Republic of the Philippines

Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

EFFECTIVENESS OF MULTEMEDIA INSTRUCTION IN IMPROVING THE

PERFORMANCE TASKS SCORES OF GRADE 12 TVL STUDENTS
IN COOKERY ONLINE CLASS

I. Context and Rationale

Due to the ongoing COVID-19 pandemic, there has been a great deal of disruption to
learning, the impact of which will be felt long into the next academic year and possibly
beyond.
Given the current situation, focusing on the well-being of the child will be important
especially during the beginning of the school year. The adjustment back to school is always
just that an ‘adjustment’ and this year brings unprecedented challenges. When learners have
predictable routines, feel cared for, and have a sense of safety, they have a stronger
foundation to learn.
Making sure that there is a balanced approach to the curriculum that acknowledges the
importance of supporting learners’ well-being during the start of the school year will be
important.
Recognizing the big changes, the sector of education has been forced to quickly adapt to
new ways of doing things to ensure education continued across the country. This inevitably
resulted in some challenges along the way and while some of the changes may not be long
terms, some may be here to stay.
Video lessons aims to augment the printed modular distance learning (PMDL) method of
the new normal educational system. It will supplement the modules through digital-audio
videos or multimedia instructional materials given to the students. It also helps to enhance
their learning despite the pandemic. It is true that the teachers are using different online
platforms to reach out to the students but still it is needed to have recorded educational
videos especially to the students who do not have internet and gadgets to use.
 Adapting to the new normal of education with the different online platforms and
educational videos will be a great help to the teachers, students and parents. This is one way
of reaching out to the students.
Instructional systems and educational technology have been gaining great attention by
educators in order to enhance students’ learning. Hospitality educators have become aware
of the benefits and shortcomings of various traditional methods used to provide instruction
and training to hospitality students and practitioners (Feinstein, Raab, & Stefanelli, 2005a)
and the possible benefits of educational technologies; thus educators have been adapting
their curricular to take advantage of new instructional methods. Educational technologies
such as multimedia presentations, simulation methods, online courses, and computer-
assisted casebased instruction are becoming commonplace (Feinstein, Raab, & Stefanelli,
2005b).
Multimedia allows teachers to integrate text, graphics, animation, and other media into
one package to present comprehensive information for their students to achieve specified
course outcomes. Multimedia permits the demonstration of complicated processes in a
highly interactive, animated fashion and that instructional material can be interconnected
with other related topics in a more natural and intuitive way (Crosby & Stelovsky, 1995).
The sector needs to continue to embed technology into learning. Young people are used
to being surrounded by technology and as such, they expect to see elements of this in their
learning- submitting homework digitally, attending class using zoom, facebook, messenger
room, google meet or even google classroom.

II. RESEARCH QUESTIONS

This research sought to answer the following questions:
1. What is the performance task scores of the grade 12 TVL students before and after
the intervention?
2. Is there a significance difference between the performance task scores of the grade
12 TVL student before and after the multimedia instruction?
3. What are the feedback of the students in using the multimedia instruction in
cookery subject?
 4. In what ways can multimedia instruction facilitate students’ self-learning in the
cookery class?
6. What effect does the use of multimedia instruction in the classroom have on
students’ ability to process, execute, and analyze food preparation?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Multimedia content helps to vary and enhance the learning process, and leads to
better knowledge retention. Students around the world can learn from course content
made available through video. Video can sometimes demonstrate complex ideas and
access other times and places better than speaking can.
Video and digital media are important tools that can help bolster the educational
experience. The use of video in the classroom allows educators to illustrate and
demonstrate complex ideas with the help of visual and audio learning elements. Learn
about the benefits of teaching with video, what you can do with multimedia in the
classroom, and view a variety of faculty testimonials and multimedia strategies they
employ to enhance the teaching and learning experience.
Use of technology in hospitality programs is a major instructional trend because
technology maintains students’ attention, increases their motivation, facilitates
presentation of figures and graphs, and provides more active teaching environments
(Barlett & Strough, 9 2003). Harris and West (1993) stated that multimedia programs are
an efficient and effective means of training for technical skill and conceptual
development. They indicated that by using multimedia programs, trainers could save
time, increase retention, and increase motivation of learners by involving them in the
learning process. Harris and Cannon (1995) also pointed out that an instruction format
should be reviewed carefully from the perspective of the individuals being educated,
because the format affected their involvement in the instruction session, and their
motivation and commitment to learning. A significant number of emerging educational
technologies derived changes in the delivery of the entire curriculum. Kasavana (1993),
for example, urged that some portion of hospitality curricular would be taught with
several emerging technologies: distance learning, virtual reality, simulation, and audio
 graphics. These technologies ultimately increased learners’ retention by facilitating more
active learning environments (Astin, 1985, as cited in Feinstein et al., 2005b).
When students have access to video content to watch outside of class, class time can
be used for comprehension checks, discussion, and reinforcement of content. Multimedia
content helps to vary and enhance the learning process, and leads to better knowledge
retention. Educational video can provide more opportunities for students to engage with
the content. Students around the world can learn from course content made available
through video. Video can sometimes demonstrate complex ideas and access other times
and places better than speaking can. Video can help instructors overcome limitations like
large class sizes and limited time.

