Relationship Between the Teachers' Efficiency in the Utilization of Multimedia and the Students’ Performance and Classroom Participation

Abstract

INTRODUCTION

The implementation of K to 12 program brings forth new challenges, along with difficulties arising from the transition period from the old to the new curriculum. Among the subjects in the secondary school where multimedia instruction could possibly be integrated, Science is deemed most feasible as it is also in this area where many students encounter difficulties when classroom discussion rely more often on the traditional method of teaching. However, guidelines in the design and utilization of multimedia instructions are often based on intuition and practical experience rather than on the results of experimental research. This situation demands a study on the establishment of a linkage between multimedia instruction and students' participation and classroom performance to further determine the modality effect between the cited variables.

METHODS

The data that sufficed were gathered through a survey questionnaire; hence the descriptive method was used. Forty-one teachers from the Division of Lipa responded to a set of questionnaires.

RESULTS

The findings of the study strengthened the widely accepted and repetitively proven beneficial effects of the utilization of multimedia in the teaching learning process, specifically in terms of enhancing the students' development of competencies through meaningful and enjoyable transfer of learning from teacher to student. Teachers often utilize multimedia in teaching Science to strengthen the students' motivation, and enhance their conduct of teaching-learning activities in terms of evaluating the Science lessons. They are also efficient in utilizing multimedia tools and materials. Students manifest improved performance in Science when multimedia is utilized in teaching. There is a strong association between multimedia utilization, teachers' efficiency in utilizing it, and the students' development of competencies.

DISCUSSIONS

Utilization of multimedia must be a permanent part of the instructional process. School heads should find ways to increase the quantity of their already existing multimedia tools and materials for their teachers' improvement in performing instructional function. Teachers must adhere to the common objective of contributing to the attainment of educational goals through impressive performance of designated functions and pursuit of further professional growth and development. They must also seek the assistance of IT specialists to further enhance their competency in the utilization of multimedia in teaching.