Relationship between multimedia and students academic performance

1. MULTIMEDIA FACILITIES AND STUDENT’S
ACADEMIC PERFORMANCE
JOHANNA M. MANZO
RESEARCHER
DR. FLAVIANO M. MUYO, JR.
PROFESSOR

2. MEM Students
Dr. Flaviano M. Muyo,
Jr Chairman

3. INTRODUCTION

4. Background of the Study
 Management is getting things done through
people. It involves the processes including planning,
organizing, development and evaluation, Muyo
2012.
 Multimedia, defined, is the combination of
various digital media types such as text ,images,
sound and video, into an integrated multi-sensory
interactive application or presentation to convey a
message or information to an audience.

5. Background of the
Study
 Quality education is a universal goal. It is common
to hear arguments that instructional technology will
be the key to educational quality.
 According to Meiers (2009), rapid continuing
advances in information and communication
technologies are changing the way people share,
use, develop and process information and
technology. Meier added that there is a growing
evidence that use of ICT in the classroom can
enhance learning.

6. Background of the
Study
 Multimedia is changing the way we communicate
with each other, sending and receiving messages is
more effectively done and better comprehended
(Vaughan,1998).
 Neo and Neo (2000) in their own view, opined that
multimedia has introduced important changes in our
educational system and impact the way we
communicate information to the learners.

7.  Information and Communication Technology
(ICT), according to Adedeji (2010) as cited by
Adesoji (2012), has been an instrument for
achieving social, economic, educational, scientific
and technological development.
 ICT has greatly influenced the educational
sector specially on teaching, learning and
research.

8.  We are all aware that in
the traditional teaching
model, the teacher holds
on to the knowledge base
and delivers that
knowledge base directly to
the student. The use of
innovative multimedia
practices, however allows
for a change in the role of
teacher in education.

9. Background of the Study
 With this change
in role, the teacher
becomes a true
facilitator, a
manager of the
learning process
rather than the
source of all
knowledge.

10. STATEMENT OF THE PROBLEM
This study aims to
determine the significant
relationship between the
use of multimedia facilities
and student’s academic
performance as perceived
by teachers.

11. Specifically, this study will seek answers to the
following questions:
1. Is there any significant relationship between the
use of multimedia facilities and academic
performance of students?
2. What are the effects of the use of multimedia
facilities in the performance of students as
perceived by teachers and by themselves?
3. Is the use of multimedia facilities in teaching
improves the level of students’ performance?

12. Significance of the Study
The result of the study
can be useful to the
following:
 Teachers
 Students
 Researchers

13. SCOPE & DELIMITATION
This study will be limited only in determining
the significant relationship between the use of
multimedia facilities and the academic
performance of students as perceived by
teachers and by themselves.
This will further be limited among the first
year to fourth year high school students in the
District of San Agustin during the school year
2013-2014.

14. CHAPTER II
REVIEW OF RELATED LITERATURE AND
STUDIES

15. Theoretical Framework
“ Teaching and learning are just two kinds of
the same coin. Since there are many ways of
learning, there should also be different methods
of teaching” ( Lardizabal, et.al.,1997). According
to the theory of methodology, since every student
has individual differences, the teacher may
used varied ways to introduce the lesson.

16. Related Literature
 Multimedia technology did not happen
overnight. It has changed the way we look at
computers.
 Since the late 1970’s, desktop computers used
in the home and office have evolved into
sophisticated systems that helps us get our jobs
done, deliver information and provide
entertainment.
 Multimedia technology and applications have
found many places in the home in the late 1980’s.

17.  The evolution of multimedia has made it very
possible to the learners to become involved in their
work. With multimedia technologies, they can create
multimedia applications as part of their project
requirements. This would make them active
participant in their own learning process, instead of
just a passive learner of educational content (Neo
and Neo, 2000).

