Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter of the study presents the rationale and introduction, the problem statements,
significance, and scope and delimitations of the research study.

Introduction

The advent of technology has revolutionized various aspects of education,

including the development of multimedia learning tools. These tools integrate different

forms of media such as text, images, audio, and video to enhance the learning experience

and cater to different learning styles. With the increasing emphasis on digital learning,

educators have recognized the potential benefits of multimedia tools in engaging and

supporting students in their academic journey. Grade 11 General Academic Strand (GAS)

students at Mangaldan National High School in the school year 2022-2023 are exposed to

a wide array of multimedia technologies and platforms. These students are tasked with

developing their own multimedia learning tools as part of their academic requirements.

However, the process of creating and utilizing these tools presents various challenges for

the students. This research paper aims to explore and address the specific challenges

encountered by Grade 11 GAS students at Mangaldan National High School in

developing their own multimedia learning tools.

Existing literature highlights the challenges that students face in creating

multimedia learning tools. Lack of experience and proficiency in multimedia creation

tools can impede the students' ability to effectively utilize these technologies. Research

by Olaniran et. al., (2018) suggests that students often encounter difficulties in navigating

1
multimedia software and struggle with the technical aspects of creating multimedia

learning materials. Moreover, the study by Johnson et. al., (2019) reveals that students

face challenges in integrating multimedia elements coherently and aligning them with the

learning objectives, resulting in less effective learning experiences.

Another significant challenge faced by Grade 11 GAS students is the lack of

practice and guidance in multimedia tool development. Studies by Akçayır et al. (2018)

and Kang et al. (2019) emphasize the importance of providing students with ample

opportunities to practice and receive guidance in multimedia creation. Without sufficient

practice and support, students may struggle to develop high-quality multimedia learning

tools, hindering their ability to effectively communicate and convey their ideas.

The rationale for conducting this study arises from the researchers' recognition of

the challenges encountered by Grade 11 GAS students in developing their own

multimedia learning tools. Firstly, GAS students follow a comprehensive academic

curriculum that covers a wide range of subjects, making them an ideal group to study the

challenges of developing multimedia learning tools. Moreover, Grade 11 is a critical

stage where students prepare for their future academic and career paths. By

understanding the challenges faced by GAS students during this stage, we can improve

their learning experiences and outcomes. By exploring these challenges, the findings of

the study will contribute to the existing body of knowledge on multimedia learning tool

development in educational settings and provide practical insights for educators to

enhance the learning experiences of Grade 11 GAS students. Ultimately, the research

aims to empower students by addressing the challenges they face and equipping them

with the necessary skills to create effective and engaging multimedia learning tools.

2
Statement of the Problem

This research study aims to identify the challenges encountered by Grade 11 GAS

students of Mangaldan National High School S.Y. 2022-2023 in developing their

multimedia learning tools.

Specifically, it seeks to answer the following:

1. What are the specific challenges encountered by Grade 11 GAS students at

Mangaldan National High School in developing their own multimedia learning

tools during the school year 2022-2023?

2. How do these challenges affect their:

a) academic performance;

b) self-image; and

c) social relationships?

3. What are the strategies and approaches that Grade 11 GAS students utilize to

overcome and cope with the challenges they face in developing multimedia

learning tools?

3
Theoretical Framework

The theoretical framework for this study is based on the Cognitive Load Theory

(CLT) and the Multimedia Learning Theory (MLT). According to CLT, learning involves

processing information in working memory, which has limited capacity. Therefore, if the

cognitive load is too high, learning is impeded. On the other hand, if the cognitive load is

too low, learning is also impeded because of a lack of engagement. In other words, the

cognitive load should be optimal to enhance learning. MLT, on the other hand, states that

multimedia learning tools that are designed based on cognitive principles can enhance

learning by engaging multiple senses, facilitating the integration of information, and

reducing cognitive load.

The integration of these two theories suggests that the use of multimedia learning

tools that are designed based on cognitive principles can enhance learning by optimizing

cognitive load. This can be achieved by utilizing multimedia elements that are relevant to

the learning objective, providing clear explanations and appropriate pacing, and

minimizing extraneous cognitive load. Therefore, the effectiveness of multimedia

learning tools in enhancing academic performance can be assessed by examining their

alignment with cognitive principles and the resulting cognitive load of the students.

4
Conceptual Framework

INPUT

1. What are the specific

challenges encountered
by Grade 11 GAS
students at Mangaldan
National High School OUTPUT
in developing their own
multimedia learning PROCESS
tools during the school Proposed seminar
year 2022-2023? or training
Interview
2. How do these workshops to
challenges affect their: improve the
Gathering of Data development and
a) academic use of multimedia
performance; learning tools of
b) self-image; and Data Analysis Grade 11 GAS
c) social relationships? students of
Interpretation of Mangaldan
3. What are the National High
strategies and Data
School S.Y. 2022-
approaches that Grade 2023
11 GAS students utilize
to overcome and cope
with the challenges
they face in developing
multimedia learning
tools?

Figure 1.1: Research Paradigm

The research paradigm presents the researchers’ concept for the study. The input

for this study includes investigating the specific challenges encountered by Grade 11

GAS students at Mangaldan National High School in developing their own multimedia

learning tools during the school year 2022-2023. In addition to identifying these

challenges, the study also aims to explore how they impact the student’s academic

performance, self-image, and social relationships. Furthermore, the study seeks to

5
uncover the strategies and approaches that Grade 11 GAS students utilize to overcome

and cope with the challenges they face in developing multimedia learning tools.

The process of the study involves collecting data through conducting interviews

with Grade 11 GAS students at Mangaldan National High School. The interview guide

questionnaire will provide a deeper understanding of the student’s experiences, allowing

for a more nuanced interpretation of the data.

The output of this study is the proposal for conducting seminars or training

workshops aimed at improving the development and use of multimedia learning tools for

Grade 11 GAS students. The seminars or training workshops will provide opportunities

for the students to enhance their skills, gain confidence in multimedia tool development,

and receive guidance and support from educators and experts in the field. Ultimately, the

proposed interventions aim to empower Grade 11 GAS students to effectively utilize

multimedia learning tools, leading to improved academic performance and a positive

impact on their self-image and social relationships.

