The Perception of Education Student of The LSRC

LA SALETTE OF ROXAS COLLEGE, INC.
Magsaysay St., Vira, Roxas, Isabela
THE PERCEPTION OF EDUCATION STUDENT OF THE

USE OF MULTIMEDIA IN THEIR LEARNING BEHAVIOR
AT LA SALETTE OF ROXAS COLLEGE
A thesis Study Presented

To the faculty of the Education Department
La Salette of Roxas College, Inc.,
Roxas, Isabela
In Partial Fulfilment of the Requirement

For the degree of Bachelor of Elementary Education
Johssa G. Buñao
Student Researcher
SUMMER 2017
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Engagement in multimedia is one of strategic ways in mainstreaming technological
media in education specifically the introduction of computer technologies which indicates
an appearance of sound cards, digital camera, videos and other educational tools (Aloraini,
2012). The multimedia as the combination of sounds, image and video, drawing and text
will likewise help the students upon interactive environment for towards effective learning
(Fouda, 2010). Several researches conducted to give proof the effectiveness of multimedia,
however, the teaching and learning processes used to rational the studies will eventually
relevant in some other cases such as effectiveness of multimedia in teaching science (Shah
& Khan, 2015).
The La Salette of Roxas College Inc., Roxas, Isabela, have a total number of sixty
(60) enrolled education students. The Education Curriculum included educational
technology program which will discussing the significant functions of multimedia as
students and future educator towards adaptive learning or the adaptive e-learning (Van
Seters, et al, 2012). However, multimedia’s effect on education students’ behavior on
adopting learning despite of the modernization on teaching must be identified. Once that
the factors in multimedia affecting behavioral changes have been identified, the creation
of alternative way displacing certain cause of negative changes on learning behavior may
address.
As of this day, vast development of teaching tools has been experienced by our
students from K-1 to College level. It is noticeable that behavior shows little by little a
sudden change where this system of interrelated actions performed or shown towards
adaptive learning were changing in either positive or negative (encyclopedia). Thus, this
study aims to provide relevant information to both teacher and school to become responsive
on the growth and development of our children. It will classify the degree of behavioral
changes occurred in the students after engaging multimedia because this behavior has a
deep and significant functions on how students will immerse modernize tools in order for
them to learn.
STATEMENT OF THE PROBLEM
The purpose of this research is to determine the perception of Education Students
on the effect of Multimedia in their learning behavior at the La Salette of Roxas College
Inc. This will address different issues on students’ behavior, their way on adopting
multimedia as learning style and the negative impact manifested through their behavior
towards educational technology inclination.
This study will look into the following problems:
1. What is the profile of the respondents in terms of;
a. Age
b. Year level
c. Gender
d. Course & Major
e. Gadget/s
f. Civil Status
2. What are the educational technologies you think are really needed in
your study, why? which are not present in your school?
3. The use of technologies or its interaction during classroom discussion.
4. The insight of Education Students on Multimedia Technologies’
Interaction on their learning behavior.
5. Is there a significant difference between the perception of Education
Students and the effect of multimedia on their learning behavior?
HYPOTHESIS
Ho. There is no significant difference between perception of Education Students
and the effect of multimedia on their learning behavior.
Ha. There is a significant difference between perception of Education Students
and the effect of multimedia on their learning behavior.

