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INTRODUCTION

Background of the Study

In the changing features of educational trends, the teaching and learning process

is becoming more dynamic as it is crafted to accommodate the needs of 21st century

learners. Teaching history to millennials is a challenge to educators today. Historical

themes in teaching history should be presented in novel ways to catch learner’s attention

and convey the desired learning objectives. Most learners fail to acquire cognition when

they are taught using traditional teaching method. Teaching history nowadays includes

the utilization of technology to make learning interactive and fun. Educators know that

students learn more when they are actively engaged with course content, and there is

compelling evidence that active learning approaches contribute to higher order gains in

areas such as problem-solving and critical thinking (Prince 2004, Freeman et al. 2014).

Making learning more enjoyable is a necessity to an effective classroom

instruction. Utilizing multimedia in order to achieve effective instruction can help

teachers create a pleasant learning experience. Effective incorporation of Information and

Communication Technology (ICT) in teaching practices and adapting to the unrelenting

innovations in the educational system is a must. ICT is the combination of informatics

technology with other related technologies, specifically communication technology. It is

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used by individuals for a multitude of purposes including education (Busetti, et al., 2007;

UNESCO, 2002). Kyriakides, et. al (2013) believe that multimedia includes the

characteristics and content of courses the comprehensive use of clear and vivid

instructional materials further enhances our classroom interaction. Thus, the use of

multimedia enhances the teaching learning process. Teachers can now utilize information

which can be accessed from the internet and viewed using LCD projectors, computer

screens, and television monitors even using cell phones. However, it is generally used to

refer to computer-based multimedia today.

Thus, application of multimedia instruction aims to address the gap in teaching

history. Since the traditional approach in teaching history elicits passive participation

from grade seven learners, the researcher probes into trying a different approach in

teaching Asian history lessons.

As mandated by the Department of Education, educators are encouraged of

gaining exposure to the functions of multimedia technology. For instance, linking

technology to fitting together teaching content with the related content in teaching subject

areas is a desirable academic strategy. With the goal of active learning, additional

instructional strategies that increase cognitive processing of content must be applied by

educators. Changing the instructional delivery methods captures student’s attention, and

as a result, helps them focus on content (Willingham, 2009).

As innovators in the education and learning assessment space, teachers keep an

eye on emerging trends, terms, and technology in the education technology industry. This

study also sought to find out the effectiveness of the delivery of classroom instruction and

to implement varied learning activities utilizing multimedia to benefit students with high
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intellectual ability as well as those who need further help in learning Araling Panlipunan.

Hence, the researcher has conducted this action research to find out the efficacy of

utilizing multimedia in classroom instruction on teaching Araling Panlipunan 7 of Tapi

National High School.

Statement of the Research Problem

The purpose of this study was to determine the effectiveness of utilizing

multimedia as a strategic approach in improving students classroom performance in

Araling Panlipunan 7 (Asian History Class) of Tapi National High School.

Specifically, this study sought to answer the following questions:

1. What is the profile of Grade 7 students of Tapi National High School in terms of

the following:

a. age

b. sex

c. socio-economic status?

2. What is the level of achievement of the students who were in the experimental

group in each of the following test?

a. overall pretest

b. overall posttest

3. What is the level of achievement of students who were in the controlled group in

each of the following test?

a. overall pretest

b. overall posttest
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4. Are there any significant differences between the academic performance in the

pretest and the posttest for the students who were in the experimental group?

5. Are there any significant differences between the academic performance in the

pretest and the posttest for the students who were in the controlled group?

6. Are there any significant differences between the academic performance of the

posttest for the students under the experimental and controlled group?

Hypothesis

There is no significant difference in the level of academic performances of the

experimental and controlled group of G7 students of Tapi National High School before

and after the intervention.

