Pupil's interest and attitude in Learning Mathematics through the aid of multi-media instruction

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Chapter 1

INTRODUCTION

Background of the Study

In the initiation of technological innovations, computers

and gadgets have become more widely vibrant in various fields of

communication, transportation, economic statuses, progress of the

industry, and most of all education.

When talking about teaching in 21st century, the use of

multi-media in the classroom setups will applied. People rely on

the advantages of technology in this field where books and

written visual aids are becoming superseded.

According to Eamiguel (2009), multi-media helps teachers

concretize ideas that are too abstract for them to understand and

lessen their burdens in making traditional visual aids. These

presented advantages would not be realized without using multi-

media tools such as video lessons and digital assessment tools to

improve the learning interests of the pupils who were the

respondents of this research study.

As we all know, a teacher is primarily meant for the

classroom to teach; sharing their talents, efforts, ideas, and

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thoughts in order for the learners to be more productive in and

outside the classroom. According to G. Salandanan (2012), “the

teacher is a diplomat and ambassador of tact and sensitivity.”

This means that a teacher must assist the learners to be globally

competitive and be meaningful to the world.

Since we are now in the moden world, 21st century teachers

must possess 21st century skills in order to survive and be able

to contribute to the development of 21st learners. Thus, learning

to be skilful is not an easy task; it needs information, media,

and technology skills. (Salandanan, 2012)

In the idea that learners are well performing in the use of

Multimedia instruction, the attitude and interest of these

individuals are increasing.

According to Albert Einstein, pure mathematics is in its way

the poetry of logical mathematics. In this sense, the ascension

of learning math is not all about reading and transferring

numbers into words and directly explaining it to the kids but it

is all about having it in order and give it in a way that the

children will understands could give higher degree of

comprehension.

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In the way of life for every human being, things will be

more complicated if we’ll do things complicatedly. Teachers must

realize that the aid of technology will be of great help in

learning mathematics.

Plato once said that the numbers are the highest degree of

knowledge that it claims to be the knowledge itself. This proves

that an individual must possess the ability to widen his/her

interest and attitude toward numbers before he /she will go to

understand and comprehend Mathematics. Teachers in its broadest

sense should be able to transfer appropriate introduction of

numbers to a child to prepare them in the field of mathematics.

Therefore, according to Phillips (1997), “Multimedia is

characterized by the presence of text, pictures, sound, animation

and video; some or all of which are organized into some coherent

program”. Multimedia instruction is very in demand. It is where

the 21st teachers are relying too because of the benefits that

the end user is acquiring individually; the teachers can provide

ways to let the learners experience attention-grabbing education.

However, even if teachers of today are now using Multi-media

instruction in teaching and learning process, there are also

teachers who prefer to use the traditional method of teaching

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such as lecture method in which the teacher will discuss the

lesson using chalk-and-board throughout the session.

Cashin as emphasized on 1990, integrating technology into

the learning experience is to make learning environments more

interactive in which the teacher has already the pressure of

feeling to lecture less. It has been also mentioned here that

teacher must use appropriate learning strategies.

Hence, this study is realized because the researchers are

determined to attest that there are good effects of injecting

multi-media in the process of teaching and learning not only in

the classroom but also to the outside real-world.

Theoretical/Conceptual Framework

Figure 1. Mayer's Cognitive Theory of Multimedia Learning

T h i s s t u d y h a s b e e n s u p p o r t e d f r o m t h e C o g n i t i v e T h e o r y o f

Multimedia Learning (CTML) by Richard E. Mayer, a professor in

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Psychology in the University of California that according to him,

e-learning or multimedia instruction should be constructed in

light of how the mind learns and experimental evidence concerning

e-learning features that promote best learning to the individual

that is learning. His research involves the testing learning

theory while focusing on authentic situations. He calls this

approach “basic research on applied problems.” Mayer’s research

on CTML gave rise to his 10 principles of Multimedia instruction.

Five Principles for Reducing Extraneous Processing

1. Coherence Principle: People learn better when extraneous

material is excluded from a multimedia lesson.

2. Signalling Principle: People learn better when essential words are

highlighted.

3. Redundancy Principle: People learn better from animation with

narration than from animation with narration and text except

when the onscreen text is short, highlights the key action

described in the narration, and is placed next to the

portion of the graphic that it describes. In 2008, Mayer

revised this principle to include the exception noted here.