CONCEPTUAL FRAMEWORK
The basis for conceptualizing possible relationship if there is a significant
difference between perception of Education Students and the effect of multimedia on
their learning behavior.
INPUT PROCESS OUTPUT
I. Identification
I. Profile of the of Reasons
Identified
respondents
II. Data multimedia factors
II. Questionnaire Interpretation affecting educations’
behavior
----------------------------------------------------------------------------------
FIGURE 1: RESEARH PARADIGM OF THE STUDY
The paradigm of the study consists input, processes and output where input
identified to be the respondent’s profile and questionnaire while output is classified to be
the multimedia’s factor affecting education student’s learning behavior and
recommendation.
The respondent’s data needed to be processed are their age, gender, course and
major, the personal gadgets they have and questionnaires that will measures the level of
multimedia’s interaction on their learning behavior. Each question signifies personal
insight on the experiences they have transpired during lesson considering that multimedia
intersects to its either learn them consistently or affect learning behavior, thus, the objective
of discussion class might fail to achieve. On their answers, interpretation base on their
chose rating scale will soon come up with the identified factor affecting learning behavior.
this classified behavior thru the researcher’s acquired related study and result will conclude
a recommendation which will be of great use and future references.
SIGNIFICANCE OF THE STUDY
The study of the perception of education students on the effect of multimedia in
their learning behavior may serve as the basis in what measures will be needed to counter
possibilities of negative behavior of education students, once they have been accustomed
to multimedia and/or after the interactive learning through technologies.
Education Students. The study will be of great help to the students particularly education
students because it will lead them to contemplate things which might be necessary in their
easy learning. They will identify the possible reasons why technologies are in needs of
proper usage.
Future Educator. As future educator, this research will be useful to our future educator
because they will discover what teaching strategies applicable to the learning development
of students. They will be guided on the appropriate way on integrating technologies in
teaching.
School and School Administrator. Through this study, the school will be knowledgeable
on what teaching developments are needed by their teachers. The school will somehow
choses the right seminars and training courses necessary to the attainment of effective and
efficient learning of our students.
Researcher. This study will serve as the researchers’ guidelines when some propositions
occurred in relates with social medias, multimedia, disadvantages and advantages, and
other related topic this research will be beneficial in the latter.
SCOPE AND DELIMITATION
The main purpose of this study is to provide information regarding the multimedia’s
functions on the education students’ learning behavior at La Salette of Roxas College Inc.
It will also identify factors affecting behavioral changes of the Education Students after
engaging different technologies. The study has focused on Education Students so their
Profile: name (optional), age, Year Level, gender, course & major, civil status and even the
gadgets they have owned and how often they used it a day.
The researcher has prepared data gathering through giving of questionnaire address
to the respondents (Education Student), thus, personal views and experiences have been
stipulated thereof. In order for the respondents to answer the given questions, rating scale
and option have provided.
The researcher also included interview questions to out of 45 education students
enrolled at the school. This study limits it coverage to all education students only for they
were the ones adopting educational technology as referred to their curriculum. This will
give definite computations and interpretation for the assessment of the effect of multimedia
in their learning behavior using annova, statistical tool, which will weigh the significant
difference of the given variable and give proof to this instruments reliability.
DEFINITION OF TERMS
Annova. Analysis of variance (ANOVA) is an analysis tool used in statistics that splits the
aggregate variability found inside a data set into two parts: systematic factors and random
factors.
Behavior. the way in which one acts or conducts oneself, especially toward others.
Learning. is the process of acquiring new or modifying
existing knowledge, behaviors, skills, values, or preferences. Evidence that learning has
occurred may be seen in changes in behavior from simple to complex, from moving a finger
to skill in synthesizing information or a change in attitude.
Multimedia. refers using more than one medium, such as audio, visual tools or both. It
involves using five basic type media such as: Text, Video, Sound, Graphics, and
Animation.
Perception. a way of regarding, understanding, or interpreting something; a mental
impression.
Technology. the branch of knowledge that deals with the creation and use of technical
means and their interrelation with life, society, and the environment, drawing upon such
subjects as industrial arts, engineering, applied science, and pure science.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
INTRODUCTION
This chapter presents a review of various concepts in the perception of education student
of the use of multimedia in their learning behavior research developed in several past works
to serve as a basis for defining the concepts used in the present study. This helped further
the researchers in collecting relevant information and subject them to statistical analysis
for interpretation and comparison of results with the studies made earlier. Further, an
attempt was made to specify appropriate concepts and review the past works done as
relevant to the present study.
LOCAL LITERATURE
Matikas Santos (2014) said that When digital classrooms become reality MANILA,
Philippines – Can you imagine a classroom without chalk and blackboard, manila paper,
cartolinas, one-fourth sheets of paper, pencils, erasers, and attendance sheets? The leading
Philippine educational materials publisher Vibal Publishing House Inc. and international
computer software company Microsoft have not only imagined it, they are working on
making that a reality. Vibal and Microsoft, in cooperation with the Department of
Education (DepEd), have partnered to create a new kind of classroom set to enter the digital
era.They are making this possible through the introduction of e-textbooks that can be
accessed by students on tablet computers. Chris Datol, operations manager of Vibal’s
subsidiary Vibe Technologies Inc., said during the Annual Microsoft Philippines
Innovative Education Summit last March 2 that “a child becomes smarter when he or she
uses a digital device and consumes digital material.” He cited a study conducted by the
United Nations who found that students “exhibited better performance” because of the
highly visual and multimedia content that tablets can show to students. E-textbooks will
have multimedia features like educational videos, full-color pictures, instructional audio
content, customizable text, interactive quizzes, online connectivity allowing external links
to resource websites, study tips, and many more.Teachers will be able to use the annotated
teacher’s edition of the e-textbooks that includes a lesson guide, answer keys, and teaching
tips to help the teacher guide the students in using the e-textbooks.
MANILA, Jun 11 2003 (IPS) - When classes begin this month, students in the fifth
and sixth grades from selected public and private schools in the Philippines will not just be
leafing through pages of their textbooks or listening to their teachers’ lectures on
science.They will also be able to view educational videos – downloaded with the help of
mobile phones and satellite communication systems – on subjects as plant and animal life,
matter and energy, the Earth and the solar system right in their classrooms. Such high-
technology instruction is part of the global Bridgeit programme to deliver digital learning
materials to schools with the use of mobile technology. The Philippines is the only Asian
country in Bridgeit, which will also have its initial run in three other countries – the United
States, Britain and Finland this schoolyear. Locally called ‘text2teach’ – which uses the
abbreviations typically used in sending short messages through mobile phones – the
programme is meant to facilitate access of teachers and students to distance-learning
schemes in video and multimedia lessons. It aims to merge high-technology methods with
basic education needs in this South-east Asian country of 80 million people, one that has
often been called the world’s texting capital with more than two million messages sent each
day from well over 13 million cellular phone users. ‘Text’ is the way the short message
service (SMS) function of mobile phones is referred to in the country.
RELATED LITERATURE
Aloraini (2012) said that the concept of multimedia technology is broad and it has infinite
usage fields to mainstream the technological media which called to be “multimedia” which has an
appearance of sounds cards, digital camera, videos, diskettes, and etc.
Fouda (2010) defined multimedia as the representation of consolidated elements of
technology as they combine sound, image, video, drawing and text with a high quality in addition
to their interactive environment.
Shah and Khan (2015) explained the use of multimedia in education. They have proven
also its importance due to its positive impact on teaching and learning process by the teachers.
Their study is to investigate the effect of multimedia in teaching science subject in elementary level
where scientific method through investigation and control have applied in order to come up with
some measures.
Van Seters, Ossevoort, Tramper and Goedhart stated that the adaptive e-learning materials
are really essentials in educating heterogeneous students. This is a computer-based learning which
