1

MULTIMODAL TEACHING APPROACH IN SCIENCE: ITS EFFECT ON

THE ACADEMIC PERFORMANCE AMONG GRADE 5 LEARNERS

An Action Research Proposal Presented to

The Faculty of College of Teacher Education

Western Mindanao State University

Zamboanga City, Philippines

By

Norjimar S. Appad

Princess Juline B. Casimiro

Rey Mark G. Macasling

Bhea Margarette A. Sulatorio

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CHAPTER I

BACKGROUND OF THE RESEARCH

Introduction

Meryem Laadem (2019) defines a multimodal approach as a newly developed

educational concept and practice. It is thought to be a creative and current resource

for educators and learners alike. In actuality, it refers to paradigm shifts in education

that are founded on what might be beneficial, efficient, and pertinent to the needs

and interests of students. These developments will serve as the foundation for the

student-centered approach's tenets.

Since there is limited contact between teachers and students in a lecture-style

classroom where the teacher is the main focus, students can be regarded and

perceived as passive learners in the traditional method of teaching subjects and

concepts of a certain subject area (Yuemeng Wang, 2022). However, a study

conducted by Book, R. J. (2021), conventional instruction as a traditional way of

teaching concepts, particularly in Science, Mathematics, and English, has proven to

be effective when compared to the flipped classroom instruction, a more student-

centered way of delivering the lessons.

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Furthermore, multimodality acquired importance in the field of education with

the dawn of the technology age of the twenty-first century. Thus, when choosing or

creating activities and materials for a class, it's critical to consider the various learning

preferences of the students (Cárcamo, et al. 2016).

Similar to this, Yuanyuan (2016) confirmed that multimodal teaching

instruction can support students' initiative and pique their interest in learning. It

benefits kids' development of multiliteracies as well.

Technology fosters creativity in the classroom for both teachers and students.

The employment of a multimodal strategy that primarily concentrates on visual,

aural, and kinesthetic modes is more significant. Although Marchetti and Cullen (n.d.)

claimed that these modalities may not always rely on technology, it is more

preferable to employ technology to enhance learning given today's digital natives.

Theoretical Framework

Multimodality Theory of Gunther Kress and Theo van Leeuwen

This study is mainly anchored on Multimodality Theory of Gunther Kress and Theo

van Leeuwen.
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As the term implies, multimodality refers to the utilization of multiple

instructional modalities. This is a prevalent observation across nearly all subject areas,

but it is especially noticeable in science, where laboratory experiments,

demonstrations, and cooperative learning are typical interactions utilized to transfer

knowledge (Suflita, 2012).

Kress and Van Leeuwen postulated that a variety of methods, including

engagement with multimedia, contribute to the understanding of meaning.

According to Jewitt (quoted in Quillao et al., 2020), "how knowledge is represented,

as well as the mode and media chosen, is a critical aspect of knowledge construction,

making the form of representation integral to meaning and learning."

Since learning is already connected to technology in this day and age,

multimodal theory can be applied to this research. Multimodality is a more practical

way to offer teaching because teachers are constantly searching for the best ways to

optimize learning. Simultaneously, prevalent teaching strategies like the use of

games, films, and presentations have been shown in numerous studies to enhance

learning.
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This study's theoretical framework therefore demonstrates how multimodal

theory is broken down into three categories: kinesthetic (games), audiovisual

(videos), and visual (presentations). Each of these categories will be applied

independently to three groups of kids studying science.

Multimodality Theory

Visual Auditory Kinesthetic

Slide Videos Games

Presentation

Figure 1. Diagram of the Theoretical Framework of the Study based on

Multimodality Theory of Gunther Kress and Theo van Leeuwen

Conceptual Framework

Independent Variable Dependent Variable

Multimodal Teaching
Approach
Academic
Performance among
Grade 5 Learners in
Science
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Conventional
Instruction

Figure 2. Conceptual Framework of the Study

This study focuses on the use of multimodal teaching approach in Science

among Grade 5 learners in Integrated Laboratory School – Elementary Department.

Multimodal Teaching Approach and Conventional Instruction serve as the

independent variable whereas academic performance among Grade 5 learners in

science serves as dependent variable of the study, which means that multimodal

teaching approach and conventional instruction affect the academic performance

among Grade 5 learners in teaching Science.

