TEACHERS’ PERCEPTION ON THE USE OF

MULTIMEDIA INSTRUCTIONAL MATERIALS IN

TEACHING MATHEMATICS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 16
Pages: 234-240
Document ID: 2024PEMJ1452
DOI: 10.5281/zenodo.10460373
Manuscript Accepted: 12-11-2023
Psych Educ, 2023, 16(2): 234-240, Document ID:2024PEMJ1452, doi:10.5281/zenodo.10460373, ISSN 2822-4353
Research Article

Teachers’ Perception on the Use of Multimedia Instructional

Materials in Teaching Mathematics
Mary Ann G. Accad*
For affiliations and correspondence, see the last page.
Abstract
The study aimed to determine the Teachers’ perception on the use of multimedia in teaching
Mathematics at Sta. Cruz Elementary School District I – A, Division of Antipolo City during the
School Year 2018 – 2019.The study found out that most of the respondents were young with the age
bracket ranging from 31 – 40 years of age. Majority of the respondents were female and have been
working with the school below 10 years. 47% of them are on Master’s level, and no one is a doctorate
graduate. The respondents’ level in terms of their knowledge of using computers is found to be highly
competent.The test for significant difference on the perception of teachers on the use of multimedia
instructional materials with respect to their age, length of service, educational attainment and level of
computer knowledge failed to reject the null hypothesis, while in terms of the gender, the null
hypothesis is accepted.The teachers’ perception of the use of multimedia instructional materials in
teaching mathematics is very effective on pupils’ motivation and much effective on lesson
presentation and learning assessment. The test for the significant difference in the teachers’
perception on the use of multimedia instructional materials and the academic performance of pupils
rejected the null hypothesis.

Keywords: mathematics, instructional materials, multimedia

Introduction learning.

In Sta. Cruz Elementary School, Mathematics is

Mathematics has been seen as a difficult subject to
understand, apart from the daily life, boring and even
ominous. In this situation, it is very important that
educators should continue exploring materials that
could enhance their way of teaching in order for better
learning would take place.The need for improvement
of pupils’ achievement in mathematics has been the
focus of many plans in education for many years.
Thus, if we are serious about educating every child, we
must venture to engage every child in a meaningful
and worthwhile learning.
Furthermore, the more the student is motivated to
learn, the more involvement there will be in the
learning process, therefore, motivating pupils using
computer technology is one strategy often utilized in
education.School administrators and supervisors take
part in a critical role in directing and evaluating the
instructional development and that the end upshot of
all supervision should be to make available to all
pupils at all levels better education service (Aquino,
2016).
Castro (2015) conducted a study about the possible
causes of pitiable achievement of the students in
Mathematics and showed that, in most schools, the
textbook was only the material used; hence they need
to develop instructional aides to make teaching
learning meaningful and easy. Aside from this, there is
a need to devise teaching methodologies to improve
considered one of the subjects with the lowest Mean
Percentage Profile (MPS). Hence, the researcher
prompted to conduct this study to determine teachers’
perception on the use of multimedia instructional
materials and the academic performance of pupils after
the use of multimedia instructional materials in order
to help administration find solution and make pupils
perform better particularly, in mathematics.
Research Questions
This study aimed to determine teachers’ perception on
the use of multimedia instructional materials in
teaching Mathematics at Sta. Cruz elementary School
for the School Year 2018-2019.
1. What is the profile of the respondents in terms of
1.1. Age;
1.2. Gender;
1.3. Length of service;
1.4. Educational Attainment; and
1.5. Level of teachers’ efficacy on the basic
knowledge and skills in the use of computers?
2. What is the performance of the pupils in
mathematics before and after using the multimedia
instructional materials?
3. What is the perception of teachers on the use of
multimedia instructional materials in teaching
mathematics?
4. Is there a significant difference on the perception of