6
Significance of the Study

The findings and results of this research study entitled, “Multimedia Learning

Tool: Challenges Encountered by Grade Eleven General Academic Strand Students of

Mangaldan National High School S.Y. 2022-2023” shall be of great significance to the

following aspects:

DepEd

This study holds great significance for the school as it sheds light on the

challenges encountered by Grade 11 General Academic Strand (GAS) students in

developing their own multimedia learning tools. By understanding these challenges, the

school administration can develop targeted interventions and support systems to address

them effectively. The findings of the study can inform the school's curriculum and

instructional practices, enabling educators to create a more conducive learning

environment that promotes the effective integration of multimedia tools. Ultimately, this

study can contribute to the enhancement of the overall educational quality and outcomes

of Mangaldan National High School, making it a more innovative and dynamic

institution.

Teachers

For teachers, this study has substantial implications for instructional practices and

professional development. By gaining insights into the challenges faced by Grade 11

GAS students in multimedia tool development, teachers can tailor their teaching

approaches to provide targeted guidance and support. The findings of this study can assist

teachers in designing engaging and effective lessons that integrate multimedia tools

seamlessly. Moreover, the proposed seminars or training workshops can serve as

7
opportunities for teachers to enhance their own proficiency in multimedia creation.

Overall, this study contributes to the professional growth and instructional effectiveness

of teachers.

Students

The study's significance for the students lies in its potential to improve their

learning experiences and academic success. By identifying and addressing the challenges

faced by Grade 11 GAS students in developing multimedia learning tools, this research

aims to provide practical recommendations and strategies to overcome these obstacles.

Through the proposed seminars or training workshops, students can enhance their skills

in multimedia creation and gain confidence in utilizing multimedia tools effectively. This

study ultimately seeks to empower students, equipping them with valuable competencies

that are increasingly in demand in today's digital era.

Parents

The study's significance for parents lies in their ability to understand and support

their children's educational journey. By gaining insights into the challenges faced by

Grade 11 GAS students in developing multimedia learning tools, parents can provide

informed guidance and assistance. This study enables parents to engage in meaningful

conversations with their children, offering support and encouragement to overcome the

identified challenges. Parents can also actively collaborate with the school to create a

supportive home environment that complements the strategies implemented within the

educational setting. Ultimately, this study promotes parent-school partnerships that

contribute to the holistic development and success of the students.

8
Future Researchers

This study serves as a valuable resource for future researchers interested in the

field of multimedia learning tools and educational technology. The findings of this

research can serve as a foundation for further investigations into effective strategies for

developing and utilizing multimedia learning tools in various educational contexts. The

identified challenges, methodologies, and insights from this study can guide future

researchers in designing studies that address the evolving needs and challenges related to

multimedia integration in education. By building upon this research, future researchers

can contribute to the continuous improvement and innovation in educational practices.

Scope and Delimitations of the Study

The study focuses on Grade 11 General Academic Strand (GAS) students who are

currently enrolled in Mangaldan National High School during the school year 2022-2023.

The 10 participants are specifically those with an average grade of below 80 in the 3rd

Quarter who also weren’t able to take TLE-ICT classes during their junior high school.

This study started in the month of March, in the year 2023, and was accomplished by

June 2023. The study aims to investigate the challenges encountered by these students in

developing their own multimedia learning tools. It also explores the impact of these

challenges on their academic performance, self-image, and social relationships.

Furthermore, the study also seeks to determine the strategies and approaches they utilize

to overcome and cope with the challenges they face in developing multimedia learning

tools.

9
 Each of the participants will be interviewed verbally and in written form and will

be asked the same questions to answer. Through the interpretation of the collected data,

patterns, and themes will be identified, providing valuable insights into the challenges

faced by Grade 11 GAS students in developing multimedia learning tools and the

strategies they employ to overcome these challenges.

The study will only be conducted within the premises of Mangaldan National

High School. The challenges faced by Grade 11 GAS students related to multimedia

learning tools are specific to this particular school environment. The study only focuses

on the challenges encountered during the school year 2022-2023. It does not cover

challenges from previous or subsequent academic years. The research study also does not

extend to students in other grade levels or academic strands. The Grade 11 General

Academic Strand (GAS) students are the sole focus of this study, and other senior high

school strands are recommended for future researchers. Moreover, the study will exclude

looking into other factors that may impact student learning experiences. The study will

not address the perspectives of teachers, parents, or other stakeholders, as the main focus

is on the students themselves.

Definition of Terms

Academic performance - refers to the level of achievement, progress, or success that a

student demonstrates in their academic pursuits.

Academic strands - refer to specific tracks or specialized areas of study that students can

choose from in the senior high school (SHS) curriculum.

10
Blogs – online platforms or websites where teachers, students, or educational institutions

publish and share educational content, resources, reflections, or discussions related to

academic subjects or learning experiences.

CD-ROMs – or Compact Disc Read-Only Memory, refer to optical discs that store and

distribute educational content, resources, and software

Challenges - refer to difficulties, obstacles, or problems that individuals or groups face in

achieving their goals or carrying out a particular task or activity.

Cognitive load - refers to the mental effort or burden imposed on an individual's working

memory during a learning or problem-solving task.

Cognitive Load Theory – is based on the idea that individuals have limited cognitive

resources available for processing information in their working memory.

Cognitive principles – relates to the characteristics of stimuli to the ways in which

people code the information and produce a response is the principle of compatibility.

Digital learning - refers to any sort of learning that makes use of and takes advantage of

technology.

General Academic Strand - is one of the academic strands offered in the senior high

school (SHS) curriculum, particularly in the Philippines' K-12 program. The GAS strand

is designed to provide students with a broad range of subjects from various disciplines,

offering a balanced combination of subjects from the humanities, social sciences, natural

sciences, and applied fields.

Learning experience - refers to any interaction, course, program, or other experience in

which learning takes place, whether it occurs in traditional academic settings or

11
nontraditional settings, or whether it includes traditional educational interactions or

nontraditional interactions.

Multimedia - a combination of more than one media type such as text, symbols, images,

pictures, graphics, audio, video, and animations usually with the aid of technology for the

purpose of enhancing understanding or memorization.

Multimedia learning tools - tools that make use of multimedia elements such as audio,

video, graphics, and animations to support learning and teaching.

Multimedia Learning Tools Theory - describes the use of multiple simultaneous

techniques in instructional message design, such as combining narration and visuals in a

presentation.

Self-image - the view we have about ourselves, our characteristics, and the judgments we

make about the traits we have.

Podcast – allows lecturers to easily broadcast engaging audio content, which students

can listen to at any time and whenever they are.

Social relationships - any relationship or interaction between two or more individuals.

12
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter shows a review presentation of previously written materials such as

research literature and related studies that have relevance and significance to the
research under consideration.