Theoretical Framework

The Engagement Theory and the Multiple Intelligences are the two theories that

best described this paper. Engagement theory has relevance with the application of

technology and development of skills and knowledge of learners. This first propounded

by Kearsly and Shneiderman, (1999) states:

Engagement theory is a schema for building activities that evoke engaged

learning. Engaged learning occurs when active cognitive processes, such as
problem-solving, decision making and evaluating are involved. Engagement
theory’s focus on the learner as constructor allies with those in the
Constructivist Domain; and by championing experiential learning and self-
direction (p.5)
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Although not directly derived from other theoretical frameworks for learning, it

has much in common with many such frameworks. For example, with its emphasis on

meaningful learning, it is very consistent with constructivist approaches. Because it

emphasizes collaboration among peers and a community of learners, it can be aligned

with situated learning theories. Because it focuses on experiential and self-directed

learning, it is similar in nature to theories of adult learning.

The fundamental idea underlying engagement theory is that students must be

meaningfully engaged in learning activities through interaction with others and

worthwhile tasks. While in principle, such engagement could occur without the use of

technology, we believe that technology can facilitate engagement in ways which are

difficult to achieve otherwise. So engagement theory is intended to be a framework for

technology-based learning and teaching. Shneiderman, (1994) asserted that engaged

learning means that all student activities involve active cognitive processes as the lesson

is being delivered. Multimedia Instruction in form of PowerPoint presentation, Video

clips and travelogue can enhance student engagement via interactive activities throughout

the lesson students will become intrinsically motivated to learn due to meaningful nature

of learning environment and activities.

Another basis for this research is the multiple intelligences. Specifically, it deals

with learning styles vis-à-vis visual learning. The use of visual display technologies

provides an easy focus for learners. By the visual sequencing a learning process mirror

neurons can be fired and the sequence then replicated, modelled and applied to other

contexts – a powerful reinforcement in education, for example (Miller, et al.,2004). It is a

recognized fact that it is sometimes tough to match every learner to different learning
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styles suitable for them. Students will gain more knowledge, retain more information and

perform better during class when the teaching styles match the learning styles. Videos

and pictures are utilized as learning materials in teaching Asian history. Visual learners

prefer to see information presented to them with pictures, diagrams, cartoons, and charts.

Lectures with videos and interactive animations are enjoyable to them. They are easily

distracted in lecture with no visual aids.

Conceptual Framework

For better insights and better comprehension of the study, a conceptual model was

used which laid the structure of the overall study. Traditional teaching method was

implemented in the controlled group while multimedia instruction in form of PowerPoint

Presentations, video clips and travelogue in Asian history were utilized as the form of

intervention.

Figure 1: Schematic Diagram of the Study

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The study assessed students’ knowledge and perceptions before and after the new

multimedia instructional material was introduced. A 20-item multiple choice pre-test and

20-item multiple choice post-test were employed to both groups of students.

Scope and Limitations

The study was limited only to the Grade 7 students of Tapi National High School,

Brgy. Tapi, Kabankalan City, Negros Occidental taking up Asian History subject for

school year 2018-2019. With the goal of improving their academic performance and

classroom participation a comparative study of these two sections of grade seven students

taking up Asian History subjects was made.

Significance and Purpose of the Study

The findings of the study may benefit the following; School Administrators,

Teachers, Parents and other researchers.

School Administrators. The findings of the study would contribute to the

awareness of school administrators of Tapi National High School in strengthening the

implementation of multimedia approach in teaching History subjects. Serve as a guide to

come up with more effective methods and activities that may help improve the students’

academic performance with the help of technology in the application of multimedia

approach. The result of the study can generate substantial data in monitoring student’s
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academic performance in order to provide specific intervention to improve student

engagement in History subjects.

Teachers. The results of this study would help the teachers in crafting effective

and engaging learning tasks and implement multimedia approach to further enhance

comprehension and cognition of students.

Parents. This may serve as an avenue to promote awareness of the parents to new

trend in education with the use of multimedia approach to develop a positive perspective

towards technology-aided classroom instruction that can impact their children’s academic

performance in History subjects.

Future Researchers. This may serve as an additional knowledge for future

researchers to investigate further on the topic as additional resources and the results of

this study maybe utilized in the field of education.

Definition of Terms

To better understand this study, the following terms were defined conceptually

and/or operationally:

Classroom Performance. Classroom performance in the context of this study is

the overall assessment of student learning in the knowledge of content of the lesson

which can be interpreted through the result of their scores in the pre-test and post-test

evaluation delivered by the teacher after the discussion. This was reflected in the MPS

(Mean Percentage Score) of the students in the pre-test and post-test.