IV. ACTION RESEARCH METHODS

Certainly, multimedia technology brings about improvement in teaching and

learning, however, there are a number of limitations in this technology for educational
purposes. Some of these limitations include unfriendly programming or user interface,
limited resources, lack of required knowledge and skill, limited time and high cost of
maintenance among others (Al-Ajmi and Aljazzaf, 2020; Putra, 2018).
A. Sources of Data
The respondents of the study was thirty (30) Grade 12 TVL students of Luzong
National High School, Pagudpud, Ilocos Norte, 15 males and 15 females. The respondents’
performance in the pre-rate and post – rate will be analyzed and interpreted to give meaning
to the study.
B. Data Gathering Methods
The researcher conducted a pre – rate evaluation during their online classes in
cookery by giving performance task without intervention. The study assessed students’
knowledge and perceptions before and after the new multimedia instructional material was
introduced. A set of the questionnaire for the pretest and posttest was employed to both
groups of students. Students in the control group (1) received the instructor-led orientation
and practice session, (2) completed the pretest, (3) had their hands-on experiences as
table/beverage severs during the semester, and (4) completed the posttest at the end of the
semester (see Figure 1). Students in the experimental group (1) received the instructor-led
orientation and practice session, (2) completed the pretest, (3) had their hands-on
experiences as table/beverage severs and had access to the new instructional multimedia
material during the semester, and (4) completed the posttest at the end of the semester.

The result of pre-rate and post-rate tabulated using the weighted mean. The data was
analyzed, compared and interpreted.

C. Research Instrument
An instructional video was used by the grade 12 students to improve their
performance tasks scores. The researcher prepared rubrics to test on the performance tasks
of the Grade 12 TVL students in cookery.

D. Statistical Tool
The researcher analyzed and interpreted the mean score on their performance task
in the pre-rate and post-rate.

Weighted Mean

The mean is the average of the sum of all the numbers and divided by the

total number of scores. The use of mean formula in this study is that it can easily

gather the accurate average set of respondents.

Formula:

Mean= X1+X2+X3
_________________
N
 Where:

X1 = The numerical rating 1,2,3,4 and 5 evaluators

rating option for each given criteria

X = Chosen by the researchers as a rating for a

given criteria

N = The total number of respondents

This part of formula shows the total summation of every records or the number of

records gathered from the respondents.

Data were collected from the 30 Grade 12 students of Luzong National High School.

V. DISCUSSION OF RESULTS AND REFLECTION

The objective of this research was to examine and analyze the improvement of the
performance scores of learners. The following chapter details the outcomes of the
quantitative and qualitative data gathered throughout the course of the research and
examines the improvement from Pre – test and post test performance score of the Grade 12
TVL of Luzong National High School through multimedia instruction strategies
implemented. This analysis included the quantitative data provided by the researcher and
student-appointed scores from the skills-based performance rubrics, as well as the qualitative
data obtained from the student reflective journal writing and the descriptive student self-
feedback provided on the assessment rubrics.
This chapter presents the results of the conducted study. The portion includes table
showing the weighted mean of the pretest and posttest scores of the Grade 12 TVL. Also, it
contains the interpretations on the qualitative data obtained.
This study has two instruments—pretest and posttest (see Appendix A). Pretest and
 posttest questionnaires measured students’ knowledge; addressed their perceptions of the
instruction, and collected students’ demographic data. These two tests were given to students in
both control and experimental groups. Students in the experimental group were given additional
questions on the posttest related to the new instructional material (see Appendix B).
Pretest and posttest instruments consisted of three sections. The first section assessed
students’ knowledge about table and beverage service in HRI 380L and was composed of 15
multiple-choice questions. These questions were related to the information covered in the two
instructor-led orientation sessions and in the new multimedia instructional material. The second
section included 17 questions that assessed students’ perceptions of the instruction. The first
seven questions addressed students’ opinions about the instruction using a 5-point Likert range
from 1=strongly disagree to 5=strongly agree. The next seven questions addressed students’ self-
reported level of understanding of information provided during instructional sessions, using a 5-
point range from 1=not at all to 5=a great deal. The following two questions assessed overall
satisfaction of students with the instruction measured with a 5-point range from 1=very
unsuccessful/very dissatisfied to 5=very successful/very satisfied. In addition, one open-ended
question was included to address students’ suggestions for facilitating the learning process of the
topics covered during orientation instructional sessions.
The last section of the instruments collected students’ demographic information (gender,
age, major, student classification, and GPA) and work experiences. Students’ identification
numbers were used to code questionnaires and their pretest and posttest scores. Five additional
questions were added to the posttest for students in the experimental group. The questions were
developed to measure students’ opinions about characteristics of the video lessons (information,
usefulness, interesting, quality, and applicability in completion of performance assignments).
Each characteristic was measured with a 5-point range from 20 1=not informative to 5=very
informative, 1=useless to 5=very useful, 1=not interesting to 5=very interesting, 1=not a quality
product to 5=a high quality product, and 1=not applicable to 5=applicable in the completion of
assignments.
 All students in both control and experimental groups completed the pretest
questionnaire about perceptions of the instruction at the beginning of the semester after they
had the Tearoom service orientation sessions (second week). During week 12, after all
students had completed the table and beverage service assignments and students in the
experimental group had the opportunity to watch the videos, posttest questionnaire were
administered. Students’ perceptions of the instruction were assessed by their level of
agreement on 10 statements. For the experimental group, perceptions’ responses from only
the 44 students who reported watching the different videos were considered. The last
hypothesis of this study stated:
H3: Students who use new multimedia material (educational videos) (experimental
group) will have more positive perceptions of the instruction than students who do not have
access to the new multimedia material (control group).
An independent samples t-test was computed to evaluate this hypothesis. For each
perception statement asked in the posttest questionnaire, a t-value was computed to compare
control and experimental groups. In most cases there were no significant differences in
students’ perceptions of instruction between the control and experimental groups. Only three
perception statements appeared to be significantly different between the two groups. First,
students in the experimental group had more positive perceptions of the amount of
information covered during orientation sessions (statement 4) than the control group (p<.01).
Second, students’ responses for item 7 indicated that subjects in the control group agreed
more than the experimental group to the statement of making changes to instruction (p<.01)1
And, finally, subjects in the experimental group had a higher overall satisfaction (statement
10) than subjects in the control group of the food service instruction (p<.05).