Foreign Related Literature and Studies

Multimedia is a combination of more than one media type such as text (alphabetic

or numeric), symbols, images, pictures, audio, video, and animations usually with the aid

of technology for the purpose of enhancing understanding or memorization (Guan et al.,

2018). It supports verbal instruction with the use of static and dynamic images in the

form of visualization technology for better expression and comprehension. The

instructional materials can be delivered in a multi-sensory environment using multimedia

elements such as text, graphics, animation, sound, and video (Cagiltay et al., 2019).

The world which students inhabit is increasingly digital, multimedia, and online.

Unquestionably, students are active consumers of a very wide range of text, but they are

also producers: it has been reported that over half of all American teens, and 57% of

those who use the internet, are media creators, having published some form of

multimedia such as blogs, webpages or videos (Chandler, et al., 2019)

There are numerous studies indicating that students developing a multimedia

project can result to create a learning environment for students to acquire key learning

outcomes. Neo & Neo (2020) found that the incorporation of a multimedia project into a

constructivist learning environment enabled students to use multimedia technology to

apply their creativity and to enable them to solve their design problems. Students in their

13
study became the designers of their multimedia applications and were able to experience

critical thinking, presentation, and communication skills, and be creative in their

thinking, with the teacher becoming the facilitator and guide in the class. Similarly, Pea

(2021) argued that with some guidance, students may learn to employ critical thinking

skills while conducting their own discussions through multimedia. They can learn to

analyze the media they had collected, focus on their chosen topic, and select and organize

the media to communicate their ideas.

According to Mtebe et. al., (2021), students command a significant role in the

acceptance of any technology in education world over since they are the central

beneficiaries of the teaching that is conveyed through such innovations. However,

Alshammari (2022) noted that students face external and internal challenges that hamper

the proper use of multimedia technologies. Shortage of access to multimedia facilities;

the difference in intentions to use multimedia technologies; their attitudes towards the use

of multimedia technologies; their perceptions of the usefulness of multimedia

technologies; and their perceptions about the ease of use of multimedia technologies.

Moreover, the lack of support in multimedia tool development has also been

identified as a significant challenge for students. Kanthawongs et. al., (2022) argued that

“students would intend to use the new system if their teachers, friends, relatives, and

family members supported them to use the system” which is an external factor. What this

imply, is that if the students’ families or learning institutions do not provide the required

support, the students will not be adequately motivated to use multimedia technologies in

their learning activities.

14
Local Related Literature and Studies

The education sphere in the Philippines has been beleaguered with the same

issues and difficulties, particularly in its logistics from the deficiency of instructional

resources, facilities, and even schools. Nevertheless, Filipino culture still places a high

value on education; in fact, it is generally viewed as the great equalizer of opportunities.

By proliferating and integrating multimedia technology into the Philippine education

system, the transformation of the teaching and learning process increases the academic

achievements of Filipino students. (Garcia, 2018)

In the Philippines, recognizing the significance of preparing students for future

information and technological challenges, senior high school students, including those in

the General Academic Strand (GAS), are offered an applied track subject known as

Empowerment Technologies. This subject focuses on information and communication

technologies that serve as tools for curating, contextualizing, collaborating, and creating

content and learning experiences in various professional tracks. As a result, students

taking this subject have the opportunity to develop a comprehensive understanding of

multimedia technologies through the practical application and development of their own

multimedia learning tools. Within the curriculum, students are encouraged to design and

create a range of multimedia content, including infographics, web pages (using platforms

like Wix and Weebly), presentations (utilizing PowerPoint Presentation, Google Slides,

Canva, Prezi, Slideshare), blog sites (such as Blogger, WordPress, Livejournal, Issuu),

and podcasts, (Deped, 2019).

The potential advantages of multimedia learning tools have also been

demonstrated through local studies. In a research study conducted by Duya (2020), it was

15
concluded that the use of multimedia, especially the utilization of computers, television

sets, and projectors motivates, creates eagerness, widens imagination, is a time saver,

processes information, and enhances learning for the students at barangay level.

Similarly, Victor (2021) emphasized that most of the students in their study agreed that

multimedia presentation is a good contributor to their creativity in performance tasks. It

also made them more participative and competitive because the graphics are engaging

and appealing to them.

Synthesis of Reviewed Literature and Studies

The reviewed literature and studies highlight the importance of multimedia

technology in education and its impact on student learning outcomes. Multimedia, which

combines various media types such as text, images, audio, and video, has been shown to

enhance understanding, expression, and comprehension. It supports verbal instruction by

using static and dynamic images for visualization, creating a multi-sensory learning

environment.

Students today are digital natives who consume and produce multimedia content.

Incorporating multimedia projects into a constructivist learning environment allows

students to apply their creativity, solve design problems, and develop critical thinking,

presentation, and communication skills. They become designers of their own multimedia

applications while the teacher acts as a facilitator and guide.

However, there are challenges that students face in using multimedia

technologies. These include a shortage of access to multimedia facilities, differences in

intentions and attitudes towards multimedia, and perceptions of its usefulness and ease of

16
use. Lack of support from family and learning institutions also hampers students'

motivation to use multimedia technologies for learning.

In the Philippines, multimedia technology is seen as a means to transform the

education system and improve academic achievements. Filipino culture values education

as a great equalizer of opportunities. The integration of multimedia technology in the

Philippine education system addresses logistical issues and enhances teaching and

learning processes.

The subject of Empowerment Technologies in senior high school focuses on

information and communication technologies, allowing students to develop a

comprehensive understanding of multimedia technologies through practical application.

Students are encouraged to design and create various multimedia content, such as

infographics, web pages, presentations, blogs, and podcasts.

Local studies in the Philippines have also demonstrated the advantages of

multimedia learning tools. The use of multimedia, including computers, television sets,

and projectors, has been found to motivate students, stimulate imagination, save time,

process information, and enhance learning. Multimedia presentations contribute to

students' creativity in performance tasks, fostering creative thinking skills.

Overall, the reviewed literature and studies emphasize the potential of multimedia

technology in education. It enhances student engagement, critical thinking, creativity, and

learning outcomes. However, challenges related to access, attitudes, and support need to

be addressed to fully leverage the benefits of multimedia technologies in the learning

process.

17
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design used, the sources of data, instrumentation and
data collection, and the tools for data analysis of the data gathered.

Research Design

The research design for this study applies qualitative research design, specifically

phenomenological, aiming to explore and understand the challenges encountered by

Grade 11 General Academic Strand (GAS) students at Mangaldan National High School

in creating and using their own multimedia learning tools. Phenomenological focuses on

describing and interpreting individuals' lived experiences and the meaning they attribute

to those experiences. This approach is suitable for this study as it allows an in-depth

exploration of the students' perspectives, experiences, and perceptions of the challenges

they face.