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Multimedia Instruction. As used in this study, this refers to the integration of

multimedia in form of PowerPoint, videos, and travelogue in crafting the learning

competencies delivered to students during classroom discussion. Samaras, Giouvanakis,

Bousiou, and Tarabanis (2006) stated that this definition leads to the need for careful

consideration of media along with the instructional methods adopted when designing

empirical studies on multimedia learning effectiveness. With the introduction of new

media, the challenge is to use them effectively and transfer knowledge to the learner.

Multimedia. Multimedia is the combination of several media sources such as

video, graphics, animation, audio, and text, accessed by a computer and attached

peripherals driven by special programs (Harris, 1993). As used in this study the

multimedia material was presented on a 32 inch flat screen Television and included a mix

of resources such as text, audio, still pictures, and motion video, controlled and

manipulated through a laptop.

PowerPoint Presentation. As used in this study, it is a software package

designed to create electronic presentations consisting of series of separate pages or slides.

The lectures and learning activities regarding Asian History were presented via

PowerPoint slides with interesting pictures and animations.

Video Clips. Video clips are visual multimedia source that combines a sequence

of images to form a moving picture which usually have audio components that

correspond to the pictures being shown at screen. In this study video clips about the

lesson were downloaded and projected by the researcher.

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Travelogue. As used in this study, it is a motivational video which presents a

certain country and encourages tourists to visit, tour around the famous spots, and a

glimpse of the people’s heritage and traditions.

Controlled Group. As used in this study, it refers to 40 students from G7-Infante

which were selected by the researcher to undergo classroom instruction using traditional

teaching method where the instructional materials were based on the G7 Araling

Panlipunan Learner’s Module and no multimedia instruction were applied.

Experimental Group. As used in this study, it refers to 40 students from G7-

Araňa which were selected by the researcher to undergo classroom instruction using

multimedia instruction where the instructional materials used in teaching includes

PowerPoint presentation, videos and travelogue wherein the content was also based on

the G7 Araling Panlipunan Learner’s Module.

Traditional Teaching Method. Traditional methods of instruction refers to

teacher-led lectures without the inclusion of any type of technology-based material such

as PowerPoint slides, while technology-based methods of instruction include the use of

any technology media resource. Operationally, it is presenting the lesson and learning

activities via chalkboard discussion and using the learners’ module.

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Review of Related Literature

This section presents the related literature from different sources to provide

assistance about the information relevant to this study.

Advantages of Educational Multimedia Applications

The growth in use of multimedia applications for educational purposes has

accelerated in recent years, and looks set for continued expansion in the future. The

multimedia applications play an undeniable role in education. Multimedia applications

have many advantages that allow teachers and lecturers to provide advices tailored to

particular group of learners’ needs (Cairncross & Mannion, 2001). Teachers or lecturers

discover the ways to boost student’s interest and motivate them by using educational

multimedia applications. Students can also be actively involved in the learning process by

using multimedia applications such as CD-ROM based textbook, tutorials and laboratory

experiments (Yadav, 2006). Multimedia applications increase the learning effectiveness

and are more attractive than traditional-based learning methods. This new learning

environment definitely influence the way of teachers or lecturers teach and the way

students learn.

Teachers or lecturers continually search for more effective ways to attract their

students during learning as well as to increase student learning outcomes. People learn

better from words and pictures than from words alone. Therefore, educational multimedia

applications use a combination of multimedia elements to present and emphasize

particular points only, thus it is more effective because the students are easier to put
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attention on it rather than on static printed learning materials. Students often split their

attention when they are forced to focus information that is far apart, or it is presented at

two separate points at the same time. Therefore, when the related content is presented in

words and picture at the same time, the learning outcome is more effective.

Research found that students participate in the lesson more actively when

teachers or lecturers integrates multimedia element in learning process because they will

pay more attention as the lesson becomes more interesting (Puteh & Shuhaida, 2009). For

example, when the animation and narration are presented simultaneously, students find it

easier to understand the information that can be quickly integrated into long term

memory. A multimedia presentation is an example of multimedia application. It can

highlight certain information that teachers or lecturers wants to deliver.

Multimedia applications are used to grab student’s attention and generate interest

during learning process. It can improve the student’s attitude toward content and learning.