Statement of the Problem

The researcher aims to determine the effect of multimodal teaching approach

in Science on the academic performance among Grade 5 learners.

More specifically, the researcher aims to determine the following:

1. What is the pre-test and post-test results among Grade 5 learners in Science

using Multimodal Teaching Approach?

2. What is the pre-test and post-test results among Grade 5 learners in Science

using Conventional Instruction?

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3. Is there a significant difference in the post-test results among Grade 5 learners in

Science using Multimodal Teaching Approach and Conventional Instruction?

Hypothesis

𝐻𝑜: There is no significant difference in the post-test results among Grade 5 learners

using Multimodal Teaching Approach and Conventional Instruction?

Significance of the Study

This study will be conducted to determine effects of using multimodal

pedagogies in developing leaners’ retention skills in English.

More specifically, the outcome of the study will be relevant and beneficial to

the following:

Department of Education (DepEd). The Department of Education will gain from this

study's findings since they will provide them with information on the protocols and

steps that should be followed to support and equip field teachers with the

educational materials they require before the intervention is put into practice.
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School Principal. As a result of this study, the principal of the school may need to

reassess and keep an eye on how well the intervention is handling issues that both

instructors and kids are having.

Teachers. This study is important because it will help teachers who will use the same

technique in their work because the resources available to them are not enough to

meet the demands of their students. It could also assist them in creating additional

efficient methods of instruction that guarantee kids acquire the necessary knowledge

in order to advance academically and become capable adults.

Students. The study's findings are advantageous to the students because they are

the ones who will be using the pedagogy. Having a thorough understanding of the

pedagogy and how it impacts students' learning will also be aided by this.

Scope and Delimitation of the Study

The study will be limited to the use of multimodal teaching approach and

conventional instructions in teaching Science concepts among Grade 5 learners.

Further, the study and experiment will only be conducted in one school and only two

(2) sections will be involved as the participants, which also serve as the controlled

and experimental groups.

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Additionally, slide presentations, videos, and interactive games are the

learning materials to be used upon delivering lessons using multimodal pedagogies.

Meanwhile, visual aids are materials to be used for conventional instruction.

Definition of Terms

Audiovisual. This is used to describe educational resources that provide information

using both the eyes and the hearing (visual and audio).

Interactive Games. This is a reference to educational games that teach kids

concepts, such scatter-gories, pictionary, and charades.

Kinesthetic. Learning resources that enable pupils to engage in physical activity are

referred to here.

Modes of instruction. This speaks about the multiple ways that information can be

presented, including kinesthetic (using interactive games), audiovisual (using films),

and visual (using slide presentations).

Multimodal Instruction. This refers to the use of more than one method in

teaching.

Slide presentations. This refers to the use of slides in presenting information such as

PowerPoint.

Technology. This speaks about the dissemination of knowledge through a variety of

media, including television, computers, and similar devices.

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Conventional instruction. This refers to instructor-led lectures without the inclusion

of any type of technology-based material.

Videos. This refers to audiovisual materials used to present a concept.

Visual. This refers to learning materials which utilizes the eyes in presenting

information.
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contained literatures and studies of various authors and are

retrieved from the internet and books. This chapter, also, contains literatures and

studies of various authors across the country and are retrieved from local published

books, different websites, and local works and studies related to the present study.

Such related literatures and studies are reviewed and contributed a lot in the

enrichment of knowledge, broader understanding, and insights of the researchers.

Multimodality in Education

A modality is a technique to physically represent information through a

medium, according to Bernsen (n.d.). This is clearly described as a modality of

information. Since different types of information can be represented by different

modalities and representation also depends on the recipient's characteristics,

modalities vary in expressiveness.

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With the advent of the 21st century technology era, multimodality in

education became important for motivating and engaging students as well as

helping them acquire a new type of literacy. Because of this, it's critical to consider

the various learning styles of your students when choosing or creating the activities

and resources for the class (Cárcamo, et al. 2016).

Chen and Fu, Moreno and Mayer, and Zywino asserted that multimodal

learning environments allow instructional fundamentals to be presented in more than

one sensory mode (visual, aural, written). Thus, it may lead learners to see that it is

easier to learn and improve attention which results to improved learning

performance, most especially for lower -achieving students.