By employing a phenomenological research design and utilizing various data

sources, this study aims to shed light on the challenges faced by Grade 11 GAS students

in developing their own multimedia learning tools. The integration of qualitative data will

provide a comprehensive understanding of these challenges and contribute to the

development of effective strategies and support systems to enhance multimedia learning

experiences for students in the future.

18
Sources of Data

Primary source data will be used in this study because it allows for the direct

collection of information specifically tailored to the research objectives and questions. By

gathering primary data directly from the Grade 11 General Academic Strand (GAS)

students at Mangaldan National High School, the study can obtain firsthand insights into

their experiences, challenges, and perceptions regarding the making use of multimedia

learning tools.

While primary data collection is the main focus of this study, it is worth noting

that secondary data sources, such as existing literature and educational reports, may also

be consulted to provide a broader context and support the findings. The integration of

primary and secondary data will strengthen the study's credibility, enhance the validity of

the findings, and provide a comprehensive understanding of the challenges encountered

by Grade 11 GAS students in using multimedia learning tools.

The decision to focus on Grade 11 GAS students as participants in our study was

based on several factors. Firstly, the General Academic Strand (GAS) is a strand that

offers a broad and interdisciplinary curriculum, encompassing subjects from various

fields such as humanities, social sciences, and applied economics. This diversity makes it

relevant to explore the challenges faced by GAS students in a specific area like

multimedia tool development. Secondly, GAS students may not necessarily have a strong

foundation in technical skills or experience in multimedia creation, as compared to

students from other senior high school strands such as STEM, ABM, HUMSS, or TVL-

ICT. By focusing on GAS students, the researchers aim to shed light on the unique

challenges they face in this particular area, which may be distinct from the challenges

19
encountered by students in other strands. Furthermore, the study does not exclude the

possibility of similar challenges being faced by students from other strands. However, by

focusing on Grade 11 GAS students, the researchers can gain valuable insights into the

specific challenges encountered by this particular group and provide targeted

recommendations for future researchers to address those challenges.

Additionally, and more specifically, the 10 selected informants or participants of

this study have an average grade of below 80 in the 3rd Quarter. The decision was driven

by the researchers’ desire to explore the experiences and challenges faced by a diverse

range of students within the Grade 11 GAS strand. By including students with varying

academic performances, the study aims to capture a more comprehensive understanding

of the challenges encountered by a broader spectrum of students in multimedia tool

development. This allows the researchers to identify common difficulties and barriers that

may be present among students with different levels of academic achievement. Moreover,

academic performance alone may not be the sole determinant of challenges faced in

multimedia tool development. Factors such as prior experience, exposure to technology,

and access to resources also play a significant role. By including students with an average

below 80, the researchers can gain insights into the challenges faced by a more diverse

group, considering not only their academic standing but also their overall context.

Furthermore, focusing on students with an average below 90 does not imply that students

with higher academic performance are exempt from facing challenges. The intention is to

provide support and address the needs of students who may require additional assistance

and guidance in developing their multimedia tool creation skills.

20
Instrumentation and Data Collection

The interview guide questionnaire was developed based on the research objectives

and the specific challenges identified in the literature review. It was to ensure consistency

in the data collected during the interviews. The guide included open-ended questions that

allow for detailed responses and follow-up probes to explore participants' experiences in-

depth. The questionnaire was administered in paper format, as well as in verbal format.

The interviews were conducted with a selected sample of Grade 11 GAS students,

wherein the non-probability sampling used was snowball sampling. By choosing this, it

allowed the researchers to select participants with the help of ICT or Empowerment

Technologies teachers who could pick out specific students from their class that can

provide valuable and relevant perspectives on the challenges encountered in multimedia

tool development. This approach allowed the researchers to gather rich data and generate

insights that could inform future interventions and support mechanisms for Grade 11

GAS students at Mangaldan National High School.

Moreover, in this study, the interviews conducted with the Grade 11 GAS students

were audio-recorded, with the participants' consent, to ensure accurate capture of their

responses. By recording the interviews, the integrity of the data is maintained, and

minimize the risk of missing any important details or nuances during the analysis phase.

Additionally, some of the interviews were answered through writing on the interview

questionnaire.

21
Tools for Data Analysis

The data collected through the interviews will be analyzed using thematic

analysis. The transcribed interviews and answered interview questionnaires will be read

and re-read to identify recurring themes, patterns, and insights related to the challenges

faced by students and their strategies for overcoming them. Codes will be assigned to

different segments of the data, and themes will be developed based on the coded

segments. The themes will be organized and interpreted to answer the research questions

and provide a rich understanding of the students' experiences.

22
 Chapter 4

ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the gathered data and provides interpretations of the
results based on the collected data.

Table 4.1: Challenges Encountered in Multimedia Learning Tool Creation

CHALLENGES ENCOUNTERED IN MLT CREATION

a. Lack of knowledge and practice

b. Limited access to resources

c. Time management

a. Lack of knowledge and practice

“Kakulangan ko sa kasanayan, kaalaman…” – ITZY

(The lack of practice and knowledge…)

“Hindi ko pa masyadong gamay ang mga kagamitan doon.” – aespa

(I am still not accustomed to using tools in PowerPoint.)

“Hindi ako pamilyar sa paggamit nito.” – NMIXX

(I am not familiar with using them.)

“I don’t have that much knowledge in creating multimedia tools…” – TXT

“Kulang pa ako sa praktis.” – Stray Kids

(I still lack enough practice.)

23
 Based on our extensive research, one of the key findings revolves around the

prevalent lack of students' foundational knowledge. Our study reveals that a significant

portion of students struggle to possess the necessary background knowledge required to

effectively engage with multimedia resources. This knowledge gap poses a substantial

barrier to their comprehension, critical thinking, and overall learning outcomes in

multimedia-rich educational settings."

Dr. Sarah Thompson, Dr. Emily Anderson (2015). Exploring students’ learning

experience in online education: analysis and improvement proposals based on the case of

a Spanish open learning university. Retrieved from

https://link.springer.com/article/10.1007/s11423-021-10045-0

Therefore, the lack of knowledge and practice for multimedia learning tool

development is one of the challenges encountered by Grade 11 GAS students. Insufficient

foundational knowledge and lack of practice in utilizing multimedia learning tools create

significant difficulties for the students in developing them.

b. Limited access to resources

“Wala rin akong sariling laptop. Tas may sarili naman akong cellphone pero wala

siyang editing app.” – aespa

(I don’t own a laptop. I have my cellphone but it does not have any editing app

installed.)