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Psych Educ, 2023, 16(2): 234-240, Document ID:2024PEMJ1452, doi:10.5281/zenodo.10460373, ISSN 2822-4353
Research Article
teachers on the use of multimedia when grouped
according to profile?
5. Is there a significant relationship between the
teachers’ perception on the use of multimedia
instructional materials and academic performance of
the pupils?
Literature Review
According to Puncher, Taylo, O’Donnel and Fick
(2016) teachers must have a complete understanding
of the Mathematical content they are teaching and in
return, students must understand what they are
learning in order for it to be permanent. Mayer (2015)
defines multimedia instruction as the presentation of
material using both words and pictures, with the
intension of promoting learning. Mayer defines
learning as a change in the learner’s knowledge caused
by the experience in a learning environment. He
reports the learning is not observable but may be
inferred through testing. According to Mayer’s
multimedia principle, adding illustrations, animation,
or narration with text helps learners to better
understand content being presented rather than using
illustrations or words alone. By using cognitive theory
and understanding how both channels work, designers
can develop content allowing a learner able to build
meaningful connections using verbal and pictorial
representations.
Nierste (2016) said, using film such as documentaries
and motion pictures helps students explore various
cultural contexts, time – period experiences, languages
and social awareness. Film is versatile and promotes
learning in almost any discipline. In addition, students
working with plays or other literary works can use
films to look at the multiple interpretations of a single
piece. Writing about these films make students draw
more connections between what they have seen and
what they are otherwise, learning in class.
Aggarwal (2017) posited that technology is
doubtlessly a required application to any educational
process. Further, Stockwell (2017) elaborated on his
account of teaching with technology that today’s
learning agenda is experiencing a transformation.
Traditional teacher – centered learning is changing to
include informal learning spaces that promote learner
autonomy and individualized learning, and competitive
knowledge – based testing is being replaced by
practical assessment of collaborative projects.
In other context, Fiske (2017) stated that multimedia
technology provides new dimension to learning
Mary Ann G. Accad
experiences because concepts were easier to present
and comprehend when the words are complemented
with images and animations. Stating further that it has
been established that learners retain more when a
variety of senses are engaged in impacting knowledge;
and the intensity of the experience aids retention and
recall by engaging social, emotional and intellectual
senses. As stated by MacArthur (2017), multimedia is
in essence a presentation of information that
incorporates multiple media such as text, audio,
graphics, and animation. The representations can be
redundant, incorporating the same content, or
complementary, offering additional information.
Methodology
The study utilized the descriptive survey method of
research. Calmorin (2015) asserted that descriptive
research is concerned with conditions and relationships
that exist, practices that prevail, beliefs and process
that are going on, effects or trends that are being
developed. It is used to explain the present behavior or
characteristics of a particular population.
The method involved the use of the questionnaire-
checklist which describes the status of profile in terms
of age, gender, length of service, educational
attainment and teachers’ efficacy in terms of their
basic knowledge and skills with the use of computers
and their perception on the use of multimedia
instructional materials in teaching mathematics of
grade 4, 5 and 6 mathematics teachers of Sta. Cruz
Elementary School.
Participants of the Study
The study utilized total enumeration of teacher-
respondents and considered one hundred percent
(100%) mathematics teachers in grade four, five and
six. 10 Grade four teachers, 10 Grade five teachers and
10 Grade six teachers teaching mathematics having a
total population of thirty (30) in Sta. Cruz Elementary
School, District I – A, City Schools Division of
Antipolo.
Also, the researcher used the purposive sampling in
determining the pupil-respondents of the study. 300
pupils who are officially enrolled in Sta. Cruz
Elementary School were used as respondents in the
study.
Instruments of the Study
The researcher utilized the constructed and validated
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Research Article

teachers’ evaluation checklist to get the teachers’

profile and their perception on the use of multimedia Table 1. Profile of the Respondents in Terms of Age
instructional materials.The researcher gathered the
teachers’ respondents in one classroom and briefly
explained the purpose of the study. They were
instructed to answer each item carefully in the
evaluation tool. They were also informed about the
confidentiality of the results. After which, researcher
gathered and organized the data and subject to
statistical treatment, analysis, and interpretation.The It shows that out of 30 respondents 3 0r 10 % were 51
researcher considered the first quarter and second years old and above, 5 or 17 % were 41 -50, 12 or 40
quarter grade in Mathematics of the Grade 6 pupils as % were 31-40 years old, 10 or 33 % were 21-30 years
a basis in conducting the study. old and the average age is 34. It can be interpreted that
most of the respondents on the study were below 40
Procedure years old.

As part of the study, the researcher requested Table 2. Profile of the Respondents in Terms of
permission from the Division Office and the School Gender
Principal of the school where the researcher is teaching
to allow to conduct the study. After the request was
granted, there was an orientation about the purpose of
the study to the respondents, pupils and teachers
respectively. The constructed and validated Teachers’
evaluation checklist on the profile of teachers and the
level of teachers’ efficacy on the basic knowledge of It shows that out of 30 respondents 5 or 17% were
teachers in the use of computer and the teachers’ male and 25 or 83 % were female. It can be implied
perception on the use of multimedia instructional that majority of the respondents in the study were
materials was administered to the respondents. The female. This finding proved that in teaching
data on the teachers’ perception on the use of profession, the greater percentage belong to the
females.
multimedia instructional materials and the results of
the first quarter and the second quarter examination of Table 3. Profile of the Respondents in Terms of Length
the grade VI pupils was subjected to statistical
of Service
treatment, analysis and interpretation.

Ethical Considerations

The researcher herself explained and gave the

informed consent to each participant before the
conduct of the study. She ensured them that the
information would be used with utmost confidentiality
and within the purpose of the study only.

