MULTIMEDIA-BASED INSTRUCTIONAL

MATERIALS AND STUDENTS’ LEARNING

ACHIEVEMENT IN LITERATURE

CRISPHER P. MANGINYOG
MASTER OF ARTS IN TEACHING
Major in English
 Background of the Study
In the invasion of the technological world, educators were having
difficulty competing against gadgets for their focus.
It was anticipated that the new technology would shift the focus of
learning and teaching from being heavily teacher-dominated to
student-centered, allowing students to improve their higher-order
thinking talents.
Learning achievement also significantly influences one’s
achievement in school. According to Luz (2007), many Filipino
students lack the reading habits necessary for learning.
Teachers of Telafas National High School utilized some learning aids
to catch their attention and to strengthen their understanding of the
topic, which can enhance their academic achievements (Tomas et
al., 2021).
 Background of the Study
The different research dealing with learning achievement, and
development forms vary across rural and urban schools (Johnson et
al., 2021), and absenteeism (Santibanez et al., 2021) generally
affects student results. It is made worse by the country's
paradoxical, high-cost yet sluggish speed internet connectivity.
Though many researchers attempt to explore the factors that
intervene in learning achievement, very few, if none, can focus on
the utilization of multimedia in intensifying the students' learning
achievements.
The researcher came up with instructional strategies that aid them
in this venture, and this was through the use of multimedia
instructions, which was tested in this study and its impact on
student’s learning achievements.
 Statement Of The Problem
The study identified the effect of the employment of
Multimedia-Based Instructional Materials (MBIMs) and
Students’ Learning Achievement in Literature. It answered
the following questions:
1. What is the level of content experts’ evaluation of
MBIMs, specifically, Podcast Instructional Material,
PowerPoint Instructional Material, and Video
Presentation Instructional Material in terms of:
a. content;
b. relevance;
c. visual appeal; and
d. instructional quality?
 Statement Of The Problem
.
2 What is the level of students' learning achievement in the pretest
and posttest results among the control and experimental groups
using :
a. Podcast instructional material;
b. PowerPoint instructional material; and
c. Video presentation instructional material?
3. What are the mean gain scores of the control and experimental
groups in their pretest and posttest?
4. Is there a significant difference in the pretest and posttest results
on students’ learning achievement of the control group and
experimental groups using MBIMs, particularly Podcast
Instructional Material, PowerPoint Instructional Material, and
Video Presentaion Instructional Material?
Conceptual Framework

Socio-
constructivism -
Lev Vygotsky
(1968)
METHODOLOGY
 Methodology

Research Participants of Sampling Data Statistical

Design the Study Technique Gathering Analysis
• Grade 9 students • Total Instrument • frequency
• Telafas National Enumeration
• Validation Tool count
• Experiment High School • 5 lessons from • mean
• 40 Xenon the Grade 9 • T-test
al Research
Design • 37 Argon learning • F-test
• 37 Neon and materials and (ANoVa)
• 38 Krypton a 60-item test
students pretest and
posttest
materials.
PRESENTATION, ANALYSIS
AND INTERPRETATION of
DATA
Table 1. Evaluation of the Podcast Instructional
Material in terms of Content
SD
No Indicators Mean Verbal Description
1 MBIMs are relevant to the needs of the 4.2 0.45 Excellent quality
students.
2 Appropriate attitudes, skills, and knowledge 4.0 0.00 High quality
are integrated into every learning activity.
3 MBIMs instructions are clearly and fully 4.2 0.45 Excellent quality
explained.
4 Illustrative examples, charts, and diagrams 4.0 0.71 High quality
are provided to enhance understanding.
5 MBIMs have enough activities or exercises to 3.8 0.45 High quality
evaluate students' learning performance.
6 MBIMs provide opportunities for reflection and 4.0 0.71 High quality
planning.
7 MBIMs contents are realistic and logical. 4.2 0.45 Excellent quality
8 MBIMs follow the level of reading 4.2 0.45 Excellent quality
comprehension.
9 MBIMs have sufficient exercises for practice 4.0 0.71 High quality
sessions.
10 MBIMs directions are clear and 4.0 0.00 High quality
understandable.
Section Mean 4.06 0.44 High quality
Table 2. Evaluation of the Podcast Instructional
Material in terms of Relevance
SD
No Indicators Mean Verbal Description
1 MBIMs stimulate the students' learning interest in 3.8 0.45 High quality
discovering new skills applicable to their daily lives.
2 MBIMs allow the students to engage themselves in 4.2 0.45 Excellent quality
an active learning process.
3 MBIMs help the students to become lifelong 4.4 0.55 Excellent quality
learners.
4 MBIMs provide information enabling students to 4.2 0.45 Excellent quality
make intelligent life decisions.
5 MBIMs help the students improve their critical 4.0 0.00 High quality
thinking skills and attitudes towards the subject.
6 MBIMs are relevant to students' experiences and 3.6 0.55 High quality
needs.
7 MBIMs provide evidence of effectiveness. 4.0 0.71 High quality
8 MBIMs meet the minimum requirements set for the 4.0 0.00 High quality
course.
9 MBIMs are suitable for students’ use. 4.2 0.45 Excellent quality