Multimedia applications enable students increase their memory of content and foster

deeper learning when compared to traditional teaching ways that use by teachers and

lecturers. Multimedia applications for educational purposes also can make the learning

fun and decrease the anxiety and tension toward certain scary subjects. There is no doubt

on the important role of multimedia applications for educational purposes because it can

influence the way of teachers or lecturers teach and the way of students learn. Multimedia

applications are convenient to be used by the students or lecturers. Students are able to

navigate and retrieve the information quickly because they have the ability to interact

with the multimedia applications. Students can learn more when they can control pace of

the presentation such as slow down, start and stop at certain information as they want.
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Multimedia applications tailor the information needed by the individual because it can be

presented in different ways to engage students with different learning styles and

strengths. Every student may have different preferences and modes to learn about

something. As an example, a student prefers to read certain learning materials from

prints, while another student may prefer a visual presentation. Therefore, multimedia

applications for educational purposes are effective to all particular students and lecturers

because it is tailored to their needs.

Characteristics of Educational Multimedia Applications

There are a few characteristics of multimedia applications in education that

include screen design, interaction and feedback, navigation, video and audio elements on

the development in education. Firstly, screen design is used to coordinate text and

graphic elements in order to present sequenced content to facilitate learning and enhance

students understanding. Each instruction that display on screen in a multimedia

application must provide effective instruction and navigation tools to the students. Screen

design also use to boost the interest of the students and convey the required information

to them. In short, a good screen design should require focusing student’s attention,

maintaining their interest, promoting processing and engagement between student and

lesson content, help student find and organize the information and facilitate lesson

navigation.

The second characteristic is interaction and feedback. Multimedia approach

allows student to interact and control the flow of information and stage of learning with
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the multimedia application. Interaction and feedback also enable student active

participant in the instruction learning process and provide feedback immediately

following a student response. Feedback is information about the correctness or

appropriateness of student’s response which is usually displayed on screen.

Third characteristic of multimedia applications for educational purposes is

navigation. Navigation feature can enhance learning outcome and make an interactive

multimedia applications easy to use by the students. Navigation provides students some

control over the events and allows them to jump into new sections or revisit the

information from earlier screen. Students can also learn and understand more when they

can control the multimedia applications such as slow down, start and stop at certain

information as they want.

Lastly, video and audio elements on the development of education have

advantages to present the information to those students who have poor reading and

learning skills. Students found it easier to understand the lessons which use audio and

video to convey the information rather than static learning materials. When audio and

video are used to support text, it can provide an opportunity for the students to pause and

repeat the sound (Stemler, 1997).

PowerPoint Presentation: Effective Tool in Teaching

PowerPoint is a part of the Information and Communications Technology (ICT)

program developed by Microsoft in 1987. It is an application program of presentation

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bundled in Microsoft office (El-Ikhan, 2010). It consists of slides allowing the user to

present messages (Asogwa, 2011). Information prepared on a computer could be better

projected for larger audience using a Liquid Crystal Display (LCD) or DLP projector.

PowerPoint presentation can be used in the classroom in supporting student learning by

combining computer and projector to display slides to illustrate a lesson.

In recent years, studies have indicated conflicting findings about PowerPoint

effectiveness in improving student learning (Craig & Amernic, 2006; Levasseur &

Sawyer, 2006). For instance, Gier and Kreiner (2009) who studied the effectiveness of

PowerPoint in a psychology class concluded that when students were actively engaged in

the class using PowerPoint presentation, information retention increased.

Another similar study conducted by Nouri and Shahid (2005) reported that

students in a PowerPoint section of an Accounting Principles II class perceived higher

understanding of the presented materials than their counterpart in another class.