Enhancing student engagement and learning is the main objective of

educators. As stated in Sankey, Birch, and Gardiner (2010), they use educational

technologies to achieve this goal since they offer them significant chances to create

media-enhanced, interactive, more inclusive, and engaging learning environments.

Multimodal teaching instruction can support students' learning initiative and

pique their enthusiasm in learning, according to Yuanyuan (2016). Enhancing

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students' multiliteracies also helps them become more proficient in social

communication, multimedia-based literacy, and video-audio literacy.

Modes of Multimodal Instruction

Whether information is presented through text, images, graphs, charts,

diagrams, animation, videos, etc., effective presentation is a crucial part of the

learning process. Because these tools can provide a range of presenting formats to

enhance the learning process, Anderson et al., Heller et al., Pilkington, and Grierson

claimed that their use is rapidly increasing in popularity (as mentioned in Motazemi,

2006).

Three main modalities exist in human information acquisition: visual, aural,

and touch. Three fundamental learning styles—visual-spatial, auditory-sequential,

and tactile-kinesthetic—are derived from Silverman's relationship between these

three modalities and how students receive information. Concept visualization is a

teaching tool for visual-spatial learners, who also think in comprehensive, frequently

three-dimensional representations. In contrast, learners who process information

auditorily and through verbal thought processes typically acquire knowledge in a

sequential, step-by-step manner. Ultimately, as tactile-kinesthetic learners absorb

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information through actual touch and sensation, they gain more from application or

demonstration than from spoken explanations (as cited in Cruse, n.d.).

According to Crosby and Stelovsky, teachers can use multimedia to offer

comprehensive information to their students in a way that helps them meet

predetermined course objectives by combining text, graphics, animation, and other

media into a single unit. Learning materials can be more naturally and intuitively

connected to other related topics thanks to multimedia, which also makes it possible

to demonstrate complex processes in an animated, highly dynamic fashion.

Furthermore, multimedia-based training can be efficient and effective, according to

West and Crook, since it allows for self-paced learning, which allows students to

break out of the group instructional setting—which frequently impedes some

people's normal development—and their unique learning speed. Moreover, Bartlett

and Strough said that because it incorporates video and audio creation, learners

interact with the course material more effectively because there is less effort required

to bridge the gap between the learner and the information being processed.

Additionally, it fosters independence in the learning process since student

accountability is transferred from the instructor to the self-regulated instruction.

Multimedia formats have potential benefits for both students and instructors

delivering multi-section courses. This is because the format guarantees consistency in

the lecture material throughout the sections (as mentioned in Yamauchi, 2008).
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Since learning can be portrayed in a variety of ways, the study concentrated

on three primary modes: kinesthetic (using games), audiovisual (using films), and

visual (using slide presentations).

Use of Slide Presentations in Teaching

According to studies, using digital content online enhanced academic

achievement (Fulton, 2012). It is easier for pupils to take notes when teachers use

presentation slides, which also helps teachers organize their ideas and presentations.

It is certainly lot easier to read than some teachers' handwriting, if nothing else

(University of Wisconsin-Whitewater, 2018). Furthermore, students think that lectures

reinforced by slide shows are more engaging than those delivered in a regular

classroom setting. Using computer-generated presentations to display discussion

questions on the screen fosters a discussion-based environment in the classroom

(Kahraman, Çevik, & Kodan, 2011).

Parks claimed that for the past 20 years at least, the focus of presentation

software has been on Slideshow style editors. According to Wolfe & Strasser (2014),

he also stated that the PowerPoint presentation had a favorable impact on the
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students. However, according to Clark (2008), while employing slideshows in the

classroom was formerly seen to be innovative, it is now associated with tedious

lectures. Unless a slideshow incorporates more complex aspects, such movement, it

usually fails to pique students' interest and loses its effectiveness as a tool for

involving them in the lecture. Teachers were forced to look into alternative, related

technologies in reaction to the students' lack of interest. They devised creative

methods to integrate these tools in their presentations while also retaining the

students' enthusiasm during class.