10 MBIMs develop critical thinking skills and mastery of 4.2 0.45 Excellent quality
concepts.

Section Mean 4.06 0.40 High quality

Table 3. Evaluation of the Podcast Instructional
Material in terms of Visual Appeal
No Indicators Mean SD Verbal Description
1 MBIMs have appealing content. 4.60 0.55 Excellent quality
2 Appropriate attitudes, skills, and knowledge are 4.00 0.00 High quality
integrated into every learning activity.

3 MBIMs are clearly and fully explained. 4.00 0.00 High quality
4 Illustrative examples and diagrams are provided 4.00 0.00 High quality
to enhance understanding.
5 MBIMs have enough activities or exercises to 4.00 0.71 High quality
evaluate the student's learning performance.

6 MBIMs provide opportunities for reflection and 4.20 0.45 Excellent quality
planning.
7 MBIMs contents are realistic and logical. 4.00 0.00 High quality
8 MBIMs follow the level of reading 4.00 0.00 High quality
comprehension.
9 MBIMs have sufficient exercises for the practice 4.40 0.55 Excellent quality
session.
10 MBIMs presentation had a vital effect that 3.80 0.45 High quality
captured the student's interest.
Section Mean 4.10 0.27 High quality
Table 4. Evaluation of the Podcast Instructional
Material in terms of Instructional Quality
SD
No Indicators Mean Verbal Description
1 MBIMs contain easily comprehensible 4.00 0.71 High quality
directions for users.
2 MBIMs contain a variety of exercises for 4.20 0.45 Excellent quality
active learning.
3 MBIMs are interactive and easy to navigate. 3.80 0.45 High quality

4 MBIMs stimulate promising viewers’ interest 4.00 0.00 High quality

and curiosity.
5 MBIMs show relevance to viewers’ 4.20 0.45 Excellent quality
experiences.
6 MBIMs shows evidence of effectiveness. 4.20 0.45 Excellent quality

7 MBIMs stimulate students’ participation. 4.00 0.71 High quality

8 MBIMs employs appropriate communicative 4.20 0.45 Excellent quality
techniques
9 MBIMs contain easily 4.20 0.45 Excellent quality
understandable directions for the viewers.
10 MBIMs techniques are appropriate for the 4.00 0.71 High quality
students.
Section Mean 4.08 0.48 High quality
Table 5. Summary of the Grand Mean Ratings of
Podcast Instructional Material

SD
No Indicators Mean Verbal Description
1 Content 4.06 0.44 High Quality
2 Relevance 4.06 0.40 High Quality
3 Visual Appeal 4.10 0.27 High Quality
4 Instructional Quality 4.08 0.48 High Quality
Overall Mean 4.08 0.40 High Quality
Table 6. Evaluation of the PowerPoint
Instructional
No
Material in
Indicators
terms of Content
Mean
SD
Verbal Description
1 MBIMs are relevant to the needs of the 4.40 0.55 Excellent quality
students.
2 Appropriate attitudes, skills, and knowledge 4.20 0.45 Excellent quality
are integrated into every learning activity.
3 The instructions are clearly and fully 4.00 0.00 High quality
explained.
4 Illustrative examples, charts, and diagrams 4.40 0.55 Excellent quality
are provided to enhance understanding.
5 MBIMs have enough activities or exercises to 4.20 0.45 Excellent quality
evaluate students' learning performance.
6 MBIMs provide opportunities for reflection and 4.00 0.00 High quality
planning.
7 MBIMs contents are realistic and logical. 4.40 0.55 Excellent quality
8 MBIMs follow the level of reading 4.00 0.00 High quality
comprehension.
9 MBIMs have sufficient exercises for practice 4.00 0.00 High quality
sessions.
10 MBIMs directions are clear and 4.20 0.45 Excellent quality
understandable.
Section Mean 4.18 0.30 High quality
Table 7. Evaluation of the PowerPoint
Instructional
No
Material
Indicators
in terms of Relevance
Mean SD Verbal Description
1 MBIMs stimulate the students' learning interest in 4.60 0.55 Excellent quality
discovering new skills applicable to their daily
lives.
2 MBIMs allow the students to engage themselves 4.00 0.00 High quality
in an active learning process.
3 MBIMs help the students to become lifelong 4.40 0.55 Excellent quality
learners.
4 MBIMs provide information enabling students to 4.20 0.45 Excellent quality
make intelligent life decisions.
5 MBIMs help the students improve their critical 4.20 0.45 Excellent quality
thinking skills and attitudes towards the subject.
6 MBIMs are relevant to students' experiences and 4.60 0.55 Excellent quality
needs.
7 MBIMs provide evidence of effectiveness. 4.00 0.00 High quality
8 MBIMs meet the minimum requirements set for 4.00 0.00 High quality
the course.
9 MBIMs are suitable for students’ use. 4.60 0.55 Excellent quality
10 MBIMs develop critical thinking skills and 4.20 0.45 Excellent quality
mastery of concepts.
Section Mean 4.28 0.35 Excellent quality
Table 8. Evaluation of the PowerPoint
Instructional
No
Material in
Indicators
terms of Visual
Mean
SD Appeal
Verbal Description
1 MBIMs have appealing content. 4.40 0.55 Excellent quality