Information Communication Technology in the Philippines

The 1987 Philippine Constitution clearly states that Science and Technology are

essential for national development and progress. The State shall give priority to research

and development, invention, innovation, and their utilization; and to Science and

Technology education, training, and services. It shall support indigenous, appropriate,

and self-reliant, scientific and technological capabilities, and their application to the

country’s productive systems and national life (Section 10 of Article IV). Moreover,

Section 17 of Article XIV from the 1987 Philippine Constitution mandates the State to
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give priority to education, Science and Technology, Arts, Culture and Sports with the

goals of fostering patriotism and nationalism, accelerating social progress, and promoting

total human liberation and development (de Leon, 2006). In realizing the aforementioned

statutes and national policies, the Philippine Department of Education (DepEd) stresses

that Information and Communication Technologies (ICT) must be an integral part of all

learning areas, both hardware and software. Hence, according to the education

department of the country, e-learning and the use and application of ICT must be

employed in all subjects because this is now the most viable intervention in educational

reform. The Philippines is a developing country in Southeast Asia whose educational

system shares many of the same problems and limitations as those of its fellow

developing nations. Some provincial schools lack chairs and tables, blackboards, and

laboratory equipment. Some do not have electricity and water and there is scarcity of

learning aids in general. Despite these conditions, the Philippines along with other

developing countries in Asia, Africa, and South America, is generally interested in

educational technology, particularly in ICT, with the hope that is educational system

reaps the pedagogical benefits associated with it. Drill and practice or tutorial software,

for example, individualizes instruction and provides students with immediate feedback.

Students can progress at their own pace. Internet connectivity enables students to access

remote sources of information. It exposes them to diverse expert opinions and makes

them aware that they are part of a global community.

There is evidence that multimedia learning environments, simulations, and

computer-based laboratory analysis tools foster superior math, science, and language

skills. Researchers characterize the ICT-infused classroom as highly interactive learning

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environments. Communication and collaboration between and among students, teachers,

and outside experts occurs through formal presentations, cooperative learning activities,

and informal dialogue in large groups, small groups, or on a one-on-one basis. Finally,

they believe that ICT fosters self-direction. Students learn to initiate their own learning

by asking probing questions and seeking out answers using a variety of resources.

In the Asia –Pacific countries studied most especially the Philippines, specific

reasons for the use of ICTs are online technology enable local doctors to consult with

their international colleagues and other doctors in the scattered island communities. The

most appropriate technologies were seen as the ones that enabled the communities and

organizations to communicate more efficiently, ICTs promote distance education at all 31

levels, instantaneous availability of data through ICTs, the future of education is heavily

dependent on ICTs, Internet access helps productivity, innovation and entrepreneurship to

flourish. ICTs are also useful for job search and ICTs are essential for the knowledge era.

Developing countries such as the Philippines are committed to infusing schools with ICT.

There is great faith that these technologies will improve teaching and learning, and

consequently afford these countries a greater stake in today’s knowledge society.

Consequently, the Philippine government and the private sector have initiated programs

to provide schools with computer hardware and software, Internet connectivity, and

teacher training. However, considerable gaps still exist in ICT program implementations.

There is a lack of data on schools’ use of ICT. Hence, there is little basis for

policy formulation. Also, there is a lack of coordination between public and private sector

efforts, and within ICT programs themselves. This leads to wasted time, money, and

human resources. Finally, there is a need for further teacher training in both computer
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literacy and ICT integration in the curriculum. These gaps must be sufficiently addressed

before ICT can have a significant impact on teaching and learning in Philippine schools

(Tinio, 2002).

The Philippines is one of many developing nations having turned to information

and communication technology (ICT) as a tool to improve teaching and learning.

Unfortunately, implementation suffers from several shortcomings; the absence of

information on how ICT is actually used and the lack of coordination between public and

private sectors efforts and insufficient teacher preparation. Despite these conditions, the

Philippines along with other countries in Asia, Africa and South America is generally

interested in educational technology, particularly in ICT, hoping that their educational

system reap the pedagogical benefits associated with it (Rodrigo, 2013).

Synthesis

Effective incorporation of ICT in teaching practices and improvement of ICT

equipment need to be implemented in teaching 21 st century learners. Teachers need

continuous training and exposure to the use of gadgets, multimedia devices, digitized

instructional materials. As innovators in the education and learning assessment space,

teachers keep an eye on emerging trends, terms, and technology in the education

technology industry.

Technology makes the world reachable in the hands of every student inside the

confines of the classroom. The use of technology allows students the freedom to discover
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solutions to problems both independently and collaboratively. Multimedia instruction

allows learners who have a thirst for discovery and knowledge or active learners to be

more engaged in the teaching and learning process.