CONCLUSION AND RECOMMENDATION

Conclusion
 This chapter concludes the study form the given results of the research titled
Effectiveness of multimedia instruction in improving the performance tasks of Grade 12 TVL
students in cookery online class. Based on the findings of the study, the researcher was able to
arrive at this conclusion, among the result presented, the multimedia instruction is effective in
improving the performance task scores of the students especially this time of pandemic that
classes is Blended Learning (PMDL & online) The findings confirm the power of integrating
assessment in classroom instruction. The students were able to improve their scores.

Recommendation

Recommendations are all stated and based from the study so that it will provide the future
researchers for the useful tips, suggestions and relevant modes of action.
Based on the foregoing findings of the study, the following are recommended to improve
the performance tasks scores among Grade 12 TVL students.
The classroom practices outlined in this research help educators implement video
technology that measures growth in movement skills, supports the development of critical
analysis, and promotes student engagement in the dance classroom. When used as a form of
assessment and evaluation in the classroom, the skills based performance rubrics and students
self reflective journal prompts detailed in this study help students process critical feedback.
Additionally, they address the need of modern educators to effectively measure and document
student growth, The use of cameras helps to reinforce, not replace, dance teachers’ current
practices in movement education and should be considered a support, as well as a possible
alternative, to the use of the mirror to correct and adjust student movement.
 Republic of the Philippines
Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

EFFECTIVENESS OF MULTEMEDIA INSTRUCTION IN IMPROVING THE

PERFORMANCE TASKS SCORES OF GRADE 12 TVL STUDENTS
IN COOKERY ONLINE CLASS

CRIZA MAERIDEL C. UBASA

SHS Teacher II

Submitted to the Faculty and Staff of Luzong National High School

Health Optimizing Physical Education 12

 July 2021

Republic of the Philippines

Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

APPROVAL SHEET

This action research titled, “EFFECTIVENESS OF MULTEMEDIA INSTRUCTION IN

IMPROVING THE PERFORMANCE TASKS SCORES OF GRADE 12 TVL STUDENTS IN
COOKERY ONLINE CLASS”, prepared and submitted by CRIZA MAERIDEL C. UBASA, SHS
Teacher II of Luzong National High School, Pagudpud, Ilocos Norte has been reviewed by the School
Committee and hereby recommended for acceptance and approval.

GLADYS A. ACOBA, EdD

School Principal IV
 Republic of the Philippines
Department of Education
Region I
Schools Division of Ilocos Norte
LUZONG NATIONAL HIGH SCHOOL
Pagudpud

ABSTRACT

UBASA, CRIZA MAERIDEL C. Luzong National High School, EFFECTIVENESS

OF MULTEMEDIA INSTRUCTION IN IMPROVING THE PERFORMANCE TASKS
SCORES OF GRADE 12 TVL STUDENTS IN COOKERY ONLINE CLASS
This study focused to improve the performance task scores of Grade 12 TVL students

through multimedia instruction. The participants were 30 Grade 12 students from Luzong

National High School of Pagudpud, Ilocos Norte. Performance tasks as food preparation was

used as the data gathering instrument. The questions assessed the student’s skills along

application, analysis and evaluation. In addition, the students accomplished a checklist to

reinforce the researchers’ observations on the activities that the students accomplished a

checklist to reinforce the researchers’ observations on the activities that the students do during

classroom discussions. Data were collected and treated statistically using weighted means. Also,

results of interviews and an analysis of students’ outputs revealed that improving the

performance task scores through video venture. The findings of this research provided an initial

the intervention used instruction and assessment could potentially be logically connected while

developing lessons.