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4. Spatial Contiguity Principle: People learn better when corresponding

words and pictures are presented near rather than far from

each other on the page or screen.

5. Temporal Contiguity Principle: People learn better when

corresponding narration and animation are presented

simultaneously rather than successively (i.e. the words are

spoken at the same time they are illustrated in the

animation).

Three Principles for Managing Essential Processing

1. Segmenting Principle: People learn better when a narrated

animation is presented in learner-paced segments rather than

as a continuous presentation.

2. Pre-training Principle: People learn better from a narrated

animation when they already know the names and

characteristics of essential components.

3. Modality Principle: People learn better from graphics with spoken

text rather than graphics with printed text.

Two Principles for Fostering Generative Processing

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1. Multimedia Principle: People learn better from words and pictures

than from words alone. This allows people to build

connections between their verbal and pictorial models.

2. Personalization Principle: People learn better from a multimedia

lesson when words are in conversational style rather than

formal style. If people feel as though they are engaged in a

conversation, they will make more effort to understand what

the other person is saying.

As cited also from the research of Ogochukwu (2010), this

theory summarized that multimedia learning is based on the

three main assumptions; there are two separate channels

(auditory and visual) for processing information; there is

limited channels capacity; and that learning is an active

process of filtering, selecting, organizing and integrating

information.

In learning Mathematics, people should come to think that it

is not all about numbers but fun patterns and has two major

steps in learning.

1. Get the information

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In getting the information, it must be through

only reading and listening to a teacher but insert some

ideas that could widen the interest like integrating it

through watching videos and images on the internet.

2. Use the information

In using the information gathered, it must only

thinking and finding answers but there is a need to

sketch and play the numbers for better comprehension.

Mind of a person is amazing and a unique tool, and must be

used the best way to know how and improving the study of

Mathematics is a way to improve it.

Mathematics is naturally challenging to one’s mind and that

is what makes it fun. There is nothing better than working on a

difficult puzzle, and then getting a breakthrough. And

Mathematics is an adventure ... there are always new things to

discover and learn. And it will never stop to amaze how neatly

and beautifully it all fits together. However, others were

finding Mathematics was just a collection of formulas and

theorems and that everybody must have to cram one’s head. And

that, having it done lazily will be more convenient and less

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time-wasted than having it understood and comprehend. Some says

that learning numbers are so frustrating into one’s mind. It’s

like working through heaps of meaningless problems that were all

alike.

This study has also been supported from the modern

behaviourism theory of Burrhus Frederick (B.F.) skinner and the

Cognitive Theory of Multimedia Learning by Mayer.

Skinner, as a pioneer along with John B. Watson and Ivan

Pavlov, (www.wikipedia.org) emphasizes that the former is a

theory of learning based upon the idea that all behaviours are

acquired through conditioning. Conditioning occurs through

interaction with the environment. Behaviourists believe that our

responses to environmental stimuli shape our behaviours. This

theory has been greatly accepted by the psychologists that a

teacher must prepare an environment that will rise up the

interests of the learners not to be uninterested during the

discussion.

In this theory, the learners are expected to be the product

of his environment in which the child will favourably respond

to various stimuli in the environment.

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According to Trespeces as cited by G.Salandanan, et.al.,

teachers ought to make the stimuli clear and interesting to

capture and hold the learners’ attention span. They should

provide appropriate incentives to reinforce positive responses

and weaken or eliminate the negative ones. In this statement, it

has been clearly stated that a teacher must present environmental

conditions so that the learners can make the responses to the

stimuli.

Another theory is the Cognitive Theory of Multimedia

Learning by Richard Mayer (2013). As cited from the research

study of Ogochukwu (2010), this theory summarized that multimedia

learning is based on three main assumptions; there are two

separate channels (auditory and visual) for processing

information; there is limited channels capacity; and that

learning is an active process of filtering, selecting, organizing

and integrating information.

As we all know, ordinary people in this world cannot serve

two masters at the same time, so with this, humans can only

process a limited amount of information in a channel at a time

rather than actively creating mental representations.

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Mayer discusses the role of three-memory stores; sensory

(which receives stimuli and stores it in a short period of time),

working (where we actively process information to create mental

constructs or schema), and long-term (the repository of all

things learned).

This theory of multimedia learning stresses that a brain

does not always interpret what has been seen by the naked eye

like multimedia pictures, audio-visual information but rather,

these are selected carefully and vigorously to produce rational

mental concepts.