Allowing the use of multimedia instruction in the classroom has been a positive

move. The foregoing concepts and studies have enriched and justified the present

research investigation in terms of the different opinions, principles, ideas, and views

which are somewhat related to the concern of the study. These further enriched and

enhanced the study and were made as basis in the formulation of the items in the

questionnaire as well as in the implication and recommendations made on the basis of

findings.
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METHODS

This section describes the components of the study which relate to the research

methodology such as the research design, the participants of the study, the research

instrument, the data gathering procedure, and ethical considerations.

Research Design

The researcher used descriptive and quantitative research design which is aimed

to determine whether a program or intervention has the intended effect on a study’s

participants, using a teacher –made questionnaire based from the DepEd Grade 7 Araling

Panlipunan learning module.

Specifically, the study used the descriptive quantitative design. Descriptive

research design emphasizes objective measurements and statistical, mathematical or

numerical analysis of data collected through questionnaires and survey or by

manipulating pre-existing statistical data using computational techniques. It focuses on

gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon. (Babbie, 2010).

This study used the pre-post-test design with an experimental group (G7-Araña)

and (G7-Infante) controlled group. The pre –post-test design required collected data on

study participants’ level of classroom performance before the intervention took place

(pre-) and collected the same data after the intervention took place (post). The pre-post-
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test design allowed the researcher to made inferences on the effect of the intervention by

looking at the difference as well as relationship in the pre-test and post-test results.

Participants of the Study

The participants of the study were 80 officially enrolled Grade 7 students of Tapi

National High School. These students were selected because they were taking Asian

History class for the school year 2018-2019. The researcher used purposive sampling in

selecting the participants of the study. The selection of the participants for this study was

based on a strategy referred to as “purposive sampling”. They were grouped

homogenously as adopted from their enrolled sections throughout the school year.

The experimental group were from G7- Araña and the controlled group were

students from G7-Infante. The participants were classified according to their age, sex,

and socio economic status. Since the schedule was quite manageable, these students

were used as participants of the study. However, it was expected that there were changes

during the conduct of the study which were given considerations. Research sampling

strategies seek to identify participants who have experience with the phenomenon of

interest to the researcher and who will bring detail and complexity of the study (Macnee,

2008).

Forty participants were selected from class Grade 7- Araña, the section was

designated as experimental group and were taught using multimedia instruction during a

specific lesson. They were selected as the experimental group because they have not been

exposed to any multimedia instruction in form of video clips, travelogue and PowerPoint
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presentation in learning Asian History and were handled by another AP teacher from the

beginning of the school year.

Also, forty participants were selected from Grade 7-Infante as controlled group.

The controlled group were exposed only to the traditional instructor-led instructional

method, while the experimental group had both the instructor-led instructional method

and accessibility to the new multimedia instructional material.

The study was conducted at Tapi National High School, a public secondary

school in the Division of Kabankalan City. It is located at Purok Kabukiran, Barangay

Tapi, Kabankalan City, Negros Occidental.

Research Instrument
The researcher used a teacher made 20 item multiple choice pre- test and 20 item

multiple choice post-test that had undergone thorough examinations of the validators. The

validators rated and evaluated the questionnaire accordingly.

The questionnaire consisted of 20 items multiple choice type questions based on

the learning module in Araling Panlipunan 7 which also covered the learning

competencies taken from the curriculum guide of Araling Panlipunan 7. Part one of the

questionnaire included the name of the participant, age, sex and socio-economic status.

Part two of the questionnaire includes the researcher-made questions which covered the

lesson presented to the participants.

The respondents were asked to choose the letter of the correct answer. Scores of

the participants in the summative test were used as basis in identifying which of the

methods of instructional delivery is more effective in teaching Asian History.

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The 20 item multiple choice post-test generated the relevant information to cover

the framework of the study. The post -test was used to test the students’ mastery of the

learning objectives covered in the topic introduced. Scores of the participants were

utilized as a basis for measuring the academic performance of students before and after

the intervention.