provide more insight into the ways students-regulate their learning.
LOCAL STUDIES
Gia Lenn L. Mendoza et.al (2014) This study was conducted to identify the
effectiveness of video presentation to students’ learning. This was derived due to the
changes and updates the world has to offer on enhancing student’s wisdom. Instructors and
even students rely or use educative videos to learn, compare and understand concepts. The
use of video is only beginning to meet the needs of today’s and tomorrow’s learners. Using
videos in teaching is not new. It was proposed that videos are effective when used to
develop information literacy, using a student survey to measure the effectiveness of video
lectures. Video based materials boost students’ creativity and cooperation. Access to video
can help motivate students and create a distinctive context for their learning experience.
Questionnaires were administered to 224 students of Benguet State University to measure
effectiveness of video presentation to student’s learning. From the outcomes, it was found
out that there is no significant difference on students’ perceptions of the effectiveness of
video presentation to students’ learning when grouped according to sex. Moreover, results
revealed that a significant difference exists among students’ perceptions of the
effectiveness of video presentation when grouped according to their academic level.
Furthermore, it is revealed that the level of effectiveness of video presentation to students
learning is highly effective.
Polytechnic University of the Philippines- Bansud Campus (October 09, 2013) in
this study entitled “the effects of technological devices to the learning performance of
information technology students” Today, one of the hot issues in technology is about
technological devices. Broadly speaking, all cellular phones, laptop and computers belong
to technological devices. There’s no denying that this technological devices has become a
significant part of students’ everyday lives. But the question is, how are these devices affect
the student’ learning? We are witnesses to sick on how the students learning affects by
technological devices. Until now we can read in the newspapers about the good and the
bad effects the technological devices may give to the learning of the students.
Technology has always flourished for the gain of mankind. The major
achievements of technology have left man spell-bound and every part of the world today
is enjoying the comforts provided by technology. Thanks to technology, all the countries
are interlinked and we are now living in a global village. Modern technology has greatly
improved people's lives through different fields such as medicine, work, education and
industry, especially education. However, we cannot say that technology is all good in itself.
It is a two-edged sword and we have to see to what extent it has really helped improved
people's standard of living. There are many possible effects on using it. And it depends
only on the way the users used it. They have to know how to use it for their benefit and
should not abuse its use. It should be properly used rather than rely on it totally.
Ryan T. Gertner (2011), on his study about ―The effects of multimedia technology
on learning‖ he concludes that multimedia gives light on some possible effects of it to the
learning of students. This means that technological devices may affects the learning
performance of a student. The recent increase in use of digital devices such as laptop
computers, iPads, and web-enabled cell phones has generated concern about how
technologies affect student performance. Combining observation, survey, and interview
data, this research assesses the effects of technology use on student attitudes and learning.
Data were gathered in eight introductory science courses at a major university.
Alaja, RaizaUy Bacalso et.al (2015) in their study entitled “Multimedia Enhanced
Language Learning Instruction Vis a Vis Speaking Competence among Grade 9 students”
Multimedia enhanced language learning instructions it is common that in every schools has
a large number of students in a classroom yet crowded. It is difficult on part of student to
have speaking communication. Through multimedia features an image and animation of
teaching materials in order to cause audio and visual effect the students deeply help
understand the lessons. Of course, by assisting of a teacher that has role of giving
instruction information to the learners, teachers need to encourage the students to use their
own mind and speak more, actively join in class practice or activities and should not
overuse the courseware merely in the hope of adding the modernized feature to class
teaching. If we apply multimedia technology in teaching subsequently the students actively
involved in class participation the better class participation has. Multimedia technology
featuring audio, visual, and animation effects naturally and humanely makes us more
access to information.
FOREIGN STUDIES
Hannelore Montrieux et al (2012) This paper investigates teachers’ and students’
perceptions concerning the impact of using tablet devices for teaching and learning
purposes. An explorative focus group study was conducted with teachers (n = 18) and
students (n = 39) in a secondary school that has implemented tablet devices since 2012.
The general finding of this study shows that the use of tablet devices in the classroom
setting has an impact on both teaching and learning practices. The results suggest that
teachers can be divided into two categories: the innovative teachers and the instrumental
teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered
approach. They have changed their teaching style by transforming lessons in accordance
with the advantages tablet computers can offer. Instrumental teachers seem to use the
device as a ‘book behind glass’. The distinction between the two groups has consequences
for both the way courses are given and how students experience them. In general, the
introduction of tablet devices entails a shift in the way students learn, as the devices provide
interactive, media-rich, and exciting new environments. The results of this study indicate
that policy makers should consider introducing technical and pedagogical support in order
to facilitate both teachers’ and students’ understanding of the full potential of this kind of
technology in education.
Kimberly O'Malley et.al (2013) in their study entitled “Teaching in a Digital Age:
How Educators Use Technology to Improve Student Learning” successful digital
conversion for classrooms, districts, and states is not determined by the technology, but by
how technology enables teaching and learning. The purpose of our multisite case study was
to document digital instructional strategies teachers use to enhance and transform student
learning, and align that use with learning research. We conducted focus groups and
interviews, and observed classrooms in seven exemplary schools across the United States.
We surveyed teachers' familiarity, use, and comfort with technology as well. We document
six common strategies used across the seven sites and identify five roles that technology
plays in enhancing teaching and learning, and discuss how these strategies benefit teachers
and learners. (Keywords: technology integration, digital instructional strategies)
Cheung, A., and Slavin, R.E. (2011). The Effectiveness of Educational Technology
Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-
Analysis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in
Education. A meta-analysis (including 74 rigorous studies and over 56,000 K-12 students)
found that mathematics computer applications produce a small but positive effect on
mathematics achievement, and, specifically, programs that supplement traditional math
instruction with additional instruction at students' individualized assessed levels of need
showed greater effects on math achievement. These supplemental math programs
(e.g., Jostens, PLATO, Larson Pre-Algebra, and SRA Drill and Practice) were equally
effective across elementary and secondary levels, and using them for more than 30 minutes
per week increased the beneficial impacts on math achievement.
Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using
Technology to Support At-Risk Students’ Learning. Stanford Center for Opportunity
Policy in Education. A review of more than 70 studies that examined approaches to using
technology for high school students that are at risk for failing courses or dropping out. The
report finds that a successful educational technology program typically supports active
learning, provides opportunities to explore and create content, and blends technology with
face-to-face instruction.
Ertmer, P.A., and Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How
Knowledge, Confidence, Beliefs, and Culture Intersect (PDF). Journal of Research on
Technology in Education, 42(3), 255-284. The authors assert that teachers cannot be
effective without integrating technology into their practice. To integrate technology
effectively, teachers must apply knowledge of both their learners and the subject to select
appropriate information and communication technology resources that enable their
students to meet the required learning goals. Knowledge is not enough to change normal
teaching routines; teachers must also have confidence in their own ability to integrate
technology successfully and confidence that doing so will benefit student learning. Culture
is the proposed vehicle for developing teachers' confidence and behavior change. The
authors provide a list of research-based recommendations for facilitating teacher change
through preservice and professional-development contexts (p. 266). These
recommendations resonate around participating in professional learning communities and
job-embedded training, which starts with small-scale forms of technology integration that
address immediate needs and yield positive experiences. The authors define "good
teaching" as "teaching that facilitates student learning by leveraging relevant ICT
resources," and they argue that this new definition should be nurtured and embraced in
cultures where teachers learn and work.