Under this theory, the researchers also resolve some term to

further support this study but the researchers only emphasize the

active learning approach by Meyers and Jones (1993) which is

defined as learning environments that allow “students to talk,

listen, read, write and reflect as they approach the course

content through exercises, small group-activity, simulation and

other activities.

According also to Gilbert (1995), media in education has

broadened our concept of learning environment. This means that

multi-media in our modern world plays a vital role in the

teaching and learning process. It is where the pupils can

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experience creative part of learning and where the teacher has

also given the chance and opportunity to enhance the level of

learning through exposing the pupils to the technology and its

benefits.

This study has also been supported from the modern

behaviourism theory of Burrhus Frederick (B.F.) skinner and the

Cognitive Theory of Multimedia Learning by Mayer.

Skinner, as a pioneer along with John B. Watson and Ivan

Pavlov, emphasizes that the former is a theory of learning based

upon the idea that all behaviours are acquired through

conditioning. Conditioning occurs through interaction with the

environment. Behaviourists believe that our responses to

environmental stimuli shape our behaviours. This theory has been

greatly accepted by the psychologists that a teacher must prepare

an environment that will rise up the interests of the learners

not to be uninterested during the discussion.

In this theory, the learners are expected to be the product

of his environment in which the child will favourably respond

to various stimuli in the environment.

According to Trespeces as cited by G.Salandanan, et.al.,

teachers ought to make the stimuli clear and interesting to

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capture and hold the learners’ attention span. They should

provide appropriate incentives to reinforce positive responses

and weaken or eliminate the negative ones. In this statement, it

has been clearly stated that a teacher must present environmental

conditions so that the learners can make the responses to the

stimuli.

However, teachers would not be successful if they would not

look into the kind of behaviours of their learners because

according to wikihow.com, many children display inappropriate

behaviours in the classroom. Hence, teachers should always

consider the diversity of learners to ensure the interests of

learners during discussion.

Following the statements of the above-mentioned theory and

concepts gathered, the researchers gained insight in determining

the pupils’ attitude and interest in learning Mathematics wherein

the teacher uses multi-media in the teaching and learning

process.

The schematic diagram (see fig. 1) below shows that the kind

of approach, whether purely traditional or using multimedia

presentation in the discussion, was assumed to influence the

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development of attitude and interest in learning Mathematics. On

the other hand, the use of multimedia presentation was the

dependent variable since its occurrence will depend on the two

factors mentioned.

It is hoped that this study will provide ideas to improve

the attitudes and interests of the pupils in learning Mathematics

3.

Fig.1 Schematic diagram of the study.

Traditional Instruct

MutimediaInstructi

Attitudeand

Interest

ProposedRecommendation For

TheImprovedAttitude

AndInterest

In

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Statement of the Problem

Interest and attitude of Grade 3 pupils of PSCS using the

multimedia instruction in Mathematics.

In lieu with this, the researchers seek answers to the

following questions:

1.What is the Mathematics performance of the respondents

before using multimedia instruction in leaning Mathematics?

(Grade two grades in Mathematics)

2.What is the level of the Grade 3 pupils as:

2.1. Interest.

2.2. Attitude.

3. What is the variation of interest in learning

Mathematics if multimedia instruction is used within a group of

Elementary pupils?

4. Is there a significant relationship between the

attitude and interest in learning Mathematics before and after

traditional and multimedia instruction in the number of

respondents preferring the conventional teaching?

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Research Hypothesis

Given the excess of empirical studies investigating the

attitudes and interest of the respondents in the literature

review section, and in the light of the objectives of the study,

it is obvious that learners’ interests and attitudes have their

significant relationship.

Hypothesis will be proposed and tested by means of two mixed

methods of collecting data; a questionnaire and a silent

interview that will be administered to a random universal

sampling of the Grade 3 pupils of PSCS.

Significance of the Study

The findings of the study will be beneficial in determining

the attitude and interest of the learners in learning Mathematics

with the aid of multi-media in the instruction.This study is

equally important to the following persons:

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Pupils. This study is essential to develop pupils’ interest

towards the teacher’s discussion that will help the pupils to

learn. They will see Mathematics to be more interesting and fun

subject to learn and not as tiresome as they have expect it to

be.