It shows that out of 30 respondents 3 or 10 % are

Results and Discussion
above 24 years in service, 2 or 6.7 % are 20-24 years
in service, 15-19 and 10-14 years in service, and 21 0r
This section presents the findings according to the 70 % were 5 years, below in the service and the
average years of service incurred by the respondents is
study's research questions.
9 years. Evidently, in terms of length of service, most
of the respondents were 10 years below in the service.
Profile of the respondents

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Psych Educ, 2023, 16(2): 234-240, Document ID:2024PEMJ1452, doi:10.5281/zenodo.10460373, ISSN 2822-4353
Research Article

This further implies that the present government have

offered more items in the DepEd to cater the massive perform basic computer operations despite lack of
employment for education graduates as well as the formal instruction in computer technology in the
need of learners for additional number of teachers and
school. Findings also imply that teachers are trying to
have lessen the number of pupils per section to achieve
be technology oriented to be able to use the computer
a better learning outcome from pupils.
when the need arises.
Table 4. Profile of the Respondents in terms of
Performance of the pupils in mathematics before
Educational Attainment
and after using multimedia instructional materials

Table 6. Performance of the Pupils Before Using

Multimedia Instructional Materials in Teaching
Mathematics

It shows that out of 30 respondents, none or 0 % of

them have Doctorate Degree and Masters’ degree with
Doctorate Units, 6 or 20 % have Masters’ Degree, 14
or 47 % with Masters’ units and 10 or 33 % just finish
bachelor’s degree. Thus, as to the educational
It shows that there were 21 or 7% of the student-
attainment, most of the respondents already obtained
respondents performed Very Satisfactory, 74 or 25%
masters’ units.
performed Satisfactory, and 205 or 68% performed
The findings implied that most of the respondents Fairly Satisfactory.
continue their struggle in expanding their horizons and
learn new things to meet the needs of the educational It can be inferred that most of the pupils performed
system. very low in mathematics before using multimedia
instructional material as aid in teaching mathematics.
Table 5. Profile of the Respondents in Terms of Level
Table 7. Performance of the Pupils after Using the
of Teachers’ Efficacy on the Basic Knowledge and
Skills in the Use of Computers Multi-media Instructional Material in teaching
Mathematics

It shows that 3 0r 10% among the 30 respondents were

very high competent (VHC), 19 or 63 % were High
Competent (HC), 5 or 17 % were Competent (C) and 3
or 10 % were Slightly Competent (SC). It can be
ascertained that most of the respondents were High
Competent (HC) in terms of their efficacy on the basic
knowledge and skills in the use of computers.
The result indicates that the teachers can be able to
It shows that 65 or 22% of the pupils performed Very
Satisfactory, 165 or 55% performed Satisfactory and
70 or 23% performed Fairly Satisfactory. This
indicates that pupils performed better in mathematics
after being exposed to multimedia instructional
material.

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Psych Educ, 2023, 16(2): 234-240, Document ID:2024PEMJ1452, doi:10.5281/zenodo.10460373, ISSN 2822-4353
Research Article
Table 8. Difference on the Evaluation of the
Performance of the Pupils Before and After the Use of
Multimedia Instructional materials
It shows that the p- value is less than 0.05 and the
computed value of 3.456. Therefore, there is a
significant difference on their performance in
mathematics after exposing them to multimedia as
instructional materials during teaching and learning
process.
The significant increase in the knowledge of the pupils
before and after using multimedia instructional
materials shows that it can serve as useful tool for
pupils’ motivation of the lesson. Teachers can use
them in any part of the lesson; therefore, the teacher
should be creative enough to choose the areas where
the multimedia can be used to full advantage.
Teachers’ Perception on the use of multimedia
instructional materials in teaching mathematics
Table 9. Teachers’ Perception on the Use of
Multimedia Instructional Materials in Teaching
Mathematics in Terms of Lesson Preparation
As reflected from the table, with respect to lesson
presentation, the overall weighted mean obtained 4.08
with a verbal interpretation of Much Effective (ME).
Among the items, the item with the highest mean was
“Utilization of multimedia instructional materials
develops the eagerness of the pupils to learn various
concepts” with a weighted mean of 4.34 and
interpreted as Very Much Effective (VME). There
Mary Ann G. Accad
were items interpreted very much effective while the
remaining items were interpreted Much Effective
(VME). The item with the lowest mean was
“Utilization of multimedia instructional material
Lessens the preparation of teachers’ instructional
materials,” with a weighted mean of 3.68.
Findings indicate that the utilization of multimedia
instructional materials in teaching mathematics has
made it very possible for learners to become more
involved in their learning activities.
As depicted from the table, with respect to lesson
pupils’ motivation, the overall weighted mean
obtained 4.23 and interpreted as Very Much Effective.
The item with the highest mean was “Utilization of
multimedia instructional material helps pupils feel
comfortable and engage in their learnings which
enhance their performance in mathematics” with a
weighted mean of 4.35 and interpreted as Very Much
Effective. Eight other items were interpreted Very
Much Effective while lowest mean was the item,
“Utilization of multimedia resources enhances
confidence of pupils” with a weighted mean of 4.17,
interpreted as Much Effective.
Table 10. Teachers’ Perception on the Use of
Multimedia Instructional Materials in Teaching
Mathematics in Terms of Pupils’ Motivation
Findings revealed that the multimedia as instructional
materials in teaching mathematics was Very Much
Effective in motivating pupils and developing positive
learning during teaching learning process. This
implied that pupils find the learning of mathematics
interesting with the use of multimedia instructional
materials during their learning moments.
The next table reflects that with respect to lesson
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Research Article