Chapter III
METHODS AND PROCEDURE OF THE STUDY
The study will be conducted using Descriptive Method by which data are gathered
questionnaire and personal information which will be bifacial. The sampling will be applied where
the total number of Education Students is the exact population to be used. This 100 % representation
implicates a 100% reliability through appropriate statistical tool.
The research will be analyzed using respondents’ profile by identifying its frequency
percentage. The mean average of the computed data will give the study’s result to which may
conclude if the number of boys and girls and their personal insight relative to the multimedia’s
interaction are seemingly occurring and/or naturally different or related. Significant difference will be
identified through annova, statistical tool, where level of significances between multimedia’s
interaction and learning behavior will be measured. The result of the degree of significances between
multimedia’s interaction and learning behavior will be measured. The result of the degree of
significances may be differ: could reject the given null hypothesis (alternative hypothesis to be
accepted) or accept given null hypothesis (failed to reject the null hypothesis). The relevant use of
annova as a statistical tool of the study is to test the given hypothesis. This will come up whether the
Education Student’s choices and result are by chance only or stable that will be soon concluded that
this study is strongly reliable.
Research Design
In this study, the descriptive survey method was used. The researcher also included
interview questions to out of 45 education students enrolled at the school. This study limits
it coverage to all education students only for they were the ones adopting educational
technology as referred to their curriculum. This will give definite computations and
interpretation for the assessment on the effect of multimedia in their learning behavior
using annova, statistical tool, which will weigh the significant difference of the given
variable and give proof to this instruments reliability.
The researchers had chosen this method for the reason that it provided relevant data
or information so as to produce a more reliable conclusion about this study. More so, the
researcher took care of the collected data through the use of frequency distribution,
percentage and ranks.
Sources of Data
Interview with the Respondents: The researchers randomly interviewed the
education students at La Salette of Roxas College Inc.,
Observation and Experience: Through observation, the researchers gained
knowledge and information about the perception of education student of the use of
multimedia in their learning behavior at la Salette of Roxas College
Questionnaires: The researchers used this technique to gather and collect data
related to. the perception of education student of the use of multimedia in their learning
behavior the information gathered were tallied and interpreted.
Library Technique: the researcher has taken into consideration the used of other
sources like going to different libraries. This also served as their guide for a better
understanding of the current standing of business.