According to Cornwell (2014), the use of PowerPoint or other slide show

presentations can assist boost students' satisfaction with the lecture, instructor, and

course. PowerPoint helps in lesson processing and content organization, according to

Mason and Hlynka. Cook added that taking notes is made easier by its use, which is

another benefit. Additionally, Harrison made the case that PowerPoint improves

education and inspires learning in pupils (quoted in Nouri & Shahid, 2005).

Use of Videos in Teaching

Video can be used in a variety of learning environments, according to Fazey

and Johnston's assertion. According to Abdelraheem & Ahmed (2015), it provides

context for learning skills and blends visual and auditory cues, which might be

helpful for individuals who are still developing their reading and writing skills.
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Furthermore, Hébert & Peretz, Schlaug et al. emphasized that watching films

activates both hemispheres of the brain: the left processes discourse, while the right

processes visual pictures (as cited in Berk, 2009).

The learning process is enhanced by the regular usage of video presentations

to supplement in-person lectures (Motazemi, 2006). Its use in education is suitable

for beginning courses, introducing students to difficult subjects like science ideas to

those who are visual or spatial learners as well as those who are labeled as slow

learners. According to Nelson et al. and Paivio et al. (as mentioned in Berk, 2009),

using multimedia improves memory and understanding and encourages deeper

learning. Therefore, more is better.

According to Mayer (as cited in Cruse, n.d.), watching can stimulate the high

level of cognitive activity required for active learning, despite its apparent passivity.

High-quality movies are becoming more and more readily available, which has led to

their persistent domination in many facets of life, including higher education. Due to

this, a wide variety of films have been produced with diverse features, purposes, and

applications from a learning standpoint. It has been discovered that these movies

enhance students' academic achievement (Woolfit, 2015).

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Use of Interactive Games in teaching

Games can be used to increase student interest in areas like math, which they

often struggle with. By converting the work that students are doing into a

measurable benefit, a reward system like badges and points will also aid in keeping

students interested in a learning-based game. As a result of students being able to

relate to the material more easily through practice than from reading or watching a

lecture, increasing engagement will also result in an increase in learning retention

(Ford, 2015).

Fun and learning can be combined throughout a game to create a better

learning experience, according to Furdu, Tomazei, and Köse. A well-thought-out plan

will increase student engagement, which will boost retention and feedback. A well-

planned game-based learning technique is necessary to make this achievable. To

further encourage learning and yield acceptable results, classrooms should be

thoughtfully set out.

The fact that games can be used to enhance content and deepen learning for

a range of learners makes them an important tool for educators to use in the

classroom. When implemented correctly and efficiently, it can serve as a springboard

for inquiry-driven learning, which encourages questioning as opposed to merely

imparting information. This is a reaction to the pressing demand for educational

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programs that make science and other related subjects more approachable and

relevant for students in elementary and secondary education in an encouraging and

helpful way (Holford & Portnoy, 2011).

According to a study by Mubaslat (2012), everyone will agree that games are

beneficial in the classroom since they engage students, promote communicative

competence, and increase fluency—even though they may merely cause noise and

amuse the students.

Teachers should have a thorough awareness of the games that will be utilized

in the classroom as well as their benefits, which include the capacity to hold students'

attention, reduce their stress levels, and provide opportunities for genuine

conversation. The usage of games in the classroom is then assessed to determine

whether they are being used appropriately. A suitable period must also be chosen,

and they must be incorporated into the standard curriculum and syllabus. Still, games

aren't employed nearly as much as they might because of the syllabus's constraints.

Consequently, using games in the classroom could be difficult for educators.

Some students may not be open to using games because they have not been

exposed to them or because they are more accustomed to traditional learning

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methods and other activities that suit them better, claim Stojković & Jerotijević

(2011). Additionally, the fact that chaos can occur anywhere there is play is a major

concern for teachers. That's the main explanation for why so many educators steer

clear of using games as teaching tools. They lose control of the class as a result of

their inability to keep a careful eye on their students' work.

Moreover, a noteworthy observation is made regarding the post-test results of

students who received training through video and interactive games, indicating a

preference for the former method. Both videos and games are engaging the

students, but videos appear to be more direct in their content delivery and take less

time to explain concepts than games do.

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CHAPTER III

METHODOLOGY

This chapter contains the methodology which will be used for collecting the

data prior to the present study. It tackles the research design, research locale,

respondents of the study, research instrument, procedure, methods of analysis as well

as the research ethics. It also gives details on the population and sampling

techniques that will be used for the study.