Teachers. For the teachers to widen their ideas in the

appropriate teaching strategies and approaches adapt in the

teaching and learning process. In this sense, teachers would

lessen their burdens on making manipulative visual aids that are

mainly conventional styles of teaching. Since the use of

traditional approach in teaching has become a tiresome part of

the teachers, this approach will be introduced to transform the

teaching and learning process.

The Administrators, Supervisors, and Curriculum Developers.

This study will have boundless positive effects towards the

innovation of teachers’ strategies, techniques, and approaches to

transfer creative, productive, and fun learning to the pupils. It

gives them an idea about the appropriate programs to be included

in making teaching guides and in conducting seminars that can

develop the pupils’ attitude and interest.

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Scope and Delimitation of the Study

This research study is ranging from June 2014 up until

March 2015. Out of all Grade 3 pupils of PSCS, 30 pupils will be

used as a universal random sampling in administering the research

instrument.

This study considers every aspect of pupils’ personal

information and also shall intake their academic performances

such as their Grade 2 grades. Each of the respondents is given

same questionnaires to answer. A ten-item test questionnaire is a

combined idea from a version of the Attitude/Motivation Test

Battery (AMTB) developed by Gardner (2004).

This research attempts to determine the effects of

multimedia when imposing the technology-based presentation to the

learners since the world is now becoming more innovative and

modernized compared to the teaching instruction paralleled to a

conventional teaching which is very traditional.

And this study has been focused on the said pupils of the

present school year, 2014-2015.

Definition of Terms

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The following terms are defined in the context of the study.

Multimedia presentation. It refers to the technique wherein

there is a combination of sound, video and text for expressing

ideas which several media are employed.

Traditional Method. This refers of the lecture method of

teaching in which most of the pertinent information, key facts

and concepts are presented to the pupils and is usually followed

by an assignment.

Attitude. A settled way of thinking or feeling about someone

or something, typically one that is reflected in a child's

behavior.

Interest. A state of curiosity or concern about or attention

to something

Academic Performance Index. Is a measurement of academic

performance and progress of individual schools in California,

United States and is one of the main components of the Public

Schools Accountability Act passed by the California legislature

in 1999. API scores ranges from a low of 200 to a high of 1000.

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Chapter 2

REVIEW OF RELATED LITERATURE

In this chapter, the researcher gathered some concepts and

research studies that are in most way related to this study. This

deals mainly with two components: conceptual and research

literature.

Conceptual Literature

According to the term multimedia was coined by singer and

artist Bob Goldstein to promote the opening of his “Light Works

L’Oursin” show at Southampton, Long Island. Since media is the

plural form, this term is used to describe multiple occurrences

of only one form of media such as a collection of audio CDs. This

is why it is important that the word “multimedia” is used

exclusively to describe multiple forms of media and content.

Multimedia offers exciting possibilities for meeting the

needs of 21st century learners. Multimedia learning can be

defined in a number of ways. For the purposes of this paper we

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define multimedia learning as the delivery of instructional

content using multiple modes that include visual and auditory

information where students use of these information to construct

knowledge.

Moreover, this will increase reliance on technology combined

with what we know about brain processing which will offer

enormous potential for instruction. Research has shown that the

brain processes information using two channels—visual and

auditory. When information is presented using both channels, the

brain can accommodate more new information. By taking advantage

of this multimodal processing capability and technology-based

tools, we can dramatically enhance student learning through

multimedia instruction (Marshal, 2001).

The fundamental principle behind multimedia learning is best

described by Richard Mayer (2005), one of the leading researchers

in this area: “People learn better from words and pictures than

from words alone.” In this context, words include written and

spoken text, and pictures include static graphic images,

animation and video. Multimedia applications are more effective

when learner’s attention is not split. Split attention occurs

when the learner is forced to attend to information that is far

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apart, such as when content is visually far apart on the screen

or if it is presented at two separate points in time. In short,

when related content is presented together in time and visually,

learning is more effective (Mayer, 2005).

According to the research study of Gregorio S. Ochavillo

(2009), it is most helpful to see useful models of school

learning that are ideal to achieving instructional goals through

preferred application of educational technology. The diagram

below shows the four models of learning. The following is

supported by Hero Hernandez in his Educational Technology

Lecture:

FOUR MODELS OF LEARNING

4.

3.