Internet Surfing: Internet surfing is one of the fruitful techniques used in this
study. The researchers gathered information through the use of different relevant and
reliable websites.
Respondents of the Study
Researchers had randomly interviewed the education students at La Salette of
Roxas College Inc.,
Instrument and Validation
The researchers constructed a questionnaire and submitted it for improvement.
After the approval, the researchers had gathered data through the questionnaire’s result.
After which, they tallied, tabulated and interpreted for further analysis.
Data Gathering Procedure
In the conduct of the study, the researchers went out during lunch time, vacant times
in the afternoon, the researchers expected difficulties in communicating with the
respondents because some respondents were employees who had no spare time answering
questionnaires. It took weeks to retrieve the questionnaires which caused delay in the
schedule. Also, the researchers noticed that most of respondents answered inadequately so
they had to go back to supplement the data.

STATISTICAL TOOL
The following statistical tool were used:
1. Frequency and Percentage Distribution. The researchers used frequency and
percentage distribution in treating the profile of respondents.
𝒇
P= N × 100
Where:
P= Percentage, N= Total Respondents, f = Frequency
2. Weighted Mean. It was used because the second problem, which is the preferred
teaching strategies by the respondents, is assigned with points.
Σi=1WiXi=W1X1+W2X2+W3X3+WnXn
3. Percentile Rank. The researcher used ranking in multi-answers to identify the
highest position in the group.
R=P/100(N=1)
Wherein:
R= Rank order
P= Percentile Rank
N= the number of respondents

4. Rating Scale. A four-pointing rating was used to recognize the degree of responses
with statistically limits and corresponding descriptive equivalent.
RATING LIMIT DESCRIPTIVE EQUIVALENT STATISTICAL
4 Always 3.26-4.00
3 Sometimes 2.51-3.25
2 Rarely 1.76-2.50
1 Never 1.00-1.75
5. Statistical Tool. An Analysis of Variation or know to be Annova was used to
identify whether the given hypotheses need to be rejected or accepted. The Single
Factor was used as classification of Annova, since that the research design has only
one independent variable which is the Perception of Education Students on
Technologies Interaction. The decision on the latter will depends on the computed
f and p-value. Given that the tallied value on the Technologies Interaction and
Personal Insight of Education Students on Technologies Interaction will be
processed as needed on the decision-making processes of the Annova. The
following measures are imperative in the aforesaid statistical tool, to wit:
a. The two hypothesis (Ho and Ha)
b. Level of Significance of the alpha (α)
c. Average and variances of variables
d. Critical Region base on the given alpha

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings of the data gathered from the respondents. The
data were tallied, analyzed, calculated, and interpreted by the researchers. A series of tables
were used to present comprehensively the data gathered for better understanding of the
readers and future researchers.
1. PROFILE OF THE EDUCATION STUDENTS RESPONDENTS
The profile of the retailer respondents is described by using the variables such as:
age, gender, course & year, major, and civil status
Table 1
Frequency and Percentage Distribution of the Education Students Respondents
According to Age
Age Frequency Percentage
(15-20) 31 68.89%
(21-25) 10 22.22%
(26-30) 3 6.67%
(31-35) 0 0%
(36-40) 1 2.22%
TOTAL 45 100%
The table presents the frequency and percentage distribution of the Education
Students respondents according to age. It shows that out of 45 Education Students,
thirty-one (31) of them belong to the age bracket 15-20 with the highest percentage of
68.89%. Ages 31-35 has the least frequency with zero percent (0%) which implies that
the Education Students are at the current stage of developmental. Ages on the highest
frequency are the years where the born of technology continuously developed. They
are also called “the millennials”, thus, age factor is very relevant in the conduct of the
study taking consideration its possible thematic area.
Table 2
Frequency and Percentage Distribution of the Education Students Respondents
According to Gender
Gender Frequency Percentage

Female 34 75.56%
Male 11 24.44%
Total 45 100%
The table 2 shows that the Female Education Respondents are 75.56% more than
of the Male. Meaning that the most Gender that choses Education Course are females.
Therefore, in this study, 75.56% decision are coming from the females. Thus, gender
characteristic may give an extra conclusion why certain aspects are very relevant to
consider, why boys seemed to be attracted in gadgets and what particular gadgets they most
likely to engaged with, as such.
Table 3
Frequency and Distribution of the Education Students
According to Civil Status
Civil Status Frequency Percentage
Single 39 87%
Married 6 13%
Total 45 100%
This table shows that out of 45 Education Student Respondents, 39 of them or 87%
are singles and 6 of them or 13% are married. Therefore, 13% of the surveyed answers
came from married students and that factors affecting study behavior and why they come
up with particular decision are due to their personal experiences that are far different from
the well-focused students (single).
Table 4
According to Course/Year
Course/ Year Frequency Percentage
First Year 6 13%
Second Year 4 9%
Third Year 21 47%
Fourth Year 14 31%
Total 45 100%
The table shows that the higher population of the Education Student Respondents
came from the Third Year Level which has an average of 45% or 21 out of 45 students.
The two (2) least are from the first and second year with six (6) and four (4) frequency
respectively. The least enrollees from the 1st and 2nd year level is due to the implementation
of K12 program of the Higher Education.
Table 5
According to Major
Major Frequency Percentage

BEED 17 37.78%
BSE MAPEH 16 35.56%
BSE ENGLISH 12 26.67%
TOTAL 45 100%
As seen in the above table, two (2) majors were closely have an almost equal
distribution in terms of numbers of enrollees (BEEd and BSE MAPEH). This shows
that most of the surveyed perception came from the courses where electronic visual
aids seemed to be effective at Elementary Teaching and the Multimedia Technology
in aide of actual performances, where MAPEH Major usually engage with, imposes
Multimedias’ relevance in field of education.
Table 6
Mean and Descriptive Interpretation of the Education Students
According to Gadgets and no. of hours used
Gadgets owned by Student No. of Students owned Average Time Consumed

per day in Using Gadgets
Cellphone 40 3.33
Laptop 38 2.63
Tablet/iPad 13 2.31
Smart watch 10 1.90
Digital camera 12 1.42
Desktop 12 2.58
Pocket Wi-Fi 29 3.07

The above table shows that most of the Education Students have their own Cellphone with
the scale of 3.33 as the average time in using cellphone. It followed by the Pocket Wi-fi with 29
frequency or 3.07 scale, which was congruent to the second highest scale in terms of time consumed
in using it. This could tell that the Education Students in terms of learning behavior has something
dubious with the effect of personal gadgets on the way they may acquire knowledge, most
especially the cellphone and pocket wi-fi.
Table 7A
Descriptive Interpretation of the Education Students
According to Educational Technologies Needed in their Study
Educational Technology Frequency Percentage