Research Design

This study will be using quasi-experimental research design. In this study, two

class sections will be used as respondents and two different approaches will be

assigned to them. The experimental group will be teaching Science through

multimodal teaching approach while the controlled group will be teaching the same

content of the subject area through conventional instruction. A pre-test will be given

to both groups of participants before utilizing the assigned teaching approaches,

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meanwhile a post-test will be administered afterwards. The two class sections

involved will be taught the same concepts, however they will learn it in different ways

as different groups will be subjected to different teaching approaches.

Research Locale

The study will be conducted at Western Mindanao State University –

Integrated Laboratory School, Elementary Department where the researchers have

been deployed during their practice teaching. The school is located at the Normal

Road, Baliwasan, Zamboanga City.

Research Participants

The respondents of the study will consist of two class sections of Grade 5 of

ILS-Elementary Department, Academic Year 2023-2024. Each of the sections is

composed of heterogeneous learners and the assignment of teaching approaches

will be randomly done, yet respondents will be purposively chosen.

Group Distribution of the Assigned Teaching

Respondents Approach
Grade 5 – Alpha 43 Multimodal Teaching
(Experimental Group)
Approach

Conventional Instruction
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Grade 5 – Sarona 44
(Controlled Group)

Total 87

The participants of the study are the Grade 5 learners of Integrated Laboratory

School – Elementary Department of Western Mindanao State University. The

mentioned participants are currently enrolled in Science class. The selection of the

samples will be done using purposive sampling.

The figure below showed the PDSA Model which will be used as a guide for

the conduct of the study which will be adopted from the action research of Nelson

(2014) and comprised of 4 stages:

Figure 3. Action Research Model: PDSA Model

The PDSA Model

Phase 1: Planning
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The researchers will concentrate on developing, planning, and creating

learning materials. The researchers will adopt 30-item test questions prior to the pre-

test and post-test.

The majority of this phase will be spent developing learning materials. One

content expert will review the instructional and learning resource materials to ensure

that the information is accurate, relevant, developmentally appropriate, and up-to-

date. Additionally, the researchers will ensure that there will be no errors or omissions

in the materials. After all these steps will be completed, the researchers will now be

ready for phase 2.

Phase 2: Do

Learning materials will be introduced to the Grade 5 learners of ILS-

Elementary of Western Mindanao State University after a thorough analysis and

validation.

Two class sections will be considered as participants. Two different teaching

instructions, such as multimodal teaching approach and conventional instruction will

be employed in teaching Science lessons. The intervention will be adopted and

implemented over a two-week period. Both class sections mentioned above will be

asked to take post-tests following the intervention. The questions on the post-test

will be similar topics to those on the pre-test.

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To obtain significant data, the results of the used of multimodal teaching

approach and conventional instruction which will be assigned to the learners will be

analyzed and compared to the pre-tests.

Phase 3: Study

The findings of this study will be acknowledged and taken into consideration

in order to improve the academic performance in Science among Grade 5 learners.

The findings will be utilized as a basis for classroom instructional development plan.

Phase 4: Act

The data will be analyzed and computed using SPSS in order to assess the

effect of the intervention on the learners’ academic performance. In this study, two

groups will be used, with both groups will be measured or observed twice. The

measurement of observation of both groups will be collected and subjected to

statistical treatment. T-test will be used to assess whether both approaches in

teaching Science among Grade 5 learners will be beneficial. Further, it will be used for

the results of the pre-test and post-test to determine whether there were significant
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differences between them. Also, it will be used to compare the post-test results of the

two groups of students who will be taught using different teaching approaches.

Ethical Consideration

Since human subjects will be used as respondents in this study, the researcher

conducted it in accordance with the fundamental ethical guidelines for research.

When managing all of the subjects' information and data, the researcher guaranteed

the highest level of confidentiality. The responders suffered no harm, either bodily or

psychological. The study's presumptions about maintaining anonymity regarding

participant identities and conclusions were appropriately upheld. Because the

researcher recognized that the participants had the right to make decisions based on

their viewpoints, convictions, and values, complete autonomy was granted to them.