Data Gathering Procedure

In gathering the data, the following procedures were used:

The researcher wrote a letter of permission which was sent to the Principal of

Tapi National High School. Under the light of the pilot study, expert’s opinion was

requested again and both the items and the choices in the instrument were revised to

outline the 20-itemed multiple choice test. Orientation prior to the conduct of the test was

administered, emphasizing the purpose of the study, when to be implemented and the

learning activities during the pre-implementation, implementation, and post –

implementation of the intervention.

The items in the test were designed to outline what students know about the

lesson and what have learnt throughout the process. The test was directed to both control

and experimental groups in 30 minutes and they were asked to answer the questions.

Indeed, researchers state multiple choice tests could be used to measure the knowledge,

understanding and application levels of students (Groundlung & Lin: 157; Ayatar,

1965:22, as cited in Öncü, 2003).

Data Treatment and Analysis

To analyze the data collected, the following test statistics were used. To determine

the academic performance of the controlled group, mean was used. To determine the
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academic performance of the experimental group, mean was used. To determine the

effectiveness of the intervention and get the level of academic performance of Grade 7

students of Tapi National High School in their pre-post-test, mean and standard deviation

were used. The paired sample t-test, sometimes called the dependent sample t-test, is a

statistical procedure used to determine whether the mean difference between two sets of

observations is zero.

Scale for Proficiency

Scale Descriptive Interpretation

16.1-20.0 Superior

12.1- 16.0 Above Average

8.1 – 12.0 Average

4.1 – 8.0 Below Average

1-4 Poor

Ethical Considerations

The protection of study participants was important regardless of the research

paradigm, whether it is a qualitative or quantitative approach, phenomenology, grounded

theory, ethnography, action, or historic. Informed consent, observed in the conduct of this

study, was an ethical principle that required the researcher to obtain voluntary consent

including description of the potential risks and benefits of participation. Informed consent

was a prerequisite for all research involving identifiable subjects. Any dialogue

referencing informed consent was grounded in the ethical principle of autonomy. Becks

(2007) defined informed consent as means that participants have adequate information

regarding the research, capable of comprehending the information and have the power of
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free choice which enables them to consent voluntarily to participate in the research or

decline participation. The researcher gave full disclosure by completely describing the

nature of the study, the person’s right to refuse participation, the researchers’

responsibilities, and the likely risks and benefits that would be incurred.
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APPENDIX A

Letter to the Principal

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February 19, 2019

MARITA T. GUALFERIO, Ed. D.

Principal I
Tapi National High School
Tapi, Kabankalan City, Neg. Occ.

Dear Ma’am:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this regard, I am humbly asking your good office to permit me to conduct this action research
in my class, Grade 7- Infante and Grade 7- Araña enrolled in the subject Araling Panlipunan 7
S.Y. 2018-2019. The data gathered will be a great help in the completion of this research project.

I am extending my gratitude in anticipation for your favorable response.

God Bless!

Respectfully yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser

APPENDIX B
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Letter to the Adviser

February 19, 2019

MAVIS B. INFANTE
Teacher 1
Tapi National High School
Tapi, Kabankalan City, Neg. Occ.

Dear Ma’am:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this regard, I am humbly asking your good office to permit me to conduct this action research
in my class, Grade 7- Infante enrolled in the subject Araling Panlipunan 7 S.Y. 2018-2019. The
data gathered will be a great help in the completion of this research project.

I am extending my gratitude in anticipation for your favorable response.

God Bless!

Respectfully yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser
 39

February 19, 2019

NORIEL T. ARAÑA
Teacher 1
Tapi National High School
Tapi, Kabankalan City, Neg. Occ.

Dear Sir:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this regard, I am humbly asking your good office to permit me to conduct this action research
in the Grade 7- Araña enrolled in the subject Araling Panlipunan 7 S.Y. 2018-2019. The data
gathered will be a great help in the completion of this research project.

I am extending my gratitude in anticipation for your favorable response.

God Bless!

Respectfully yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser

APPENDIX C
 40

Letter to the Participants

February 19, 2019

Dear Respondents:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this connection, I would like to ask for your cooperation in the conduct of Activities during our
classes. Rest assured that your answers in the summative test will be kept with utmost
confidentiality.

Your cooperation in participating with the activities will be of great help in my study.

Thank you very much and God bless.

Very truly yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser

APPENDIX D
 41

Letter to the Validators

February 13, 2019

GINA C. LIRAZAN, M. Ed.