2 Appropriate attitudes, skills, and knowledge 4.20 0.45 Excellent quality

are integrated into every learning activity.
3 MBIMs instructions are clearly and fully 4.00 0.00 High quality
explained.
4 Illustrative examples and diagrams are 4.20 0.45 Excellent quality
provided to enhance understanding.
5 MBIMs have enough activities or exercises to 4.20 0.45 Excellent quality
evaluate the student's learning performance.
6 MBIMs provide opportunities for reflection 4.60 0.55 Excellent quality
and planning.
7 MBIMs contents are realistic and logical. 4.00 0.00 High quality
8 MBIMs follow the level of reading 4.20 0.45 Excellent quality
comprehension.
9 MBIMs have sufficient exercises for the 4.60 0.55 Excellent quality
practice session.
10 MBIMs presentation had a vital effect that 4.00 0.00 High quality
captured the student's interest.
Section Mean 4.24 0.34 Excellent quality
Table 9. Evaluation of the PowerPoint
Instructional
No
Material in
Indicators
terms of Instructional
Mean
SD Quality
Verbal Description
1 MBIMs contain easily comprehensible 4.80 0.45 Excellent quality
directions for users.
2 MBIMs contain a variety of exercises for 4.00 0.00 High quality
active learning.
3 MBIMs are interactive and easy to navigate. 4.40 0.55 Excellent quality

4 MBIMs stimulate promising viewers’ interest 4.00 0.00 High quality

and curiosity.
5 MBIMs show relevance to viewers’ 4.20 0.45 Excellent quality
experiences.
6 MBIMs shows evidence of effectiveness. 4.40 0.55 Excellent quality

7 MBIMs stimulate students’ participation. 4.00 0.00 High quality

8 MBIMs employs appropriate communicative 4.40 0.55 Excellent quality
techniques
9 MBIMs contain easily 4.20 0.45 Excellent quality
understandable directions for the viewers.
10 MBIMs techniques are appropriate for the 4.40 0.55 Excellent quality
students.
Section Mean 4.28 0.35 Excellent quality
Table 10. Summary of the Grand Mean Ratings of
PowerPoint Instructional Material

SD Verbal
No Indicators Mean
Description
1 Content 4.18 0.30 High Quality
2 Relevance 4.28 0.35 Excellent Quality
3 Visual Appeal 4.24 0.34 Excellent Quality
4 Instructional Quality 4.28 0.35 Excellent Quality
5 Overall Mean 4.25 0.34 Excellent
Quality
Table 11. Evaluation of the Video Presentation
Instructional Material in terms of Content
No Indicators Mean SD Verbal Description
1 MBIMs contents are relevant to the needs of the 4.40 0.55 Excellent quality
students.
2 Appropriate attitudes, skills, and knowledge are 4.20 0.45 Excellent quality
integrated into every learning activity.
3 MBIMs instructions are clearly and fully 4.80 0.45 Excellent quality
explained.
4 Illustrative examples, charts, and diagrams are 4.80 0.45 Excellent quality
provided to enhance understanding.
5 MBIMs have enough activities or exercises to 4.20 0.45 Excellent quality
evaluate students' learning performance.
6 MBIMs provide opportunities for reflection and 4.60 0.55 Excellent quality
planning.
7 MBIMs contents are realistic and logical. 4.60 0.55 Excellent quality
8 MBIMs follow the level of reading 4.00 0.00 High quality
comprehension.
9 MBIMs have sufficient exercises for practice 4.40 0.55 Excellent quality
sessions.
10 MBIMs directions are clear and understandable. 4.40 0.55 Excellent quality

Section Mean 4.44 0.45 Excellent quality

Table 12. Evaluation of the Video Presentation
Instructional Material in terms of Relevance
No Indicators Mean SD Verbal Description
1 MBIMs stimulate the students' learning interest in 5.00 0.00 Excellent quality
discovering new skills applicable to their daily lives.

