Chapter 5

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Chapter 5

SUMMARY , CONCLUSION AND RECOMMENDATION

This chapter presents the significant aspects related to this study. It

Summary

The research’s primary goal was to assessed teachers acceptance and


students’ attitude in integrating multimedia technology in mathematics in
selected Public Secondary Schools in the Municipality of Tuburan for the
School Year 2023-2024 as the basis for multimedia integration activity and
thus determine the significant relationship between the teachers acceptance
and students’ attitude in multimedia technology integration in mathematics.
The researcher’s used a quantitative method, specifically a descriptive-
correlation design for this study. The Pearson Correlation Coefficient
determines if there is no significant relationship between the profile of the
students and teachers as to their attitudes in using multimedia technology
integration and the learning environment.

Specifically to determine the significant relationship between the between


the teachers acceptance and students’ attitude in multimedia technology
integration in mathematics , in the DepEd-most Essential Learning
Competency (MELC).

The researcher’s conducted the study at the selected Public Secondary


Schools in the Municipality of Tuburan for the School Year 2023-2024.
Originally from Vicenti Cabahug National High School, Tuburan National High
School, Putat National High School, Motealegre National High School,
Kalangahan National High School, Kansi National High School, Kabangkalan
National High School, Sumon National High School, and Lusong National High
School with the target population consisting of Grade 10 students and
teachers. The study used Slovins formula to determine the total number of
respondents.

Lim and Khine's (2015), conducted research on the correlation between


teachers' technological competence and their ability to incorporate
multimedia resources in the classroom. This study utilized a modified survey
questionnaire derived from multimedia resources in modern-day pedagogy.
They found that a positive correlation exists between the technological
competence of teachers and their ability to effectively integrate multimedia
resources in teaching. This correlation suggests that teachers with stronger
technological proficiency are more capable of leveraging multimedia
resources to enhance students' learning experiences.

This study applied the descriptive survey method, which utilizes


questionnaires to gather data and interpret the simple averaging and
frequency counting were used to determine the students and teachers
profiles for multimedia integration activity and thus determine the significant
relationship between the profile of the students and teachers as to their
attitudes in using multimedia technology integration. This method focused
on the teachers acceptance and the attitude of students in integrating
multimedia technology in mathematics. It involved a survey of all public
secondary teachers and students from identified secondary schools covered
by the Municipality of Tuburan for the school year 2023-2024.

The following findings were stated based on the gathered data:

The profile of the teacher respondents in terms of age and gender, highest
educational attainment, years in service, rank of relevant training or
seminars attended, availability of multimedia tools, and teachers level of
acceptance in multimedia technology integration. The findings show that
most of the respondents are females, and the highest number of them are in
the range of 24-32. Also most of the respondent’s in their years of service is
1-8 years. Additionally respondents obtained Diploma in Professional
Education familiar with the field, and most of them attended local
training/seminars. Furthermore, some of the availability multimedia tools are
the following : cellular phone/smartphone, desktop computer, digital camera,
laptop, printer, smart TV, tablet/handled, video camera/ video recorder, Wi-
Fi//modem, projector and internet connection. Moreover based on the
findings it implies that most of the respondents have the tool. Having almost
the same results in terms of availability of multimedia tools among the Grade
10 students, this implies that these multimedia tools mentioned are very
available. In addition for the teachers level of acceptance in multimedia
technology integration, based on the findings it implies that the perceived
usefulness was vital to teachers’ level of acceptance of the strategies
employed in multimedia technology integration in teaching.
The profile of the learners or student respondents in terms of age and
gender, grade (2nd Quarter), parents combined income, availability
multimedia tools and students’ attitude in multimedia technology integration
. The findings show that most of the respondent’s are females , and the
highest number of them are in range of 15-17. While for the grade (2 nd
quarter) of the learners , the majority of the respondent’s are very
satisfactory with the average of 85-89 . Additionally the majority of the
respondents obtained poor in their parents combine income. Furthermore
some of the availability multimedia tools are the following : cellular
phone/smartphone, desktop computer, digital camera, laptop, printer, smart
TV, tablet/handled, video camera/ video recorder, Wi-Fi//modem, projector
and internet connection. Moreover based on the findings it implies that all
availability multimedia tools mentioned is Always available for them. In
addition for the students attitude in multimedia technology integration,
based on the findings of Student’s Attitude in Integrating Multimedia
Technology in Teaching Mathematics, it implies that the self – confidence was
vital to students’ attitude in integrating multimedia technology in teaching.

Conclusion

After conducting the study, the researcher’s concluded that Teachers


acceptance and Students attitudes in multimedia technology integration has
an impact of their mathematics performance, a concerning observation
emerged regarding the competency related to determine the significant
relationship between the profile of the teachers acceptance and students’
attitudes in using multimedia technology integration. This outcome
underscores a potential challenges or difficulty that certain students may be
facing in grasping the intricacies in using multimedia technology integration
in math class.

It is recommended that further investigation and analysis be conducted to


identify the specific challenges faced by these students. This could involved
exploring teaching methodologies, individualized support, or additional
resources that address the unique needs of learners in this competency.

Addressing the identified issue promptly and effectively is imperative to


ensure that all students have an equitable opportunity to comprehend . By
implementing tailored strategies and fostering a supportive learning
environment, educators can contribute to the overall improvement of
student performance and promote a more inclusive and effective
mathematics education for all.

Recommendation

Based on the results of the findings and conclusions gathered, the


researcher’s would like to recommend the following:

1. Professional Development: Provide professional development


opportunities for teachers to enhance their understanding and skills in
incorporating multimedia technology in the classroom. This can help
teachers feel more confident and competent in using multimedia tools
effectively, which in turn can positively impact students' attitudes and
performance.

2. Individualized Support: Providing personalized assistance to students


who are experiencing difficulties with utilizing multimedia technology in math
class can involve offering extra guidance, resources, or tutoring sessions.
This tailored support aims to help students overcome any challenges they
may encounter and enhance their proficiency in using multimedia tools.

3. Curriculum Design: Take a critical look at the curriculum and make


necessary adjustments to incorporate suitable and applicable activities that
integrate multimedia technology into math lessons. By doing so, students
will be able to understand the practical uses of multimedia technology in
solving math problems, resulting in a more captivating and meaningful
learning experience for them.
4. Access to Resources: Ensure that all students have equal access to the
necessary resources, such as computers, software, and internet connectivity,
to effectively utilize multimedia technology in math class. By addressing any
discrepancies in resource availability, we can create a more fair and
balanced learning environment for all students.

5. Collaboration and Peer Learning: Encourage collaboration and peer


learning among students when using multimedia technology in math class.
This can foster a supportive learning environment where students can learn
from each other, share ideas, and help one another overcome challenges.

By this recommendation it would be beneficial to conduct further research


and analysis to determine the most appropriate strategies for addressing the
specific challenges faced by students in using multimedia technology
integration in math class.

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