Improving Students' Performance in Science through Multimedia Instructional Devices

Abstract

INTRODUCTION

Based on observation, Science subject is one of the most difficult subjects in the curriculum due to complex terminologies, mathematical formulas, and operations used. This experience is manifested from the first periodical exam result of Grade 10 Section Courteous Students, S.Y 2016-2017. It was found out that the mean percentage score is very low. It is in this grading period that multimedia instructional devices were not utilized during classroom instruction. With the desire to increase the mean percentage score of students on the succeeding quarterly examinations, the proponent intensifies the use of the said innovative style of teaching.

METHODS

The study used descriptive method and universal sampling to determine the extent of the relationship between the use of multimedia instructional materials and improvement of the performance level of students in Science 10 Section Courteous. All 42 students of the said class were the respondents of the study and were exposed to a variety of multimedia instructional devices during the second grading period. The mean percentage score difference index and the significant difference before and after the intervention were measured and compared using the unpaired-sample t-test.

RESULTS

It is noted that there is a significant increase from 37.19 % mean percentage score difference index in the first grading period when multimedia instructional devices were not utilized in teaching to 52.67 % in the second grading period when the said innovative style of teaching was already utilized. The computed p-value of 0.00001, which is less than 0.05, indicates that there is a significant effect/difference between the intervention and improvement of students' performance level. The result of the study is parallel to the study on the positive impact of utilizing technology-based instructional materials on the performance level of students (Erwin and Rieppi, 1999).

DISCUSSIONS

Absence of multimedia instructional devices in teaching results to the poor performance level of students in science. This is evident because there is a significant increase in the level of performance of students when multimedia instructional devices are utilized in teaching. Furthermore, there is a significant difference and large effects based on the p-value statistic on the performance level of students before and after multimedia instructional devices are utilized in teaching.