UTILIZATION OF VISUAL MULTIMEDIA TO PREVENT MISINFORMATION IN LEARNING OUTCOMES: A QUASI - EXPERIMENTAL STUDY

Abstract

In today's digital era, misinformation has become widespread, often being actively or inadvertently disseminated through various communication channels. Its effects compromise the credibility and authenticity of information, impacting diverse fields, including education. This study explores the use of Visual Multimedia as a strategy to mitigate misinformation and improve learning outcomes. The study employed a quasi-experimental design, selecting 30 second-year Social Studies majors as respondents. A pre-test and post-test were conducted to assess the effectiveness of Visual Multimedia in learning. The t-test was used to analyze the significance between two sections, revealing no significant difference in performance. Purposive sampling was applied to select participants, providing insights into the experimental setup and its implications for future research in education. The findings indicate a significant relationship between Visual Multimedia utilization and students’ learning outcomes, as shown by Pearson correlation coefficients below 0.5 for all pre-test items. Both the Traditional Group (-0.782) and the Visual Multimedia Group (-0.680) showed notable correlations. Similarly, in the post-test phase, the Traditional Group (-0.8217) and the Visual Multimedia Group (0.9267) continued to exhibit significant associations. These results highlight the effectiveness of multimedia principles including Coherence, Contiguity, Modality, Multimedia, Redundancy, Segmenting, and Pre-training, in preventing misinformation and improving learning. The study confirms that Visual Multimedia enhances learning retention and helps mitigate misinformation across different educational phases. The integration of multimedia strategies based on established cognitive principles provides practical benefits for educators aiming to improve student engagement and comprehension. These findings offer valuable insights for educators, curriculum developers, and researchers seeking to optimize learning experiences through multimedia-based approaches.