Data Gathering Procedure

Upon the approval research proposal, the research followed the standard

procedures in conducting the action research. After the pretest, the students in each

of the two sections will be taught using two different instructions. For the

experimental group, learners will be taught through multimodal classroom

instruction which slide presentation, videos, and games will be employed in teaching

the concepts in Science. Meanwhile, for the controlled group, conventional

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instruction, such as the use of visual aids will be utilized in teaching the same

concepts in Science.

In a multimodal classroom, the instructor will utilize PowerPoint and

incorporate animations to capture the students' attention throughout the presenting

portion. The instructor will go over the key points that are exhibited on each slide as

the slides are shown. Slideshow presentations and the use of videos are comparable.

The teacher will be able to talk about the key ideas presented in the video by pausing

and playing it again. Up until the end of the video, it will be repeated. As for the

games, it will be quite different as it will use as a part of motivation unlike the use of

slides and videos which will use in the presentation part. It will be used particularly to

unlock the difficult terminologies before the actual discussion of the topic.

However, for conventional instruction, the teacher will just simply utilize the

teacher-made visual aids to deliver the lesson.

After the discussions using the aforementioned approaches, a post test will be

given to the students to assess their knowledge gained using such approaches.

Statistical Treatment of Data

The tools to be used by the researcher in analyzing the data are the following:

Mean. It will be utilized to get the average performance of the students in each of

the approaches.
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Independent Sample T-test. It will be used to compare the mean of experimental

and controlled group to determine whether the matched groups have a significant

difference.

Paired Sample T-test. It will be used in identifying the significant difference

between the pre-test and post-test performance of the students, given that the data

will be in ratio scale.

Standard Deviation (sd). It will be used to identify the dispersion of the scores of

the students relative to the mean of their score.

Data Analysis

The data gathered will determine if there is a significant effect of the use of

multimodal teaching approach in science on the academic performance among

Grade 5 learners. After the completion of the pre-test and post-test, the results will

be interpreted using the weighted average scores of the class. The paired sample t-

test will perform to determine whether mean difference between two groups is

statistically significant. Further, the independent sample T-test will use to see if the

post-test means differed substantially.

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CHAPTER IV

RESULTS AND DISCUSSIONS

The first research question that this study sought to answer was, “What is the

pre-test and post-test result among Grade 5 learners in Science using Multimodal

Teaching Approaching?”

Table 1: Result of the Grade 5 Learners in Science using Multimodal Teaching Approach

Subject Pre-test Post-test Remarks

Mean SD Mean SD

Science 7.25 1.98 22.25 3.73 Increase

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Table 1 shows the Pre-test and Post test result of the Grade 5 learners in

Science using Multimodal Teaching Approach. The pre-test showed a mean of 7.25

with a standard deviation of 1.98. Meanwhile, the post test results showed that

Multimodal Teaching Approach group got an improved mean score of 22.25 with a

standard deviation of 3.73.

A comparison of the pre-test and post-test results showed that the post-test

results of the Multimodal Teaching Approach group to be higher than the pre-test

results. This means that learners’ score was increased after having been given lessons

particularly in Science using the Multimodal Teaching Approach.

This result is supported by the constructivist theorist’s positions with regards

to knowledge acquisition. According to Kapur (2019), when learners are engaged in

constructing their own viewpoints, they carry their life experiences to fully grasp the

concepts provided and be able to put it in action. This is where the teacher comes in

as facilitator but not as a dispenser of knowledge. Learners still need to acknowledge

ideas and suggestions from their teachers to make sure that they are properly guided

and on the right track. It emphasizes the importance of the learner being actively

involved in the learning process. Thus, the used of the Multimodal Teaching

Approach as a student-centered approach in learning Science concepts developed

students’ new insights, encouraged them to make their own learning, explore new

opportunities, make their own interpretation, and generate their own conclusions.

This was very evident on the evaluation results after each session and interaction
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with the teacher inside the classroom which resulted to an increase in the pre-test to

post test score of the learners who were exposed to the Multimodal Teaching

Approach.

Table 2: Result of the Grade 5 Learners in Science using Conventional Instruction

Subject Pre-test Post-test Remarks

Mean SD Mean SD

Science 8.29 2.06 17.81 3.51 Increase

Table 2 shows the Pre-test and Post test result of the Grade 5 learners in Science

using Conventional Instructional. The pre-test showed a mean of 8.29 with a standard

deviation of 2.06. Meanwhile, the post test results showed that Multimodal Teaching

Approach group got an improved mean score of 17.81 with a standard deviation of

3.51.