In meaningful learning, it gives focus to new experience

that is related to what the learner already knows. New experience

departs from the learning of a sequence of words but gives

attention to meaning. It assumes that students perform class

Discover Learning

Meaningful Learning

Generative

Learning

Constructivism

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works to find connections between what they already know and what

they can still learn (Lucido, 2009).

In discovery learning, pupils can perform tasks to uncover

what is to be learned. New ideas and new decisions are generated

in the learning process, regardless of the needs to move on and

depart from organized set of activities that are previously set.

In discovery learning, the pupils will tend to discover their own

new ideas out of the given presentations in which they will be

more interested in dealing Mathematics during discussions. Aside

from that, pupils are more imaginative by nature. Thus, they

could create things in their mind out from what has been

presented and the objective of this learning model will not be

defeated (Lucido, 2009).

There is generative learning when active learners who attend

to learning events generate meaning from an experience and draw

inferences, thereby creating a personal model or explanation to

the new experience in the context of existing knowledge. In this

learning model wherein the pupil will generate new ideas out from

the learning activities, a learner is involved. It is considered

as the different way of storing information since responsibility

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and motivation are seen to be crucial to this domain (Lucido,

2009).

In Constructivism, the learner builds a personal

understanding through appropriate learning activities and a good

learning environment. The most accepted principle of

constructivism is: Learning consists of what a person can

actively assemble for himself and not what he can receive

passively. In addition to that, the role of learning is to help

an individual live or adapt to his personal world of existence.

The learner in this model is the constructor of his new ideas

through the help of the information perceived actively with

appropriate learning environment (Lucido, 2009).

Moreover, the theory of Progressivism as cited by Gloria

Salandanan (2012) asserts that change is inevitable and an

enduring force, and is the essence of truthfulness. This has been

supported by the article taken from the International Symposium

and Round Table in Beijing, China last 2009, which states that

the technology-based instruction like the aid of multimedia in

the discussion of the concepts in Mathematics has characteristics

of special significance for future-oriented education. One of

these is the fusion of knowledge and its application, which has

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been the fertile ground for generating more knowledge and more

applications. The great turning points in the evolution of human

societies are marked by new knowledge, new inventions, and new

applications.

Furthermore, it is really a great challenge teaching

Mathematics in the 21st century because educators must focus on

how to use the knowledge that will be obtained by the learners.

In 1994, NCTM changed the name of its journal for elementary

teaching from “The Arithmetic Teaching” to “Teaching Children

Mathematics”. The changing marked a major transition in the way

we think and talk about Mathematics learning in the Elementary

grades as well as changes in the content itself. Today,

mathematics is a foundational discipline. It provides tools and

ways of thinking that impact learning across the curriculum.

Apparently, some factors that influenced the teaching in the

changes of instruction are included with the changes of

modernization, thus, giving the pupils new approach for better

learning in mathematics. In learning this subject, a pupil must

be equipped with stimulated act of response to better their

learning. The role of the teacher is to reinforce their learning

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capability in order to measure their learning interest as a

whole.

On the other hand, conventional method in teaching is

traditionally accepted long ago. The fact that teachers have

access only to limited information, they taught learners using

different traditional instructional materials to explain,

demonstrate, and illustrate various topics. However, according to

Intel Teach Program (2006), all of these characteristics can make

a teacher-centered classroom.

As a summary, no one can ignore the technological revolution

across-the-board of the world today. Science and technology have

shaped the very horizons of the imaginable world. Rapid economic

development and technical changes have dramatic impact on the

learners towards learning. Accordingly, the enterprise must

innovate, adapt, and adjust to the demands of time to the end

that it will be able to provide quality education that empowers

individuals (Aquino, 2003). Education as a whole can best adds to

the pupil’s base of knowledge, skills, values, and abilities.

Thus, helping the pupils to grow and develop through the aid of

technology during instruction will help them arouse their

attention span and will help them improve their interest.

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In general, the aforementioned proofs will be of great help

in determining the pupils’ attitudes and interests towards

learning Mathematics wherein every child has a thought that

Mathematics is a difficult subject and a waste of time to study

with such a mind-shattering formulas, problems and others.

Hence, according to the students’ survey in Singapore, the

learners must give enough willingness to learn it well and in

order for the pupils to do that, teachers on the other hand must

cater the needs of every individual to attain common goal.

Research Literature

Several studies related to this study have been completed in

the past years that can help verify this research. They are to be

reviewed here to provide deeper insights into the importance of

technology most especially in Mathematics and for their relevance

to the present study.