Laptop 37 11.01%
Cellphone 21 6.25%
Wifi 17 5.06%
Desktop 12 3.57%
Printer 25 7.44%
Speaker 30 8.93%
Lapel 25 7.44%
Flashdrive 15 4.46%
Ipad 10 2.98%
SmartBroTV 33 9.82%
Microphones 24 7.14%
Classroom Projector 43 12.80%
Photocopier Machine 44 13.10%
Total 100%
Based on the table shown above, the Education Students thought that Photocopier
followed by the Classroom Projector are the most Educational Technologies needed in their
study with 13.10% and 12.80% respectively. The Education Students found that the
learning conveniences may depends on the hardcopy lesson or modules their teacher is
giving after the class discussion. The location of the school is quite far from the other
enterprises rendering photocopy services and that the school projector has only three (3)
functional projector at college department. These tend to be the reason by Education
Students why they choses Photocopier and Classroom Projector as the most needed
Educational Technology.
Table 7B
Consolidated Reasons of the Education Students
Why Educational Technology Needed in their Study
Educational
Reason/s Percentage
Technology
Making of reports, research purposes, encoding
Laptop 11.01
files
Portable to use in searching and installing
Cellphone 6.25
application necessary for the study
Wifi Research purposes 5.06
Desktop Easily upgrade computer peripherals 3.57
Printer Production of hard copies 7.44
Speaker Loud and clear sounds for large classes 8.93
Lapel Modulate the voice of our teacher 7.44
Flashdrive Storage device for Study lessons 4.46
Capture lessons for less time consumption in
Ipad 2.98
writing
SmartBroTV Display videos and presentations 9.82
Microphones Articulate 7.14
Classroom
Use to display electronic lessons 12.80
Projector
Photocopier Easy production of modules and other hardcopy
13.10
Machine references
Total 100%
The table shown above is the consolidated reasons of Education Student

Respondents congruent to the Table 7A which provided the Educational Technology
which for them is/are direly needed to the attainment of their learning.
Table 8
According to Technologies’ Interaction at Classroom
Technologies’ Interaction at Classroom Weighted Descriptive

Mean Interpretation
1. Projector are always available during our class 3.00 Sometimes
discussion.
2. Our teachers often instruct us to submit researches and 2.36 Rarely
activity via internet.
3. Video clips were used by the teachers in the discussion. 3.02 Sometimes
4. During discussion, our teacher uses photos and other 2.91 Sometimes
electronic visual aids to portray actual representation.
5. Teachers are using whiteboard in discussing instead of 2.89 Sometimes
PowerPoint Presentation.
6. Our teachers preferred to let us submit computerized 3.16 Sometimes
report.
7. After the video clip, our teacher gives us exercises 2.91 Sometimes
about what we have watched.
8. In every lesson, our teacher uses technology related on 2.89 Sometimes
the prepared topic.
9. When my teacher plays videos, I feel more connected 3.07 Sometimes
to the topic than listening stories.
10. Every time there is multimedia interaction at classroom 3.24 Sometimes
discussion, I feel more interesting to learn.
The table shown above is the consolidated mean and descriptive interpretation of
Education Student Respondents on the provided situation where Educational Technologies
play an intervening factor towards adaptive learning of the Education Students. The most
situation that Respondents mostly agree with is that Every time there is multimedia
interaction during classroom discussion, they feel more interesting to learn which got a
weighed mean of 3.24 followed by the situation in which they feel more connected to the
topic to be discussed via video presentation than of listening stories. With this, the
interaction of educational technology has a greater impact to the learning behavior of the
Education Student Respondents.

Table 9
According to Personal Insight on Technologies’ Interaction in Learning
Personal Insight on Technologies’ Interaction in Learning Weighted Descriptive

Mean Interpretation
1. I preferably use internet in searching for my assignments and 3.49 Always
other research activity.
2. I spent most of my time in reading books than playing games on 2.69 Sometimes
my gadgets.
3. I can easily comprehend lectures using visual aid rather than 2.71 Sometimes
4. I used to write my assignment at the paper than encoding at 2.62 Sometimes
laptop/computer.
5. I easily adopted learning on computer taught by our teacher 2.89 Sometimes
especially in PowerPoint Presentation.
6. I cannot understand stories by reading on the book. 2.89 Sometimes
7. I usually get bored when my teachers did not use PowerPoint 2.62 Sometimes
Presentation in our class.
8. I spent most of my time in surfing at the internet than reading my 2.92 Sometimes
books.
9. I always turned a nap during my class when my teacher tends to 2.42 Rarely
write all the lessons on the board.
I hate writing all my lesson on my notebook, but I love reading 2.60 Sometimes
my computerized module.
It is easier to understand video covering our lesson than of 2.71 Sometimes
relying on our books.
It is easier to learn music by multimedia that hearing my teacher 2.82 Sometimes
singing.
I have no patience in going outside for sports’ learning, so I’d 2.60 Sometimes
rather search the internet how is it performed.
I can’t easily understand the video clip, I preferred my teacher to 2.62 Sometimes
discuss it rather.
I seldom attending our class regularly for I know I can cope up 2.42 Rarely
my lessons through modules and presentation.
Description padagdag
2. TESTING OF HYPOTHESIS
Since that the given hypotheses (Null and Alternative) are Sboth non-
directional, and that given research design has only one independent and two
depended variables, annova with single factor was used to identify whether
which among the given hypotheses will be rejected and accepted.
Table 1
Summary of Annova: Single Factor
Anova: Single Factor
SUMMARY
Groups Count Sum Average Variance
Technologies 0.05733
Interaction 10 29.4 2.94 3
27.8888 2.78888 0.08178
Personal Insight 10 9 9 3
ANOVA
Source of Variation SS Df MS F P-value F crit
0.11417 0.11417
Between Groups 3 1 3 1.64139 0.21639 4.41387
1.25204 0.06955
Within Groups 9 18 8
1.36622
Total 2 19
The group that has been tested by our statistical tool determined to be the Technologies
Interaction and Personal Insight since that the core of the study focused on the students’
perception. The Respondents average mean, as raw data, appeared in each item in both
group had undergone processes to measure whether their answers will remain consistent if
the same study occurred.

