The USE OF MULTIMEDIA PRESENTATIONS IN ENHANCING CLASSROOM INSTRUCTION IN SELECTED PUBLIC SECONDARY SCHOOLS IN SULU: TEACHERS’ PERSPECTIVES

Arcelyn Taghap; Masnona Asiri

doi:10.62596/wx3x5a33

Authors

Arcelyn I. Taghap School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/wx3x5a33

Keywords:

multimedia presentations, classroom instruction, Cognitive Theory of Multimedia Learning (CTML), Cognitive Progress, Interactive Simulations

Abstract

This study used a descriptive-correlational research methodology with 100 teacher respondents to examine the effects of multimedia presentations on classroom instruction in a subset of Sulu's public secondary schools. Frequency, percentage scores, weighted means, standard deviations, Pearson's correlation, t-tests, and ANOVA were among the data analysis techniques used. In addition to taking into account demographic variables including age, gender, educational achievement, and teaching experience, key topics of study included instructional delivery, student involvement, and evaluation. The majority of respondents were over 31, mostly female, had five years or fewer of service, and had bachelor's degrees with master's units, according to the findings. With ratings ranging from "Moderate to Great Extent," teachers generally had a positive opinion of multimedia usage. Interestingly, those between the ages of 26 and 30 had a higher positive opinion of student participation and evaluation. Richard Mayer's Cognitive Theory of Multimedia Learning (CTML), which holds that structured multimodal presentations reduce cognitive load, make content more understandable, and enable real-time cognitive monitoring to improve generative learning, was supported by a very high positive correlation. The study emphasizes the significance of multimedia integration and digital literacy for efficient instructional delivery using interactive and multimodal techniques.

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