Table 12. Difference on the Perception of Teachers on

learning assessment, the overall weighted mean the Use of Multimedia Instructional Materials When
obtained 4.17 and interpreted as Much Effective. The Grouped According Profile
items with the highest mean was “In the utilization of
multimedia instructional materials teachers manage to
present the lessons interesting to pupils,” with a
weighted mean of 4.32 and interpreted as Very Much
Effective. There were three interpreted Very Much
Effective while the remaining items were interpreted
much effective. The item with the lowest mean was the
item “In the utilization of multimedia resources pupils
are able to submit assignment and project on time,”
with a weighted mean of 4.00 and interpreted as Much
Effective.

Table 11. Teachers’ Perception on the Use of

Multimedia Instructional Materials in Teaching
Mathematics in Terms of Learning Assessment

This rejects the null hypothesis that there is no

significant difference on the teachers’ perception on
the use of multimedia instructional materials in
teaching Mathematics as perceived by the teacher-
respondents with respect to the different aspects in
terms of the cited variables. On the other hand, in
terms of gender, the null hypothesis is accepted,
having p- values greater than .05 in all aspects.

Findings imply that age, length of service, educational

attainment and teachers’ efficacy on the basic
knowledge and skills in the use of computers are
significant on the teachers’ perception on the use of
multimedia instructional materials in teaching
mathematics.

Relationship between the teachers’ perception on

It can be ascertained that utilization of multimedia the use of multimedia instructional materials and
resources was effective in the assessment of learning
the academic performance of the pupils
outcomes of pupils and contribute much to the
effective evaluation of pupils’ performance. Table 13. Relationship on the Performance of the
Pupils and the Teachers’ Perception on the Use of
Difference on the perception of teachers on the use
Multimedia in Teaching Mathematics
of multimedia when grouped according to profile

As shown in the table, with respect to their

profile, in terms of age, length of service,
educational attainment and their efficacy on the
basic knowledge and skills in the use of It can be inferred from the table that there is a
computer, all the probability values are less than significant relationship between teacher’s perception
.05. on the use of multimedia in teaching mathematics and

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Psych Educ, 2023, 16(2): 234-240, Document ID:2024PEMJ1452, doi:10.5281/zenodo.10460373, ISSN 2822-4353
Research Article
the performance of pupils.
Conclusion
Based on the foregoing findings, the following
conclusions were drawn: (1) The age, length of
service, educational attainment and teachers’ efficacy
on the basic knowledge and skills in the use of
computer are significant in teaching mathematics with
respect to lesson presentation, pupils’ motivation and
learning assessment. On the other hand, gender has no
effect on the utilization of multimedia instructional
materials. (2) There is a significant relationship on the
use of multimedia instructional materials and the
academic performance of the pupils. The use of
multimedia can increase students’ engagement,
motivation and performance in learning mathematics.
References
Aggarwal (2017). Assessing the Effectiveness of a 3-D
instructional game on improving the mathematics achievement and
Mary Ann G. Accad
motivation of middle school students. British Journal of Educational
Technology.
Aquino (2016). The effect of Computer Assisted Instruction on first
grade students’ Vocabulary Development
Calmorin, (2015). Technology’s edge: the educational benefits of
computer aided instruction. Chicago.
Castro, (2015). Effects of peer versus computer-Assisted drill on
mathematics response rates. Psychology In the Schools.
Fiske, Ralph P., (2017) “Technology-Mediated Learning: A
Comprehensive Theoretical Model”, Journal of the Association for
Information Systems.
Mayer, R.E., (2015). Multimedia learning (2nd ed.). Cambridge
University Press. New York.
Nierstre, (2016) L. Different media in a classroom. eHow.com.
Affiliations and Corresponding Information
Mary Ann G. Accad
Roosevelt College - Philippines
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