The ten (10) counts shown in the table referred to the balance item (depends in their average
mean) undergone testing. The found numbers of variances are the computed distance from
the mean of both Groups (Technologies Interaction and Personal Insight). These serves as
the basis of how close or far the tendency of consistency of the students to appeared in the
same answer for reliability of the research study.
The computed P or T value is lower or less than the given Tabular table or Critical Region
at alpha level of 5% or 0.005. This means that the given Null Hypothesis is accepted and
the Alternative Hypothesis is rejected. Thus, technologies interaction and persona insight
of Education Students on technologies has no significant difference. Therefore, the actual
experiences of Education Students base on Technologies Interaction during class
discussion and their Personal Insight on the interaction of technologies towards learning
can both rationalize that educational technology or multimedia strongly affects the learning
behavior of the Education Students.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings of the study, the conclusions drawn
and the recommendations of the study.
Summary of Findings
Conclusion
Recommendation
BIBLIOGRAPHY
APPENDIX A
REQUEST LETTER
May 21, 2017
REV. FR. MARCELINO P. MESA, MS, Ph.D.

School Director
La Salette of Roxas College, Inc.
Dear Father:
Greetings in the name of Our Lady of La Salette.

I, JOHSSA G. BUÑAO, students of Bachelor in Elementary Education who are currently

enrolled in Research with statistic, would like to ask your good office to allow us to conduct
our research entitled “THE PERCEPTION OF EDUCATION STUDENT OF THE
USE OF MULTIMEDIA IN THEIR LEARNING BEHAVIOR AT LA SALETTE
OF ROXAS COLLEGE”.
Thank you for your approval.
Yours truly,
The Researcher
Checked By:
CARLITO S. CAMUS, Ph. D.

Research with Statistic Adviser
Noted by:
SR. CONCEPCION B. ULANDAY, SFC

College Dean
Approved By:
REV. FR. MARCELINO P. MESA, MS, Ph. D

School Director
APPENDIX B
Request Letter to the Respondents
Dear Respondents,
I the undersigned researcher are presently conducting a study entitled “THE

PERCEPTION OF EDUCATION STUDENT OF THE USE OF MULTIMEDIA IN
THEIR LEARNING BEHAVIOR AT LA SALETTE OF ROXAS COLLEGE”. In

this connection, may we asked a portion of your time to answer this questionnaire.
The success of our study will depend to a large extent on the information you will
give. Rest assured that everything will kept confidential.
Thank you for your warmest cooperation.
JOHSSA G. BUÑAO
Researcher
Checked by:
CARLITO S. CAMUS, Ph.D.

Thesis Adviser
Noted by:
SR. CONCEPCION B. ULANDAY, SFC

College Dean
Approved by:
REV. FR. MARCELINO P. MESA, MS., Ph. D

School Director
APPENDIX C
QUESTIONNAIRE
Dear respondents;
The undersigned researcher is presently conducting a study entitled “The
Perception of Education Student of the use of Multimedia in their Learning Behavior at La
Salette of Roxas College Inc.”. In this connection, may we asked a portion of your time to
answer this questionnaire.
The success of our study will depend to a large extent on the information you will
give.
Thank you for your warmest cooperation.
I. Profile:
Name: _______________________Age: ___________Course/Year: ___________
Optional Sex: ___________Civil Status: ___________
Major: ___________
Gadget/s: No. of hrs. you used it per day
1-30 31-60 61-90 91 mins

mins. mins. mins. and above
Cellphone
Laptop
Tablet/iPad
Smart watch
Digital camera
Desktop
Pocket Wi-Fi
Others (please specify):
II. A. What are the educational technologies you think are really needed in your study, why?
Technologies Reason
B. What are the educational technologies which are not present in your school. Why do
you think it is needed in your study?
Technologies Reason
III. The use of technologies or its interaction at classroom.

1. Never 3.Sometimes
2. Rarely 4. Always
Technologies’ Interaction at Classroom 1 2 3 4

11. Projector are always available during our class discussion.
12. Our teachers often instruct us to submit researches and activity via internet.
13. Video clips were used by the teachers in the discussion.
14. During discussion, our teacher uses photos and other electronic visual aids
to portray actual representation.
15. Teachers are using whiteboard in discussing instead of PowerPoint
Presentation.
16. Our teachers preferred to let us submit computerized report.
17. After the video clip, our teacher gives us exercises about what we have
watched.
18. In every lesson, our teacher uses technology related on the prepared topic.
19. When my teacher plays videos, I feel more connected to the topic than
listening stories.
20. Every time there is multimedia interaction at classroom discussion, I feel
more interesting to learn.
VI. Please answer/rate honestly the situation you have experience provided below.
1. Never
2. Rarely
3. Sometimes
4. Always
Personal Insight on Technologies’ Interaction in Learning 1 2 3 4