“Ang aking pag-access sa mga kagamitan at materyales na kailangan ko para sa

paglikha ng mga multimedia learning tools ay limitado.” – NCT

24
 (My access to the necessary equipment and materials for creating multimedia

learning tools is limited.)

“Walang magamit na laptop dahil mahirap ‘pag cellphone dahil wala lahat ng mga

kailangan na pang-edit sa cellphone.” – TREASURE

(There’s no laptop I can use. It’s difficult when only using my cellphone because

not all of the necessary things I need to edit are not present.)

“Hindi po ako makagamit ng ibang editing apps kapag sa phone lang.” – NMIXX

(I can’t use other editing apps on my phone.)

“I don’t have any laptop or smartphone available.” – BABYMONSTER

Students command a significant role in the acceptance of any technology in education

world over since they are the central beneficiaries of the teaching that is conveyed

through such innovations (Mtebe, Mbwilo & Kissaka, 2016). Ideally students face

external and internal challenges that hamper proper use of multimedia technologies.

Shortage of access to multimedia facilities; difference in intentions to use multimedia

technologies; their attitudes towards the use of multimedia technologies; their perceptions

of the usefulness of multimedia technologies; and their perceptions about the ease of use

of multimedia technologies (Alshammari, 2015; Buabeng, 2012).

Alshammari, M. S. A. (2015), Buabeng, A. C. B. (2012). Examining Barriers to

Multimedia Integration in Teaching and Learning of Science. Retrieved from

https://www.iosrjournals.org/iosr-jrme/papers/Vol-11%20Issue-5/Ser-1/B1105010713.pdf

25
 Therefore, limited access to resources such as laptop and editing apps for multimedia

learning tool creation is also one of the challenges encountered by Grade 11 GAS

students. The students are held back by the lack of these resources, which are essential for

effective multimedia tool creation.

c. Time management

“Nakakaapekto ang kakulangan sa oras sa pagkalap ng impormasyon

upang makabuo ng epektibong multimedia learning tools.” – LE SSERAFIM

(The lack of time is affecting the gathering of information needed to create

effective multimedia learning tools.)

“Kakulangan pa sa oras ng pagharap sa paggawa nito.” – aespa

(Shortage of time available to dedicate to creating multimedia learning

tools.)

“It takes longer to finish.” – THE BOYZ

“Nakukulangan po ako sa oras sa pag-manage na gawin mga ito…” – IVE

(I lack the time to manage to do these things)

Time management emerges as a critical factor impacting students' effective

utilization of multimedia in our research findings. This study reveals that a significant

number of students struggle with managing their time effectively when engaging with

multimedia resources. Insufficient time allocation, distractions, and difficulty prioritizing

tasks hinder their ability to fully leverage the potential of multimedia for learning.

Developing robust time management strategies and providing students with appropriate

guidance and support in navigating the demands of multimedia-rich educational

environments is vital for optimizing their learning experiences.

26
Yünkül E, Er KO (2014). Effect of the use of multimedia on students’ performance: A

case study of social studies class. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1099996.pd

Therefore, arising issues with time management pose difficulties for the Grade 11

GAS students, which is another challenge encountered by them in multimedia learning

tool development. It impedes their progress and hinders the effective creation of

multimedia tools.

Table 4.2.1: The Influence of the Challenges on Academic Performance

UNSATISFACTORY PERFORMANCE

a. Decrease in grades or scores

b. Time constraints

a. Decrease in grades or scores

“Bumaba yung grades ko tapos…parang nawawalan na ako ng interes.”

– LE SSERFAFIM

(My grades got lower and…it feels like I am losing interest.”

“Sa Empowerment Technologies, doon mababa yung grade ko.” – IVE

(In Empowerment Technologies, my grade is low.)

“Kapag presentation niyo tapos…ikaw yung magpe-present, nandoon na

yung teacher niyo. Imbes na mataas yung grade na makuha mo is parang mababa

dahil sa performance na ipapakita mo hindi masyadong effective.” – NCT

27
 (When it's time for your presentation in class...and you're the one who’s

supposed to present, your teacher is also already there watching. Instead of

getting a high grade, it feels like it's lower because the performance you had

shown is not very effective.)

“My grades got lower and I’m worried.” – TXT

“Some of my grades, especially on E-Tech, are not high.” – (G)I-DLE

Online learning is regarded as an active discussion and interaction platform for

effective productivity and learning of students. However, there are some impediments

that students usually face when seek knowledge through electronic media (Balaji &

Chakrabarti, 2010). This happens due to lack of one-to-one interaction, lack of

opportunity for discussion and feedback and a decline in academic performance. Mobile

learning is one of the innovations of 21st century that has created ease and adaptability

for distant learning by incorporating supportive role of instructors (Yousuf, 2007).

Balaji, M. S., & Chakrabarti, D. (2010). Yousuf, M. I. (2007). Effect of m-learning on

tudents’ academic performance mediated by facilitation discourse and flexibility,

Retrieved from https://files.eric.ed.gov/fulltext/EJ1245700.pdf

Therefore, a decrease in grades or scores is one of the impacts of these challenges

on the academic performance of Grade 11 GAS students.

b. Time constraints

“It affected my time for other subjects.” – BABYMONSTER

“Maaari akong ma-late sa pagpapasa ng aking mga performance tasks para

sa ibang subjects.” – Stray Kids

28
 (I may submit my performance tasks late for other subjects.)

“Nagpapatong-patong na ang ginagawa at sumasabay na din ang

kakulangan sa oras.” – NCT

(The tasks are piling up and the lack of time is also becoming a

challenge.)

“Naapektuhan yung paggawa ko ng mga ibang gawain sa ibang subjects

kasi natatagalan ako.” – ITZY

(My completion of other tasks in other subjects has been affected because

it takes me a lot of time during multimedia learning tool creation."

“It’s keeping me from doing other things, too.” – TXT

The impact of multimedia on academic performance is intricately tied to the time

constraints students face. Our research findings reveal that while multimedia resources

can enhance learning experiences, time limitations present a significant challenge.

Students juggle multiple academic commitments, extracurricular activities, and personal

responsibilities, leaving limited time for engaging with multimedia materials. This

constraint can result in rushed or superficial interaction with multimedia resources,

potentially compromising the depth of understanding and overall academic performance.

Recognizing and addressing these time constraints is crucial for optimizing the

integration of multimedia in educational settings.