A comparison of the pre-test and post-test results showed that the post-test

results of the Conventional Instruction group to be higher than the pre-test results.

This means that learners’ score was increased after having been given lessons

particularly in Science using the Conventional Instruction.

This result is supported by the behaviorist theorist’s positions with regards to

knowledge acquisition. Behaviorist relies on the active role of the teacher as the

dispenser of knowledge and skills. Teacher uses direct instruction through lecture

discussion method to ensure that learning takes place (Bandura, 1986). The
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traditional method of teaching as a teacher-centered approach was greatly observed

during the entire duration of the experimentation. The teacher relied heavily on drill

and practice in order for the students to learn the concepts presented and has

proven to be effective as the scores of the students who were exposed to the

conventional instruction improved from the pre-test to post test in Science,

Mathematics and English. According to Donges (2017), this type of approach will not

allow the students to perform higher thinking skills such as to solve problems, apply

to new situations and evaluate their experiences as this theory disregards

collaboration and communication.

Table 3: Significant difference in the post-test result among Grade 5 learners in Science
using Multimodal Teaching Approach and Conventional Instruction

Subject Group Mean t-value P-value Remarks Decision

Post-test on 𝐻𝑜
Results
Multimodal 22.25
Teaching
Science Approach 5.68 0.000 Significant Reject 𝐻𝑜
Conventional 17.81
Instruction

Table 3 shows the significant difference in the post-test results among Grade 5

learners in Science using Multimodal Teaching Approach and Conventional

Instruction. As it can be gleaned from the table above, post-test results in Science for

Multimodal Teaching Approach group obtained significantly higher mean of 22.25 as

compared to the Conventional Instruction group with a mean score of 17.81.

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Independent sample T-test was used when data were compared. As seen in the table,

the yielded t-value is 5.68 with a P-value of 0.000. Since the P-value is lower than 0.05

level of significance, this means the difference is statistically significant. This can be

inferred that the Multimodal Teaching Approach was believed to be more effective as

a teaching approach in Science than the Conventional Instruction.

CHAPTER V

CONCLUSION AND RECOMMENDATION

Conclusions

After careful analysis of data, this study, therefore, presents the following conclusions:

1. Post-test result is higher than the pre-test result of the Multimodal Teaching

Approach group.

2. Post-test result is higher than the pre-test result of the Conventional Instruction

group.

3. There is significant difference in the post-test results among Grade 5 learners of

the Multimodal Teaching Approach and Conventional Instruction in teaching Science.

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Recommendations

In view of the conclusions, this study makes the following recommendations:

1. Science teachers are encouraged to use slide presentations incorporating

animations in teaching since they boost interest among students.

2. Science teachers are encouraged to use videos such as short documentaries so

that students’ retention will be enhanced as both audio and video are involved.

3. Science teachers are also encouraged to use games, given that there is sufficient

time, so that the instructional materials will be carefully prepared and utilized to

improve students’ learning outcomes.

4. Science teachers are urged to utilize other multimodal instructional materials that

will help improve learners’ academic performance.

5. The principal must be able to design a plan and an educational development

program focusing on the implementation of the Multimodal Teaching Approach. This

study will pave way for the school principal to encourage teachers to adopt this

effective teaching tool for classroom instruction. There must be a continuous training

so that teachers will develop the skills and master the proper execution of the

Multimodal Teaching Approach.

6. Teachers who are teaching Science must plan series of training for teachers on the

proper implementation of the flipped classroom. The training must focus on

 35

developing the teachers 21st Century Skills which is needed in the execution of the

Multimodal Teaching Approach.

7. The teacher must continue to ignite their interests and eagerness in teaching.

Teachers should be more innovative in preparing teaching and learning materials to

help them modify their teaching strategies in order to embrace the benefits of

interactive teaching, including longer and increased learners’ conceptual

understanding. Teachers can adopt the teaching approach introduced in this study to

embark on effective teaching techniques on the different lessons, thus enhancing the

pedagogical practice of the teachers.

 36

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