10. I preferably use internet in searching for my assignments and other
research activity.
11. I spent most of my time in reading books than playing games on my
gadgets.
12. I can easily comprehend lectures using visual aid rather than PowerPoint
Presentation.
13. I used to write my assignment at the paper than encoding at
laptop/computer.
14. I easily adopted learning on computer taught by our teacher especially in
15. I cannot understand stories by reading on the book.
16. I usually get bored when my teachers did not use PowerPoint
Presentation in our class.
17. I spent most of my time in surfing at the internet than reading my books.
18. I always turned a nap during my class when my teacher tends to write all
the lessons on the board.
I hate writing all my lesson on my notebook, but I love reading my
computerized module.
It is easier to understand video covering our lesson than of relying on our
books.
It is easier to learn music by multimedia that hearing my teacher singing.
I have no patience in going outside for sports’ learning, so I’d rather
search the internet how is it performed.
I can’t easily understand the video clip, I preferred my teacher to discuss
it rather.
I seldom attending our class regularly for I know I can cope up my
lessons through modules and presentation.
APPENDIX D
ACCOMPLISHED FORM
Thesis Writing Activities
REV. Fr. Marcelino P. Mesa Ms. Ph. D

Director
39
Activities Date Approve/ Adviser’s Signature

Accomplish
1. Table
2. Thesis proposal
3. First Draft of thesis
4. Final draft of thesis report
Noted by:
CARLITO S. CAMUS, Ph.D.

Thesis Adviser
40
APPENDIX E
FINAL DEFENSE
To: ADVISER AND PANELS MEMBERS OF UNDERGRADUATE THESIS WRITING
You are hereby notified/informed of the schedule of the oral presentation of the Final defense with
particular as follows:
Researcher: JOHSSA G. BUÑAO
Date and Time Presentation:
Venue: LA SALETTE OF ROXAS COLLEGE, INC

Vira, Roxas, Isabela
Please indicate your information by affixing your signature opposite your name.
PANELISTS SIGNATURE
REV.FR.MARCELINO MESA, Ms. Ph. D _____________________

Chairman Evaluation Committee
CARLITO CAMUS, Ph. D ______________________

Member
ARNOLD B. TAGANAS, MAED ______________________

Member
Noted by:
REV. FR. MARCELINO P. MESA, MS, Ph. D

Director
41
42

The Perception of Education Student of The LSRC

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Perception of Education Student of The LSRC

Uploaded by

Copyright:

Available Formats

LA SALETTE OF ROXAS COLLEGE, INC.

Magsaysay St., Vira, Roxas, Isabela

THE PERCEPTION OF EDUCATION STUDENT OF THE

A thesis Study Presented

In Partial Fulfilment of the Requirement

THE PROBLEM AND ITS BACKGROUND

Engagement in multimedia is one of strategic ways in mainstreaming technological

media in education specifically the introduction of computer technologies which indicates

& Khan, 2015).

(60) enrolled education students. The Education Curriculum included educational

technology program which will discussing the significant functions of multimedia as

Seters, et al, 2012). However, multimedia’s effect on education students’ behavior on

STATEMENT OF THE PROBLEM

The purpose of this research is to determine the perception of Education Students

towards educational technology inclination.

This study will look into the following problems:

1. What is the profile of the respondents in terms of;

d. Course & Major

3. The use of technologies or its interaction during classroom discussion.

4. The insight of Education Students on Multimedia Technologies’

Interaction on their learning behavior.

5. Is there a significant difference between the perception of Education

Students and the effect of multimedia on their learning behavior?

Ho. There is no significant difference between perception of Education Students

and the effect of multimedia on their learning behavior.

Ha. There is a significant difference between perception of Education Students

and the effect of multimedia on their learning behavior.

The basis for conceptualizing possible relationship if there is a significant

difference between perception of Education Students and the effect of multimedia on

their learning behavior.

INPUT PROCESS OUTPUT

FIGURE 1: RESEARH PARADIGM OF THE STUDY

identified to be the respondent’s profile and questionnaire while output is classified to be

the multimedia’s factor affecting education student’s learning behavior and

multimedia’s interaction on their learning behavior. Each question signifies personal

a recommendation which will be of great use and future references.

SIGNIFICANCE OF THE STUDY

The study of the perception of education students on the effect of multimedia in

to multimedia and/or after the interactive learning through technologies.

of students. They will be guided on the appropriate way on integrating technologies in

efficient learning of our students.

other related topic this research will be beneficial in the latter.

SCOPE AND DELIMITATION

and option have provided.

The researcher also included interview questions to out of 45 education students

Learning. is the process of acquiring new or modifying

to skill in synthesizing information or a change in attitude.

Perception. a way of regarding, understanding, or interpreting something; a mental

subjects as industrial arts, engineering, applied science, and pure science.

REVIEW OF RELATED LITERATURE AND STUDIES

relevant to the present study.

accessed by students on tablet computers. Chris Datol, operations manager of Vibal’s

leafing through pages of their textbooks or listening to their teachers’ lectures on

programme is meant to facilitate access of teachers and students to distance-learning

service (SMS) function of mobile phones is referred to in the country.

appearance of sounds cards, digital camera, videos, diskettes, and etc.

Fouda (2010) defined multimedia as the representation of consolidated elements of

to their interactive environment.

provide more insight into the ways students-regulate their learning.

Questionnaires were administered to 224 students of Benguet State University to measure

out that there is no significant difference on students’ perceptions of the effectiveness of

revealed that a significant difference exists among students’ perceptions of the

effectiveness of video presentation when grouped according to their academic level.