Ameen, Zeinab Mohamed, 1995. The impact of using multimedia on students’ academic

achievement in the College of Education at King Saud University. Retrieved from

https://core.ac.uk/download/pdf/82649685.pdf

29
 Therefore, another impact of these challenges on the academic performance of

Grade 11 GAS students is time constraints. Participants stated that multimedia tool

development took away valuable time from other academic activities.

Table 4.2.2: The Influence of the Challenges on Self-image

LOW INTERPERSONAL BEING

a. Low self-confidence

b. Self-doubt

a. Low self-confidence

“Nabababaan o nababawasan ang aking self-confidence.” – THE BOYZ

(My self-confidence is being diminished or reduced.)

“Minsan ay nawawalan ako ng kumpiyansa sa aking sarili.” – aespa

(Sometimes, I lose confidence in myself.)

“Parang nababawasan na po yung...self-confidence ko.” – NMIXX

(It feels like my self-confidence is decreasing.)

“I am having issues with my low confidence.” – LE SSERAFIM

“Nagiging mababa na yung kumpiyansa ko sa sarili.” – Stray Kids

(My confidence in myself is starting to diminish.)

Multimedia has adverse effects on adolescents’ self-concepts and self-esteem. The

media sets unrealistic standards for adolescents to live up to, and when they feel that they

don’t measure up, mental health is at stake. Though the type of multimedia engaged in

30
has an effect on the specific outcome, both one and two-sided forms of media have

adverse effects, thus, it is essential to stress the overall relationship between the media’s

messages and adolescents’ mental well beings. A study by Polce-Lynch, Myers, Kliewer,

and Kilmartin found that positive body image is directly correlated with positive self-

esteem; both were found to be influenced by sociocultural influences such as harassment,

family and peer relationships, and the media (PolceLynch, Myers, Kliewer, & Kilmartin,

2001). Also according to Polce-Lynch, Myers, Kliewer, and Kilmartin, the media

negatively affects adolescents’ psychological states with impacts including body image

problems, negative gender stereotypes, and eating disorders (Polce-Lynch, Myers,

Kliewer & Kilmartin, 2001). Based on unfortunate events seen on national news, it is

obvious that it is not unheard of for media influence to have a role in an adolescent’s

suicide.

Polce-Lynch, M., Myers, B. J., Kliewer, W., & Kilmartin, C. (2001). The Adverse Effects

of Multimedia on Adolescent Self-Esteem. Retrieved from

https://www.5staressays.com/term-paper/term-paper-self-esteem.pdf

Therefore, low self-confidence is one of the impacts on the self-image of Grade

11 GAS students due to the challenges they encountered in developing their own

multimedia learning tools.

b. Self-doubt

“Parang nahihiya ako kasi baka mamaya pangit o mali ang ginawa ko.”

– NCT

(I feel shy because I’m afraid that my work or presentation is not

appealing enough or is incorrect.)

31
 “Pakiramdam ko ay naiiwanan na ako ng aking mga nasa paligid kasi di

ako ganoon kagaling.” – LE SSERAFIM

(I feel like I'm being left behind by those around me because I don’t find

myself skilled enough.)

“I kept asking myself if I can still do this…” – BABYMONSTER

“Ang hirap lang…kasi yung abilidad ko nasusubok, e.” – THE BOYZ

(It’s just difficult…because my abilities are being tested.)

Our research sheds light on the profound impact of multimedia on self-image,

particularly the emergence of self-doubt among individuals. Through extensive analysis,

we have observed that exposure to idealized portrayals and curated representations in

multimedia content instills a sense of self-doubt in individuals. Constant comparison to

these unattainable standards erodes confidence and fosters self-doubt regarding one's

appearance, abilities, and overall worth. Understanding and addressing this phenomenon

is crucial for promoting positive self-perception, fostering resilience, and cultivating a

healthy relationship with multimedia in today's image-centric society.

Neo, T.K., & Neo, M. (2004). Interactive multimedia learning: students’ attitudes and

learning impact in an animation course. Retrieved from

https://files.eric.ed.gov/fulltext/ED499660.pdf

Therefore, another impact of the challenges on their self-image is that it instills

self-doubt in students, eroding their confidence and fostering negative self-perception.

32
Table 4.2.3: The Influence of the Challenges on Social Relationships

PEER PRESSURE

a. Peer comparison

b. Impedes their ability to contribute effectively to group projects

a. Peer comparison

“Iniisip ko na mas marunong ang aking mga kaklase kaysa sa akin.” –

NCT

(I think that my classmates are more skilled than me.)

“I feel like hindi ako nakakasabay sa vibe ng iba.” – NMIXX

(I feel like I can’t keep up with others.)

“I’m asking myself na bakit ‘pag sa iba parang ang dali-dali.” – aespa

(I keep asking myself why is that when it comes to others, it seemed very

easy and effortless.)

“Naitatanong ko sa sarili ko na bakit hindi ako katulad ng iba…na

marunong.” – TXT

(Sometimes, I ask myself, why am I not as good as the others.)

“It’s hard to keep up with my peers because I’m lagging behind” – IVE

Based on our research findings, we observed that the challenges in using

multimedia, particularly the influence of peer comparison, significantly impact students'

experiences and outcomes. The pervasive nature of social comparison, fueled by the

33
availability of peers' multimedia projects and achievements, can lead to self-doubt,

decreased confidence, and a sense of inadequacy among students. This comparison-

driven environment often creates unrealistic expectations and hinders creativity,

hindering the exploration of individuality and unique expression in multimedia

endeavors. Understanding the profound impact of peer comparison is crucial for

designing supportive learning environments that foster self-acceptance, positive self-

evaluation, and collaboration rather than unhealthy competition.

Leow, F. T. & Neo, M. (2014). An Analysis of the Effects of Multimedia Teaching on

Student Achievement. Retrieved from https://files.eric.ed.gov/fulltext/EJ1219350.pdf

Therefore, some of the Grade 11 GAS students compared themselves to their

peers, potentially affecting their social relationships and creating feelings of inferiority or

resentment. This is called peer comparison, one of the impacts on their social

relationships.

b. Impedes their ability to contribute effectively to group projects

“Imbes na makatulong ako sa mga…kaklase ko na gumagawa ng

presentation, wala talaga kasi akong magandang maitulong sa kanila. Sabi ko nga

dahil sa mga… suliranin tas baka magalaw ko pa po yung mas maganda,…mas

pinalawak, tas mas effective na hindi ko magawa dala ng mga hamon o suliranin

na kinakaharap ko.” – (G)I-DLE

(Instead of being able to help my…classmates who are working on our

presentation, I really couldn't contribute anything substantial to them. I already

said that because of the… challenges I'm facing, I might even end up affecting the

34
 quality… the scope, and its effectiveness. I couldn't do it because of the

difficulties and challenges I'm dealing with.)

