THE EFFECTIVENESS OF MULTIMEDIA INSTRUCTION AND

PERFORMANCE IN Solving RADICALS

MILDREN M.MARAPAO
Teacher I
Maa National High School

Introduction

As a k to 12 Mathematics teacher we are facing the challenge to produce

a critically –minded students and a problem solver ,although the students interest
in class depends solely with the teaching materials and teaching strategy used.
So as teachers we need to employ different methods and interactive teaching
materials to arouse the interest of the students to learn the mandated
competencies. I have noticed that some of my students in Maa National High
School are bored with the traditional way of teaching and this dilemma can be
solved by using multimedia instruction. The theoretical basis of the study was
anchored on the idea of Constructivism (John Dewey) which focused on the
learner to continually assimilate and accommodate new information to construct
knowledge through meaningful activities

According to the study the study of Moriyama et al (2008) that one of the
most important things that pre occupy teacher’s time is the presentation material
for their classrooms .With the help of computers ,the teacher can effectively
address the challenge of organizing Mathematics instruction in such a way that it
attracts and develop the abilities of the greatest number of students and Santos
et al (2012)studies about Interactive learning system on operation with complex
number and their representation confirmed that the use of computer assisted
instruction in teaching is effective and improve the student’s performance than
the conventional instructional method, furthermore in an unpublished thesis by
Lavador (USEP 2011) titled “The Effectiveness of Animations In teaching
Biology”,she concluded that using computer animation as teaching strategy
improves the performance of the students in teaching Biology.
 Furthermore, the following terms used were operationally defined:

Multimedia Instruction- refers to education based guidance that is

presented by the use of computer and television .

Performance of students -refers to the description of the mean of the

pre-test scores and the post test scores as describe in the Likert Scale.

Method
The study utilized descriptive-comparative design in which the mean of the
scores of the respondents in pre-test and the posttest were obtained and
described and tested if there was significant difference between the means. A
total of 45 respondents from Grade 9 Garcia of Maa National High School were
identified through purposive sampling technique. The Pre-test and Posttest was
obtained from the students’ module in math and other mathematics books and
was subjected to validation by panel of experts. Pre-test was administered prior
to the implementation of Multimedia Instruction. After the pre-test, intervention
was introduced to the respondents by using multimedia instruction. Then,
posttest was administered to the respondents. Scores were tallied and analyzed
using SPSS Student Version. Then result of the pre-test and posttest scores
were analyzed and categorized using the scale below.
Correspondingly, the statistical tools used in the analysis of data were
Mean, Standard Deviation, Paired Sample T-test and the Eta –squared. Mean
and standard deviation were used in describing the pre-test and posttest scores
of the students while the Paired Samples T-test was utilized to determine the
significant difference between the means of the pre-test and posttest. Also, Eta-
squared was computed to measure the effect of Multimedia instruction to the
performance of respondents in solving the parts of similar right triangles.

Results and Discussion

This section displays the analysis of the data collated and given significant
interpretation.
Table 1. Scores before the implementation of Multimedia Instruction
Test n sd Mean Descriptive Interpretation
Pretest 45 1.48 3.20 Low
The first table depicts the scores of the respondents before the
implementation of Multimedia instruction which generated a mean rating of 3.20
and interpreted as low.
Table 2. Scores after the implementation of Multimedia Instruction
Test n sd Mean Descriptive Interpretation
Posttest 45 1.17 7.22 High
Table 2 highlights the scores of the respondents after the implementation
of Multimedia instruction which obtained a mean rating of 7.22 and can be
described as high.
Table 3. Test on the significant difference between the Pretest and Posttest
Scores of the Respondents
Test n df t- value p- value Decision
Pretest- Posttest 45 44 -14.57 .00 Significant
The table above exemplifies the test on the significant difference between
the pretest and posttest scores of the respondents which registered a t- value of -
14.57 with a p- value of .00 which is lesser than .05 level of significance
indicating significant. The result implies that there is a significant difference
between the pretest and posttest scores of the respondents. It reveals that the
respondents who were subjected to the Multimedia instruction have gained
significant learning or developed mastery in solving the parts of similar right
triangles.
The result above is supported by the study of Garrison, et. al (2001)
multimedia resources had been regarded as powerful aid that enhance teaching
and learning in various disciplines including language learning, science,
mathematics, engineering, business, etc.
Table 4. Effect size of Multimedia Instruction
n t- value Eta- Squared Remarks
45 -14.57 .83 Large
The fourth table depicts the effect of Multimedia instruction to the
performance of students in solving the parts of similar right triangles. The Eta-
squared value tallies .83 which signifies large effect. Thus, Multimedia instruction
significantly contributed a large effect on the performance of students in solving
the parts of similar right triangles.
Conclusion
1. The scores of the respondents before the implementation of Multimedia
instruction were low. There was a poor performance displayed by the students in
the pre-test.
2. The scores of the respondents after the implementation of Multimedia
instruction were high. There was an increase in the performance of the students
in the post test.
3. There was significant difference in the scores of the respondents before
and after the implementation of Multimedia instruction.
4. The effect of Multimedia instruction to the performance of the
respondents in solving the parts of similar right triangles was large.
Recommendation
1. Intensify the application of Multimedia instruction to topics that deals
with visual images especially in Geometry.
2. It should be adopted as one of the teaching strategies in handling or
teaching Mathematics lessons.
3. Curriculum planners and Math teachers could make use of multimedia
presentation for effective delivery of the lesson in schools that can help hone the
multiple intelligences of the learners.
4. Conduct similar studies to validate its findings.

References

Caday, Shirley P. (2012), Effectiveness of Computer-Stimulated Experiments

(CSC) in teaching high school physics. Retrieved from http://www.fit-
ed.org/ictcongress/paper/fullpapers/caday.pdf

Del Mundo, Kristi Ana. (2014). Multimedia teaching and performance of 4th year
students of f. bangoy national high school on conceptual learning of
newtonian mechanics. Katigaman Journal, pp. 102-107

Garrison, W. (2001). Video streaming into the mainstream. Journal of Audiovisual

Media in Medicine, 24(4), 174– 178.
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