Based on the findings of Eamiguel (2009) entitled “The

Effects of Information and communication Technology-Based

Contextual Teaching and Learning on the Performance of Students

in Science and Technology in New Ormoc National High School”, it

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was concluded that technology in education can help teaching more

effective than the traditional approach. It can also increase the

attitude of the learners towards the discussion of the lesson.

Since this was the proven case, the researchers would like to

testify unto how the learners would respond towards the use of

multimedia presentation.

Parallel to this study was the conducted study of Gregorio

Ochavillo (2009) that established a favorable response regarding

this research study. It is said that multimedia in the

instruction can make the learners more interactive and could make

their performance better than the traditional “chalk-and-board’’

method in teaching.

Another research finding that could support this study was

the study of Alberto Pasana (2009). It was concluded that

Computer Aided Instruction, is as equally effective as the

traditional method of teaching Mathematics.

Lamanec (Pasana 2002) found out that there is a significant

difference between the two groups in favor of the group taught

with an aid of technology-based instruction.

On the other hand, there were also many studies which showed

contradictory results. In the study of Watkins (1991) as cited by

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Pasana (2002), it was reported that there was no significant

difference in the achievement of students exposed and not exposed

to technology in the instruction towards Mathematics.

Broto (1992) as cited by Pasana on his study “Computer Aided

Instruction: Its effectiveness on the Mathematics Achievement of

Third Year High School Students of Northern Leyte College,” has

been conducted to determine the effectiveness of programmed

instruction in college algebra for freshman college students of

the University of Eastern Philippines. His findings revealed that

there were similar learning obtained from both traditional and

computer-aided instruction. In fact, his research showed that the

attitude of the students toward the subject in the programmed

instruction was just as favorable as that of students taught by

traditional method. However, in the analysis of data given by

Broto specified that the students’ attitude towards the subject

is still dependent on the teacher’s presence and deliberation.

According to Ochavillo (2009), in considering the various

studies as cited, some revealed favorable findings while other

researches gave contradictory results. However, it is clear that

there are more studies which established a more favorable effect

of technology in the teaching and learning process inside the

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classroom than that of using only “chalk-and-board” traditional

method of teaching. Apart from that, to the researchers, these

parallel studies are not enough to conclude that multi-media

instruction is that of much effective than the conventional

method in teaching. Thus, this study will be conducted for

further research basis.

Generally, learning Mathematics should start on how the

teacher delivers the lesson to the learners. Although, there is

no such thing as perfect strategy in teaching, teachers should

still engage to an idea wherein the performance of a child must

be given emphasis and on how he/she will going to respond in

giving feedbacks through his/her results. Thus, a research study

like this will be tentatively based on the results and must

always be considerate according to the step-by-step process for

achieving results unto the attitudes and interests in Mathematics

when engaging the multimedia instruction in the teaching and

learning process.

Chapter 3

RESEARCH METHODOLOGY

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This chapter describes the researchers’ methodology to be

used in the study. A brief description of each section will be

discussed in this chapter.

Research Design

This study consisted of two collecting data tools: (a.) the

first tool is a quantitative method in the form of a five-point

Likert scale questionnaire. The data to be collected during the

conduct of the research will follow a logical and careful

classification of data. However, the report will not be a

research unless discussion of those data is not carried up to the

level of adequate information.

The second tool is a silent interview which represents the

qualitative approach. The researchers opted for mixed methods

research as it is considered the newest and most authentic

method that has yielded reliable results in the field of

socio-psychological research according to Ashamed Alshamy (2012).

In this regard, the aforementioned has quoted that mixed method

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research has been increasingly seen as a third approach on

methodology.

Research Environment

The study will be conducted in Palompon South Central

School. A school where in the respondents for this research are

currently enrolled. This school is located at Zamora St., Brgy.

Central, Palompon, Leyte. This school is said to be one of the

school-partners of Palompon Institute of Technology (PIT) when it

comes to sending their education students’ (BEEd) for an

observation as a major requirement of the course.

Research Subjects

The main subject of this study will be the pupils of Grade 3

section A under the advisory of Mrs. Darcy Palanas of the said

school. The researchers have decided to conduct their study on

the said respondents because this is the only section in Grade 3

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that is currently engaged in the aid of multimedia in the

discussion.

Research Instrument

The first objective of the questionnaire was to assess

pupils’ attitudes and interests towards learning Mathematics.