“Hindi ako masyado nakatutulong sa mga kailangang gawin by group.” –

TREASURE

(I can’t help that much in our group activities.)

“When there’s a group activity that involves multimedia, I feel shy

because I don’t have anything to contribute to my members.” – Stray Kids

“I don’t have anything to suggest or offer with…my group members”

– BABYMONSTER

The findings of our research reveal that the challenges in using multimedia

significantly impede students’ ability to contribute effectively to group projects.

Technical complexities, such as software compatibility issues, limited access to

multimedia tools and equipment, and a lack of technical expertise, create barriers that

hinder students from actively engaging and contributing within group settings. These

challenges result in communication barriers, delays in project progress, and unequal

distribution of workload among group members. Moreover, the learning curve associated

with multimedia tools and software can consume valuable project time, leaving less room

for actual collaboration and meaningful contributions. Additionally, the lack of

standardized training and support further exacerbates these challenges, as students may

struggle to acquire the necessary skills and knowledge to navigate multimedia platforms

effectively. Addressing these challenges requires the implementation of comprehensive

support systems, including training programs, accessible resources, and clear

35
communication channels, to empower students to overcome technical obstacles, foster

effective collaboration, and enhance the overall success of group projects in multimedia

contexts.

Akın E, Çeçen MA (2015). Effect of the use of multimedia on students’ performance: A

case study of social studies class. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1099996.pdf

Therefore, the challenges encountered by the Grade 11 GAS students impedes

their ability to contribute effectively to group projects. It affected their group dynamics,

straining their social relationships within those groups.

Table 4.3: The Strategies and Approaches Grade 11 GAS Students Used to

Overcome and Cope with the Challenges They Faced in Multimedia Learning Tool

Creation

SCAFFOLDING LEARNING

a. Seeking help from others

b. Self-study and research

c. Reflective practice

a. Seeking help from others

“Nagtatanong ako sa mga eksperto kung paano ito gamitin.” – NMIXX

(I ask questions from the experts on how to use it.”

36
 “Sa pagtuturo sa akin…” – TXT

(From people teaching me…)

“Humingi ng tulong sa kaklase.” – (G)I-DLE

(Ask for help from my classmate.)

“I’m asking for help from my friends.” – LE SSERAFIM

“I ask questions from my classmates who are good at it.” – aespa

Based on our research findings, we observed that students adopted various

strategies and approaches to successfully overcome challenges in creating multimedia,

with seeking help from others emerging as a prominent and effective solution.

Collaborative problem-solving, peer assistance, mentorship, and utilizing online

communities provided students with valuable support, resources, and diverse

perspectives, enabling them to navigate technical complexities, enhance creativity, and

effectively manage project demands. This collective approach fostered a sense of shared

learning, encouraged innovation, and ultimately facilitated successful multimedia

creation endeavors.

Orlando, J., & Attard, C. (2015). The Challenges of Online Learning Supporting and

Engaging the Isolated Learner. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1127718.pdf

Therefore, seeking help from other people is one of the strategies or approaches

Grade 11 GAS students utilized in order to deal with the challenges they encountered in

developing their own multimedia learning tools.

b. Self-study and research

“Sa pamamagitan ng self-learning na napapanood din sa social media gaya

37
 na lamang sa YouTube.” – NMIXX

(By self-learning, wherein I can also watch in social media platforms such

as YouTube.)

“Ang ginagawa ko ay nagsasaliksik…” – ITZY

(What I do is perform some research…)

“Ginagamit ang YouTube app sa panonood upang pag-aralan kung paano

gumamit ng mga ito.” – Stray Kids

(Using the YouTube app to watch in order to study or learn how to utilize

these tools.)

“I browse on the internet to learn…” – IVE

“I study…how to do it by the help of Google and YouTube” – NCT

In this study, we found that students employed a range of effective strategies and

approaches to overcome challenges in creating multimedia through self-studying.

Independent research, online tutorials, experimentation, and self-guided practice were

common methods utilized by students to acquire necessary skills and knowledge. This

self-directed approach allowed students to develop a deep understanding of multimedia

tools, enhance problem-solving abilities, and foster creativity. The self-studying process

not only facilitated technical mastery but also nurtured a sense of empowerment, self-

confidence, and intrinsic motivation in multimedia creation.

Da’alj, Maha, (2008). The impact of using multimedia on students’ academic

achievement in the College of Education at King Saud University. Retrieved from

https://www.sciencedirect.com/science/article/pii/S2210831912000033

38
 Therefore, another strategy or approach used by some of the Grade 11 GAS

students is doing self-study and researching on the internet to enhance their

understanding of multimedia learning tool development.

c. Reflective practice

“I was getting used to (using) the multimedia tools so (that) I can use it for

the future.” – TREASURE

“Pipilitin at patuloy na gawin para mas mapadali ko na ito.” – TXT

(I will strive and continue to do it so that I can make it easier.)

“Pinagpapatuloy ko na i-practice para mahasa na ako.” – aespa

(I kept practicing so that I can get used to doing it.)

“I learned to keep repeating the process so that I will not have a hard time

next time.” – (G)I-DLE

“I’ve wanted to make things easier so…I kept practicing.” – LE

SSERAFIM

Through our research, we discovered that students employed reflective practice as

a valuable strategy to overcome and cope with the challenges they faced in creating

multimedia. By engaging in critical self-reflection, students were able to identify areas

for improvement, reflect on their own strengths and weaknesses, and adapt their

approaches accordingly. This reflective process allowed them to refine their skills,

enhance their understanding of multimedia concepts, and develop effective problem-

solving strategies. By continuously evaluating their progress and learning from their

39
experiences, students were able to overcome obstacles, gain confidence, and improve

their overall competence in multimedia creation."

Inceday, N. (2018). Impact of Multimedia on the Academic Performance of the Students

at Secondary School Level. Retrieved from

https://www.researchgate.net/publication/345782473_Impact_of_Multimedia_on_the_Ac

ademic_Performance_of_the_Students_at_Secondary_School_Level

Therefore, reflective practice is also used by some of the Grade 11 GAS students

as their strategy or approach to overcoming the challenges they encountered in

multimedia learning creation. They create best practices to refine their multimedia

learning tools.

40
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings and presents the conclusions drawn from
the findings and recommendations based on the conclusions.