18.  The use of multimedia in industries
according to Lindrom (1994) has been extensive,
as it has been effective in increasing productivity
and retention rates, where research has shown that
people remember 20% of what they see, 40%of
what they see and hear, but about 75% of what
they see and hear and do simultaneously.
 Multimedia has also been shown to elicit the
highest rate of information retention and result in
shorter learning time (Hofstetter, 1995).

19.  Current
achievements in the
field of computer and
information
technologies have
now offered
tremendous
opportunities for
learning by electronic
means (Rozina,
2002).
 It has been observed
that the traditional
method of lesson
delivery and
educational services
can no longer meet
the demand for
education (World
Bank, 2001).

20. Conceptual Framework
INDEPENDENT
VARIABLES
DEPENDENT VARIABLES
STUDENTS’
ACADEMIC
PERFORMANCE
High
Average
Low
MULTIMEDIA
FACILITIES USED
Computers
Internet
Projector
PowerPoint Presentations
Television
Film viewing

21. HYPOTHESES
1. There is no significant relationship between the
use of multimedia facilities and students’ academic
performance.
2. The use of multimedia facilities do not have effects
on the academic performance of students.
3. The use of multimedia facilities in teaching will not
improve the level of students’ performance.

22. The following terms are operationally defined to
achieve clarity and understanding of the research
work.
 Academic performance – is the outcome of education_ the
extent to which a student, teacher or institution has achieved
their goals; it ismeasured by examinations assessment
 Computer s - are themain tool used to presentmultimedia
items such as video, powerpoint presentations, animations
and sound.

23.  Internet – another multimedia that works in tandem with
computers
 Multimedia – is a multiple tool used to present or convey
something; these are usually recorded and played,
displayed or accessed by electronic or computerized
devices
 Powerpoint presentations - is one the most popular
programs used for creating multimedia presentations; an
incredible tool because it allows teachers to combine text,
audio, and video into one presentation

24. RESEARCH METHODOLOGY

25. RESEARCH METHOD
 The Descriptive survey
type of research will be
used in this study.

26. RESEARCH LOCALE &TIME OF STUDY
The study will be conducted in
all public secondary .
schools in
San Agustin during the school
year 2013-2014.

27. SAMPLING DESIGN
 Random Sampling will
be used in the choice
of student respondents.
 Complete
Enumeration of
secondary teachers as
respondents.

28. RESEARCH INSTRUMENT
The research instrument that will be
used in this study is the questionnaire to
both high school students and teachers to
obtain data on students and teachers’
perceptions of the students’ academic
performance with regard to multimedia
facilities used.

29. STATISTICAL TREATMENT OF DATA
Weighted Mean
will be used to describe the perceptions of the
respondents on the proposed SLM.
Weighted Mean = Σwx
n
where: Σ= summation
x = number of responses
w = weight of responses
n = number of cases

30. STATISTICAL TREATMENT OF DATA
Pearson Product-Moment Correlation
Coefficient
will be used to determine the significant
relationships between the use of multimedia
facilities and student’s academic performance as
perceived by teachers.

31. THESIS PROPOSED BUDGET
RESOURCES COST
PERSONNEL P 2,000.00
ORAL DEFENSE P 4,000.00
MATERIALS AND EQUIPMENTS P 2,000.00
TRANSPORTATION P 3,000.00
ACTUAL CONDUCT OF THE STUDY P 5,000.00
PRINTING, EDITING,ETC. P 4,000.00
INCIDENTAL EXPENSES P 4,000.00
TOTAL P 24,00.00

32. ACTIVITIES TARGET DATE REMARKS
RESEARCH PROPOSAL DEFENSE 1st Week of August TBU
PREPARATION OF THE MATERIALS 2nd Week of August TBU
CONDUCT OF THE STUDY September 1-30, 2013 TBU
SAMPLING Every week sampling TBU
DATA ANALYSIS Every after sampling/
October, 2013
TBU
FINALIZATION OF FINAL REPORT November, 2013 TBU

33. THANK YOU !!!