The Effects of Multi-Media Strategy (Television and Digital Light Processing or DLP) on the Classroom Performance of Selected Grade 10 English Students of Guronasyon Foundation Inc. National High School

Abstract

INTRODUCTION

As educators have become aware of the benefits and shortcomings of various traditional methods used to provide instruction, teachers should be more brilliant, creative, and interactive in giving information to the students. Thus, this paper will focus on the effects of multi-media especially television and digital light processing (DLP) on the student's classroom performance.

METHODS

This study aimed to determine the effects of multi-media especially television and digital light processing (DLP) on the Classroom Performance of Guronasyon Foundation Incorporated Nation High School. The parameters will be based in terms of pretest and posttest. The respondents of the study were the class of Grade 10-Fortitude with the class size of 50 and Grade 10-Faith with the same class size of the same number. Thus, they were gauged as the lowest among the G10 English Students based on the diagnostic test given and are in need of attention to address difficulties in learning. It used experimental pretest and posttest method to validate the effects of multi-media especially television and digital light processing (DLP) on classroom performance of selected Grade 10English students of Guronasyon Foundation Incorporated Nation High School.

RESULTS

The results revealed that the overall results in control and experimental groups were 15.31 and 24.33 in pretest and posttest respectively, with the verbal interpretation as very satisfactory and outstanding. Also, the level of performance of the experimental and control group in the posttest differ significantly since the p-value are less than 0.05 level of significance. The null hypothesis is rejected and verbal interpretation of significant.

DISCUSSIONS

This implied that the experimental group who used the Multimedia (Television and Digital Light Processing) gained more mean scores than the control group who used the classroom-guided discussion module. With these, the proponent would like to give emphasis on the effects of multimedia as it pave way on the improvement of classroom performance among students especially that they have been visual learners who grow on an environment which is fast paced and technology driven.