Multimedia Instruction Regarding Plants and Animals Among Kindergarten Pupils in the Mapulo Elementary School

Abstract

INTRODUCTION

Science learning aims to make a transformational step to improve the knowledge base and practice of informal science experiences, to better understand, strengthen and coordinate their vital role in science engagement and learning. A reason for studying science that is of importance personally to many scientists is that scientific knowledge enhances one's enjoyment and appreciation of the natural world in much the same way that a knowledge of music, painting or literature brings delight to those who have studied those subjects. More profoundly, science offers an understanding of ourselves of the universe, and of our place in it, which must be ranked as one of humankind's greatest achievements.

METHODS

This research utilized the descriptive method in the study, cited that descriptive research is concerned with the description of data and characteristics of a population. The goal is the acquisition of factually accurate and systematic data that can be used in averages, frequencies and similar statistical calculations. Descriptive studies seldom involve experimentation, as they are more concerned with naturally occurring phenomena than with the observation of controlled situations.

RESULTS

There is a clear disconnect between the media students are accustomed to using outside the classroom and the media they use within the classroom. The younger generation is intimately familiar with multimedia, accustomed to receiving and sharing information in a range of formats. In contrast, students spend most of their time in the classroom viewing printed text and listening to a teacher. This disconnect is troublesome. Integration of multimedia into instruction can help to reduce curriculum barriers and improve learning for all students. This article provides a basic introduction to multimedia and describes how it can be used to support student learning.

DISCUSSIONS

There is a set of lessons in science using multimedia instruction. The first is plants, and the next one is animals and lastly, the researcher comprehends the performance of students. Based on the findings the following conclusions are drawn. The distinct features of multimedia in teaching plants and animals were comprised of illustration and pictures as part of video and PowerPoint presentation. The pupils have very high performance and high performance using multimedia presentation in learning lesson about plants and animals. From the findings and conclusions of the study, the recommendations are proffered; To maintain retentivity of what has been taught, science teachers must include models as one of the methods in presenting scientific concepts, principles, and theories.