3 2.50 – 3.49 Agree

2 1.50 – 2.49 Disagree

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1 1 – 1.49 Strongly Disagree

The scale below was used to measure the multimedia be integrated

in the following teaching-learning process in terms in motivation,

presentation of new lesson and application.

Option Range Verbal Interpretation

4 3.50 – 4.49 Much Integrated

3 2.50 – 3.49 Moderately Integrated

2 1.50 – 2.49 Integrated

1 1 – 1.49 Not Integrated

The scale below was used to measure and interpret the response of

the extent of multimedia relate according to learning areas and teaching-

learning process.

Option Range Verbal Interpretation

4 3.50 – 4.49 To a Greatest Extent

3 2.50 – 3.49 To a Great Extent

2 1.50 – 2.49 To a Moderate Extent

1 1 – 1.49 To a Least Extent

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Data Gathering Procedure

For the authorization of distributing the questionnaire, the researcher

gives a formal letter from School Head to the teachers as a proof of

graciously receiving it and gave permission to distribute the questionnaire.

The researcher came up with the validated questionnaire. As for

actual gathering data from the respondents, the researcher distributed the

questionnaires to the Grade 5 teachers, who are currently teaching

Science at Tabangao Elementary School.

The researcher personally administered the questionnaire to the

respondents. The parts of the questionnaire were properly explained to

ensure the clarity of the questions. Most of the respondents took time on

reading each and every item, and after the respondents completed

answering the questions, the accomplished questionnaires were retrieved.

Statistical Treatment of Data

The data gathered were tallied and tabulated accordingly. Statistical

tools such as composite mean and weighted mean were employed to

interpret and analyse the data.

Composite Mean. This was used to measure a multiple data items.

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Weighted Mean. This was used to determine the integration of

multimedia in teaching science for Grade 5.

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BIBLIOGRAPHY

Books

Doyle, T. New Faculty of Professional Development Planning, and Ideal

Program Stillwater, Ok:New Forum. Press 2004.
Petrosino, A.J. Developing Student Expertise and Community: Lesson
from know Your People Learn, San Francisco Jossey Bass
2000.
Roman D.D. “Managing Project” A System Approach. New York:
Elservier Inc,2005.
Salandanan, G. Strategies for Effective Technology Manila: Kath
Publishing Co.Inc.2001.
Sorden, S. A Cognitve Approach to Instructional Design for Multimedia
Learning.USA: Northern Arizon University 2005.

Published /Unpublished Materials

Agabin, Adoracion C. 2000.”Effectiveness of Videotapes in the Academic

Performance of Science and Technology I Student at San Mateo
National High School.” Unpublished Master Thesis.
Barcuse, Romena R. 2000. “An Evaluation of Implementation of the Basic
Medical Science Program of Selected Dental School in the
National Capital Region: Basis for the Improvement of the
Dental Curriculum “, Unpublished Master’s Thesis, University of
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Immaculate Concepcion, Davao City

Nkweke, O.C.2010.”Effect Synchronized Multimedia on Academic
Performance in English Language of UBE secondary school
in Port Harcourt Metropolis”, Unpublished Ph. D
Thesis, Uniport.
Simon, Audrey.2008”Teacher’s Use, Self-Efficacy and Attitudes Toward
the internet “,Unpublished Master Thesis, University of the
Philippines.
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