While the second objective was to find out if there’s any

significant difference to be proved when the learning of

Mathematics as a subject will be more informative and

comprehensive when the aid of multi-media instruction will take

place.

The questionnaire constructs, scales and statements were

adopted from the study of version of the Attitude/Motivation Test

Battery (AMTB) developed by Gardner (2004). Though, the

researchers were adopting its method, the pupils will be rest

assured that a-ten-item questionnaire will be all about the

interest and attitude toward learning Mathematics.

That famous AMTB was translated and used in Gardner’s

research in Brazil,

Croatia, Japan, Poland, Romania, and Spain, (Catalonia).

Gardner’s (2004) original English version of the AMTB consisted

of 104 statements that were under 12 scales.

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The 10-item test were developed using a five-point Likert

Scale ranging from “never” to “always”. The test was a

combination test for the attitude and interest of the learners

towards Mathematics. Some of the items were worded positively,

and some are negatively worded.

Data Gathering Procedure

The idea of this study will be realized through a proper

procedure in order to gather data which manifests the

researchers’ purpose in conducting the study.

Prior to this, the researchers will send a communication

letter to the Principal of the Palompon South Central School

asking permission to administer a survey needed for the study

(S.Y. 2014-2015) and to conduct interview to the Elementary

teachers regarding the respondents’ performance in class. This

preliminary survey will serve to identify the existence of the

problem and will be the springboard in the conduct of the said

study.

Second, the researchers will secure another communication

letter for the Principal to ask permission for the conduct of the

research questionnaires and interviews. The questionnaires were

35

designed to determine the pupils’ attitude and interest in

Mathematics via multimedia presentation.

The researchers will personally administer the questionnaire

explaining every item of the test. The respondents will answer

each item together. After all the necessary data will be

gathered, they will be subjected to series of analysis and

interpretation using specific statistical tools.

Before carrying out the questionnaire and the interview, it

was made sure that participants have no objection to participate.

Participants were also told that the questionnaire and the

interview are part of a research into interest and attitudes

towards learning Mathematics. They were also informed that their

responses would be kept strictly confidential with being optional

for having reference to their names, their LRN number and it

would have no impact on their grades or accumulative scores.

Statistical Tools

The researchers will use the following statistical

treatment to assess the results on the questionnaire after

conducting the study.

Mean. This will be used to determine the level of interest

in learning Mathematics with and without multimedia presentation.

36

Formula:

Percentage. This will be used to determine the percentage of

performance level in learning Mathematics with and without

multimedia presentation.

Formula:

T- test. It will be used to determine if the multimedia

presentation significantly affect pupils’ interest and attitude

in learning Mathematics.

Bibliography

37

A. Books

Bilbao, et al.2012. The Teaching Profession. Lori Mar

Publishing Inc., 776 Aurora

Blvd., Boston Street, Cubao, Quezon city, Metro Manila.

B. Unpublished Theses

Agbon, Antonia P. 2009. The Effect of Cooperative Learning

on Mathematics 2

Achievement among First Year Marine Engineering

Students of PIT,

Palompon, Leyte, Published Master’s Thesis. Palompon

Institute of

Technology, Palompon, Leyte.

Eamiguel, Eleth Thea T. 2009. The Effects of Information and

communications

Technology-based Contextual Teaching and Learning on

the

Performance of Students in Science and Technology in

New Ormoc

City National High School, Published Master’s Thesis,

Palompon

38

Institute of Technology, Palompon, Leyte.

Ochavillo, Gregorio S. 2009. The Effects of Interactive

Multimedia-Computer

Based Training in Electronic Navigation of the College

of Maritime and

Shipping Administration, Published Master’s Thesis,

Palompon

Institute of Technology, Palompon, Leyte.

Pasana, Alberto S. 2002. Computer Aided Instruction: Its

Effectiveness on the

Mathematics Acheivement of Third Year High School

Students of

Northern Leyte College, Published Master’s Thesis,

Palompon

Institute of Technology, Palompon, Leyte.

C. Internet Sources

Marshal, Dave. 2001. Muiltimedia Definition. Revised October

4, 2001, accessed

39

September 22, 2014

<http://www.cs.cf.ac.uk/dave/multimedia/node10.html>

<http://www.teachercertification.org/a/role-of-education-in-

the-21st-century.html>

<http://www.teachercertification.org/generalteaching/>

Mayer, Richard E.”The Promise of Multimedia Learning: Using

the same

Instructional Design Methods across Different Media”.