TEACHER III
Talubangi National High School-Science Oriented High School

Dear Ma’am:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this connection, I would like to ask your assistance in validating the attached questionnaire.
Please feel free to make some corrections, suggestions and revisions for the improvement of this
instrument.

Attached are the research questions and instruments for your reference. Your favorable response
to this request will surely help me pursue this study.

Thank you very much and God bless!

Respectfully yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser

February 13, 2019

 42

ESPERANZA T. BORNEJAN, M. Ed.

TEACHER III
Tapi National High School

Dear Ma’am:

I am currently taking up Masters of Education Major in Social Studies in the University of St. La
Salle, Bacolod City. I’m presently conducting my research paper entitled “Improving
Classroom Performance in Araling Panlipunan through Multimedia Instruction” in partial
fulfillment of the requirements for the degree Masters of Education Major in Social Studies.

In this connection, I would like to ask your assistance in validating the attached questionnaire.
Please feel free to make some corrections, suggestions and revisions for the improvement of this
instrument.

Attached are the research questions and instruments for your reference. Your favorable response
to this request will surely help me pursue this study.

Thank you very much and God bless!

Respectfully yours,

REJEAN A. LAVEGA
Researcher

Noted:

PAULO CABATAC, Ph. D.

Research Adviser

APPENDIX E
 43

Informed Consent Form

CONSENT FORM

I have received information and I am willing to take part in the study “Improving Classroom

Performance in Araling Panlipunan through Multimedia Instruction”. I understand

that my confidentiality will be respected and that I can withdraw this consent at any time.

_____________ __________________________________

Date Signature over printed name

APPENDIX F
 44

LEARNING OBJECTIVES COVERED DURING THE INTERVENTION

Topic: Kolonyalismo at Imperyalismo sa Silangan at Timog Silangang Asya

A. Mga dahilan, paraan at epekto ng kolonyalismo at Imperyalismo sa Silangan at Timog

Silangang Asya

B. Transpormasyon ng mga Pamayanan at Estado sa Silangan at Timog Silangang Asya

sa Pagpasok ng mga Isipan at Impluwensiyang kanluranin sa larangan ng: pamamahala ,

kabuhayan, teknolohiya, lipunan, paniniwala, pagpapahalaga, at sining at kultura.

Target Competencies:

1. Napapahalagahan ang pagtugon ng mga Asyano sa mga hamon ng pagbabago,

pag-unlad at pagpapatuloy ng Silangan at Timog-Silangang Asya sa Transisyonal

at Makabagong Panahon ika-16 hanggang ika-20 Siglo)

2. Nasusuri ang mga dahilan, paraan at epekto ng pagpasok ng mga Kanlurang bansa

hanggang sa pagtatag ng kanilang mga kolonya o kapangyarihan sa Silangan at

Timog-Silangang Asya.

3. Nasusuri ang transpormasyon ng mga pamayanan at estado sa Silangan at Timog-

Silangang Asya sa pagpasok ng mga isipan at impluwensiyang kanluranin sa

larangan ng: pamamahala, kabuhayan, teknolohiya, lipunan, paniniwala,

pagpapahalaga, at sining at kultura.

Number of weeks: 2 weeks

CURRICULUM VITAE
 45

Personal Data

Name : Rejean L. Tibus

Address : Brgy. Tapi, Kabankalan City, Negros Occidental

Date of Birth : July 31, 1991

Place of Birth : Bacolod City, Negros Occidental

Parents : Rodrigo Mingues Lavega

Josephine Abanil Lavega

Eligibility

Licensure Examination for Teachers (LET)

Educational Qualification

Degree: Bachelor of Secondary Education

Major: Social Science

West Visayas State University-Himamaylan City Extension

Secondary Education

Fellowship Baptist College

Rizal St., Kabankalan City, Negros Occidental

2006 –2007

Elementary Education

Himamaylan Central School

Himamaylan City, Negros Occidental

2002-2003

Professional Work Experience

 46

Teacher I

Tapi National High School

Division of Kabankalan City

2018-Present

Teacher I

Salong NHS-San Jose Extension

Division of Kabankalan City

2016-2018
47