Republic of the Philippines
Department of Education
Region V – Bicol
Schools Division Office
San Vicente – San Lorenzo Ruiz District
SAN VICENTE ELEMENTARY SCHOOL
_____________________________________________________________________________
MULTIMEDIA ASSISTED INSTRUCTION (MAI): STRATEGY TO ENHANCE PUPIL’S
PERFORMANCE IN SCIENCE VI OF SAN VICENTE ELEMENTARY SCHOOL
I. Content and Rationale
Everyone is aware that at present there is an explosion of knowledge in almost every
field especially in science grade six. The teacher keeps the latest developments in their area.
He has to learn and adopt new teaching strategies that could stimulate the interest of pupils
and make teaching clearer, more meaningful and interesting. Learning cannot be more
effective without appropriate teaching technique.
Many educators have recognized the use of computer as beneficial teaching – learning
technique. In today’s schools, the use of computer remains to be functional art purposive and
systematic program of instruction. Instructional materials guide pupil’s behaviour based on
their present skills in science.
Results of the study made by the specialists revealed that performance in science is
one of the causes of academic failure. For several years, Science has been noted as one of the
most difficult subjects among the pupils of San Vicente Elementary School particularly for
grade six. Test results by quarter showed that 20% of 144 grade six pupils did not acquire the
75% MPL. It is in this premise where there is a need to look into possible ways and means on
how the grade six pupils of San Vicente Elementary School can acquire the skills, knowledge
and information that will enrich and enhance their performance in Science.
Thus, use of multimedia instruction is one of the innovative means to teach science.
Using of television, videos, or computer projector in classroom instruction particularly in
Science is considered the most useful and effective. It has been said that “ a picture is worth a
thousand words”, this is true in the application of audio-visual material in classroom
instruction. According to Abbot (2007), a person retains generally 10 percent of the
information he reads, 20 percent of what he hears and 30 percent of what he sees. To sum up,
he remembers 50 percent of what he hears and sees, and 70 percent of what he sees, hears
and discusses. According to Espinosa (2009), multimedia assisted instruction (MAI) is a
beneficial teaching learning technique that science learning would become more interesting
and challenging and thereby motivate pupils to learn more. However the role of teacher in this
kind of instruction is a facilitator and evaluator of the situation and learning.
II. Review of Related Literature
III. Research Questions
This study primarily aimed the impact of using Multimedia Assisted Instruction (MAI)
to enhance pupil’s performance in Science VI of San Vicente Elementary School.
Specifically, the study will attempt to answer the following questions:
1. What is the level of performance of the pupils in the post-test over the pre-test?
2. What is the percentage of increase in the performance level of the pupils in the post-
test over the pre-test?
3. Is there significant difference in the level of performance on the per-test and post-test
scores of pupils?
4. Did the use of multimedia assisted instruction enhance the performance level of the
pupils?
5. What other plans that can be strategically implemented to enhance the performance
level of the pupils in Science.
IV. Scope and Limitation
This study will attempt to use MAI to the grade six classes of San Vicente Elementary
School during the academic year 2017-2018 (2nd and 3rd quarter), as a strategy to enhance the
pupil’s performance in Science. The researcher will use lessons/episodes in cd’s, dvd’s and
use of multimedia during teaching learning process. Pre and post test will be administered to
gauge the performance level of pupils.
V. Methodology
This study will used the one shot experimental and descriptive research design to
look into the impact of multimedia assisted instruction among grade six pupils of San Vicente
Elementary School, San Vicente – San Lorenzo Ruiz District.
The activities undertaken by the researcher, the data to be collected and the statistical treatment are
shown as follows:
Data Analysis / Statistical
Activities Data to be collected Treatment
1. Use of MAI in teaching Pre-test / post-test per
grade six pupils using the quarter for two quarters Percentage
following procedures:
a. Prepare the class by
orienting the pupils on
the lesson/topic to be
viewed.
b. Projector viewing the
lesson in science grade
six.
c. After the viewing, the
teacher wraps up and
follow up the lesson.
d. Evaluates outcomes of Percentage
Test Results
instruction
2. Determine the mastery Data on chapter examination
learning of 2nd and 3rd quarter Mastery Index
examination.
3. Determine retention rate by
delayed retention technique Test results Retention Index
(retest the 2nd and 3rd quarter
exam. Analyze rate of learning
by concepts.
4. Determine the impact of Result of 2nd and 3rd quarter
multimedia assisted examination. Test of difference between
instruction by comparing the Results of instruction under means of correlated data.
pre and post test results. multimedia assisted.
The research paradigm is shown in figure 1. As revealed, MAI is a tool to assist
teacher in classroom instruction. The teacher’s role is facilitative in nature while MAI is going
on. After the viewing, the teacher wraps up the lesson and evaluates the results of instruction.
Expected outcomes of the instruction are improved pupils performance in science grade six in
terms of high mastery level, high retention rate and increased conceptualization.
CLASSROOM
TEACHING Mastery
Improved pupil’s
Learning
performance in
MAI Science VI in terms of:
Strategy to a. High mastery level
assist Retention
↓
classroom Rate b. High Retention
teaching Rate
c. Increased
Conceptualization
Conceptuali
-zation of
Ideas
Teacher’s
Instruction
Follow up and valuation
Research Feedback
Figure 1. The Research Paradigm
VI. Work Plan
ACTIVITIES / RESOURCES
STRATEGIES TIME FRAME PERSONS INVOLVED NEEDED
A. Pre - Implementation
Planning June, 2017 Logistics
Preparation of the 1st to 2nd week of Researcher, School Research Proposal
Action Research July, 2017 Head
Preparation of 3rd to 4th week of Researcher Cd’s / dvd’s, videos
compilation of cd’s July, 2017 and lessons, TV
/ dvd’s lessons, TV and/or computer
and/or computer projector and laptop.
projector.
Approval of the 1st week of Researcher, SH, Research Proposal
Action Research August, 2017 PSDS, EPS, ASDS,
Proposal SDS
Administration of 3rd week of Researcher, Testing Pre-test Questions
Pre-test. August, 2017 Coordinator, Pupils
B. Implementation
Implementation of 4th week of Researcher, Pupils CD’s / DVD’s, TV
Strategies August, 2017 to and/or computer
January, 2018 projector and laptop.
Monitoring As scheduled Researcher, School Printed materials
Head, Pupils
Administration of October, 2017 and Researcher, School Post-test questions
Post-test January, 2018 Head, Testing
Coordinator
Analysis and 4th week of Researcher Evaluation materials
Evaluation January, 2018
C. Post Implementation
Preparation of 4th week of Researcher
reports January, 2018 Reports of research
Researcher projects
Submission of 1st week of
reports February, 2018
VII. Cost Estimates
Test materials ( pre and post test ) -------------------------- ₱ 300.00
Television ( 32 inches, flat screen ) ------------------------- 15,000.00
Computer notebook / laptop ------------------------- 20,000.00
CD’s, DVD’s videos / lessons ------------------------- 1000.00
Documentation ------------------------- 200.00
TOTAL ------------------------- ₱ 36,500.00
VIII. Action Plan
IX. Appendices
Very truly yours,
SARAH A. OPEDA
Teacher III
Noted:
CLARITA N. ABIHAY
ESP II
Reviewed by:
ANICIA S. MADARANG AMY B. DUMAIL
Senior Education Program Specialist Area Supervisor
Recommending Approval:
JOY G. CABRERA
Division Chief
Approved:
WILFREDO J. GAVARRA
Assistant Schools Division Superintendent