Learning and

Instruction Journal vol.13, Revised 2003, accessed

September 22, 2014

<www.elsevier.com/locate/learninstruct>

Sorden, Stephen D. “A Cognitive Approach to Instructional

Design for Multimedia

Learning”, Informing Science Journal, Vol.8, Revised

2005, accessed

September 22, 2014

<[email protected]>

Wikipedia. “Multtimedia”.accessed September 22, 2014

<http://www.techterms.com/definition/multimedia>

40

Appendix A

Communication Letter

Department of EducationRegion VIII

Palompon Institute of TechnologyPalompon, Leyte

ARTEMIO CARDILLOSchool PrincipalPalompon South Central School

Dear Mr. Cardillo,

We have the honor to inform your good office that we are Fourth year Bachelor of Elementary Education students of PalomponInstitute of Technology. We are presently working on our thesis entitled “ENHANCING PUPILS’ ATTITUDE AND INTEREST IN MATHEMATICS via MULTIMEDIA PRESENTATION”

In this connection, we are asking your permission to administer our study in your set of Grade 3 pupils and also we would like to acquire if we could confidentially get their Grade 2 grades for the purpose of this paper to be used in determining

41

the significant difference of their performance in learning Mathematics as a subject with or without multimedia instruction in teaching.

Thank you for your support and understanding.

Noted by:

XANDRA P. ROJAS DR. ANTONIA D. MENDOZAThesis Adviser Research Adviser

Approved by:

ARTEMIO CARDILLOSchool Principal

Respectfully,

ALMA CAPILLANES

ROSALIE CATAGCATAG

IVY PADILLA

Appendix BResearch Instrument

42

Department of EducationPalompon Institute of Technology

Palompon, Leyte

A. First Category Test (Without Multi-media in teaching) Pre-test

Direction/s: Read the questions carefully andthen choose your best answer by shading thecircle provided. God Bless!!

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never

43

(OPTIONAL)Name:_________________________________Grade:_____

1.) Do you like word problems?

2.) Are you not sleepy while answering Mathematical problems?

3.) Do you easily understand the problems?

4.) Are you attentive to your teacher to your Mathematics subject?

5.) Do you feel lazy in doing

By: THE RESEARCHERS

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never

44

6.) Do you really enjoy learning Mathematics?

7.) How often do you find Mathematics as a waste of time?

8.) Do you easily understand formulas?

9.) How often you are interested in learning Mathematics during sessions?

10.) How often do you usually

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never

45

Department of EducationPalompon Institute of Technology

Palompon, Leyte

B.Second Category Test (With/after Multi-media inteaching) Post-test

Direction/s: Read the questionscarefully and then choose yourbest answer by shading the circleprovided. God Bless!!

By: THE RESEARCHERS

46

(OPTIONAL)Name:_________________________________Grade:_____

11.) Do you like word problems?

12.) Are you not sleepy while answering Mathematical problems?

13.) Do you easily understand the problems?

14.) Are you attentive to your teacher to your Mathematics subject?

15.) Do you feel lazy in doing

1.Do you like word problems?

2.Are you not sleepy while answering Mathematical problems?

3.Do you easily understand the problems?

4.Are you attentive to your teacher to your Mathematics subject?

5.Do you feel lazy in doing exercises or practices in

By: THE RESEARCHERS

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never○often

○always○sometimes○rarely○never

47

6.Do you really enjoy learning Mathematics?

7.How often do you find Mathematics as a waste of time?

8.Do you easily understand formulas?

9. How often you are interested in learning Mathematics during sessions?

10. How often do you usually got bored?

48

Chapter 4

INTERPRETATION AND SUMMARY

This chapter deals with the presentation, analysis and

interpretation of data gathered from the study that shows the

effect of multimedia instruction to the attitude and interest of

the learners towards learning Mathematics as a subject. The data

are obtained from the use of operational method as suggested by

the panel members. At the start of the operation period, the

subjects were made to answer the pre-test (category A), a 10-item

questionnaire of a combination of the attitude and interest of

the learners and to them whether Mathematics as a subject is

absorbed and has given positive effects unto the learners.

The presentation has of three (3) subsections. 1.) The

interpretation of the mean scores for a two-category

questionnaire set.