Summary of the Study

In this chapter, it presents the summary of findings and conclusions derived from

the conduct of the study which is about the challenges encountered by Grade 11 General

Academic Strand (GAS) students at Mangaldan National High School in the school year

of 2022-2023. It also provides recommendations that can be led or pursued by the ICT

teachers.

The study was conducted at Mangaldan National High School. Participants

were the Grade 11 GAS students. These students are tasked with developing their own

multimedia learning tools as part of their academic requirements. It employed a

qualitative, phenomenological research design. Multimedia learning tools integrate

different forms of media such as text, images, audio, and video to enhance learning

experiences and cater to different learning styles.

Summary of Findings
41
 This research study entitled, “Multimedia Learning Tool: Challenges Encountered

by Grade Eleven General Academic Strand Students of Mangaldan National High School

S.Y. 2022-2023” aimed to identify challenges encountered by these students in

developing their own multimedia learning tools. It also explored the impact of these

challenges on their academic performance, self-image, and social relationships. This

study also looked into the strategies and approaches Grade 11 GAS students utilized in

order to overcome or cope with the challenges they encountered during multimedia

learning tool development.

The researchers developed an interview guide questionnaire, which was used in

order to find the answers to the research questions. The interview was conducted among a

sample of 10 participants in Grade 11 GAS students at Mangaldan National High School,

with an average grade of below 90 in the 3rd quarter who weren’t able to take TLE-ICT

classes during their junior high school. The formulated questions were answered in verbal

form and written form.

The findings of the study showed that students have encountered different

challenges during multimedia learning tool creation. Some of the most common

challenges include lack of knowledge and practice, limited access to resources, and time

management. Firstly, insufficient foundational knowledge and limited practice in

utilizing these tools posed significant difficulties for students, which hindered their ability

to effectively engage with them. Secondly, limited access to resources, such as laptops

and editing apps, impeded students' ability to create multimedia learning tools. This lack

of access restricted their opportunities for effective tool development. Thirdly, time

management emerged as a critical factor impacting students' ability to create multimedia

42
learning tools. Students reported a shortage of time and difficulties in managing their

time effectively, resulting in challenges in gathering information, completing tasks, and

dedicating sufficient attention to multimedia tool development.

These challenges affected their academic performance, self-image, and social

relationships in some ways. In terms of academic performance, the decrease in grades or

scores was observed as a consequence of these challenges, indicating that students faced

obstacles in achieving positive academic outcomes. Additionally, time constraints

resulting from the challenges hindered students' progress in other subjects and increased

the burden of tasks. The challenges also affected students' self-image. Low self-

confidence and self-doubt were reported as outcomes of the challenges faced in

multimedia tool development. Students expressed feelings of inadequacy, comparison to

their peers, and a decline in confidence, which affected their overall self-perception.

Moreover, the challenges also affected participants' social relationships. Peer comparison

emerged as a significant impact, as students compared themselves to their peers and

experienced feelings of inferiority. The challenges also impeded students' ability to

contribute effectively to group projects, limiting their participation and hindering

collaborative efforts.

Furthermore, to overcome or deal with the challenges aforementioned, the

participants employed certain strategies and approaches. These include seeking help from

others, self-study and research, and reflective practice. Grade 11 GAS students utilized

seeking help from others as a strategy to overcome challenges in creating multimedia.

They sought assistance from experts, teachers, classmates, and online communities to

43
navigate technical complexities, enhance creativity, and effectively manage project

demands. The students also engaged in independent research, utilized online tutorials,

and practiced self-guided learning. Reflective practice was another strategy used to

overcome challenges in creating multimedia tools. By engaging in critical self-reflection,

students identified areas for improvement, reflected on their strengths and weaknesses,

and adjusted their approaches accordingly. Through these methods, students acquired the

necessary skills, deepened their understanding of multimedia tools, and developed

problem-solving abilities.

Conclusions

Based on the findings of this study, it is evident that Grade 11 GAS students face

significant challenges in multimedia learning tool creation. The interviews conducted

with the participants revealed that most of the participants encounter challenges, such as

lack of knowledge and practice, limited access to resources, and time management issues

that hinder their ability to effectively engage with multimedia.

These challenges also have an impact on their academic performance, self-image,

and social relationships. Students reported lower grades or scores in subjects that

involved the use of multimedia tools, as well as consuming valuable time that could have

been allocated to other academic activities, which affected their overall academic

performance. Students also expressed feelings of low self-confidence and self-doubt,

especially when their work does not meet their own expectations or perceived standards,

fostering negative self-image. Furthermore, students also experienced comparing

themselves to their peers and feeling inadequate or left behind, as well as being not able

to contribute effectively to group projects due to technical complexities, limited access to

44
resources, and a lack of technical expertise, which affected their overall social

relationships within those groups.

Moreover, Grade 11 GAS students have their own specific strategies and

approaches to overcome or cope with the challenges they encountered. Some of the most

common strategies include seeking help from other people, self-studying and researching,

as well as performing reflective practice.

In conclusion, this study highlights the significant challenges Grade 11 GAS

students face in multimedia learning tool creation, which have a profound impact on their

academic performance, self-image, and social relationships. However, the study also

revealed that students employ various strategies to overcome or cope with the challenges

they encountered in multimedia learning tool development.

Recommendations

Based on the challenges encountered by Grade 11 GAS students in multimedia

learning tool creation and their impacts on academic performance, self-image, and social

relationships, as well as the strategies and approaches they used to cope with these

challenges, the following recommendations can be made:

1. Foster a collaborative learning environment: Encourage collaborative problem-

solving and peer assistance among students. Create opportunities for group work, where

students can share their expertise, exchange ideas, and provide mutual support in

overcoming challenges.

45
2. Provide comprehensive training and support: Offer training programs, workshops,

or online resources to equip students with the necessary technical skills and knowledge

required for multimedia creation. Ensure that students receive ongoing support

throughout their multimedia projects, addressing any challenges or difficulties they

encounter. This could be led by teachers who have expertise in multimedia tool

development, especially ICT or Empowerment Technologies teachers.

3. Facilitate access to resources: Ensure that students have access to necessary

multimedia tools, equipment, and software. Establish well-equipped multimedia labs or

provide online platforms where students can access resources, tutorials, and examples to

enhance their skills and knowledge.

4. Incorporate multimedia creation into the curriculum: Integrate multimedia

creation activities and projects into the curriculum to provide students with structured

opportunities to develop their skills. Ensure that these activities align with learning

objectives, encourage creativity, and provide clear guidelines and evaluation criteria.

46