2 MBIMs allow the students to engage themselves in 4.60 0.55 Excellent quality
an active learning process.
3 MBIMs help the students to become lifelong 4.80 0.45 Excellent quality
learners.
4 MBIMs provide information enabling students to 4.40 0.55 Excellent quality
make intelligent life decisions.
5 MBIMs help the students to improve their critical 4.20 0.45 Excellent quality
thinking skills and attitudes towards the subject.
6 MBIMs are relevant to students' experiences and 4.80 0.45 Excellent quality
needs.
7 MBIMs provide evidence of effectiveness. 4.40 0.55 Excellent quality
8 MBIMs meet the minimum requirements set for the 4.00 0.00 High quality
course.
9 MBIMs are suitable for students’ use. 4.80 0.45 Excellent quality

10 MBIMs develop critical thinking skills and mastery 4.60 0.55 Excellent quality
of concepts.
Section Mean 4.56 0.40 Excellent quality
Table 13. Evaluation of the Video Presentation
Instructional Material in terms of Visual Appeal
No Indicators Mean SD Verbal Description
1 MBIMs have appealing content. 4.60 0.55 Excellent quality
2 Appropriate attitudes, skills, and knowledge are 4.60 0.55 Excellent quality
integrated into every learning activity.
3 MBIMs instructions are clearly and fully explained. 4.40 0.55 Excellent quality
4 Illustrative examples and diagrams are provided to 4.20 0.45 Excellent quality
enhance understanding.
5 MBIMs have enough activities or exercises to 4.60 0.55 Excellent quality
evaluate the student's learning performance.
6 MBIMs provide opportunities for reflection and 4.80 0.45 Excellent quality
planning.
7 MBIMs contents are realistic and logical. 4.40 0.55 Excellent quality
8 MBIMs follow the level of reading comprehension. 4.40 0.55 Excellent quality
9 MBIMs have sufficient exercises for the practice 4.60 0.55 Excellent quality
session.
10 MBIMs presentation had a vital effect that captured 4.40 0.55 Excellent quality
the student's interest.
Section Mean 4.50 0.53 Excellent quality
Table 14. Evaluation of the Video Presentation
Instructional Material in terms of Instructional Quality
No Indicators Mean SD Verbal Description
1 MBIMs contain easily comprehensible directions 4.80 0.45 Excellent quality
for users.
2 MBIMs contain a variety of exercises for active 4.60 0.55 Excellent quality
learning.
3 MBIMs are interactive and easy to navigate. 4.40 0.55 Excellent quality

4 MBIMs stimulate promising viewers’ interest and 4.20 0.45 Excellent quality
curiosity.
5 MBIMs show relevance to viewers’ experiences. 4.40 0.55 Excellent quality

6 MBIMs shows evidence of effectiveness. 4.80 0.45 Excellent quality

7 MBIMs stimulate students’ participation. 4.60 0.55 Excellent quality

8 MBIMs employs appropriate communicative 4.60 0.55 Excellent quality
techniques
9 MBIMs contain easily 4.40 0.55 Excellent quality
understandable directions for the viewers.
10 MBIMs techniques are appropriate for the 5.00 0.00 Excellent quality
students.
Section Mean 4.58 0.46 Excellent quality
Table 15. Summary of the Grand Mean Rating of
Video Presentation Instructional Material

SD Verbal
No Indicators Mean
Description
1 Content 4.44 0.45 Excellent quality
2 Relevance 4.56 0.40 Excellent quality
3 Visual Appeal 4.50 0.53 Excellent quality
4 Instructional Quality 4.58 0.46 Excellent quality
Overall Mean 4.52 0.46 Excellent
quality
Table 16. Level of Students' Learning Achievement
in the Pretest among the Control and
Experimental Groups

SD
No Groups Mean Verbal Description
1 Control Group 66.97 2.02 Did Not Meet Expectations
2 PowerPoint 66.41 2.13 Did Not Meet Expectations
3 Podcast 66.75 2.21 Did Not Meet Expectations
4 Video Presentation 67.39 1.78 Did Not Meet Expectations
Table 17. Level of Students' Learning Achievement
in the Posttest among the Control and
Experimental Groups

SD
No Groups Mean Verbal Description
1 Control Group 70.59 4.66 Did Not Meet Expectations
2 PowerPoint 80.76 4.51 Satisfactory
3 Podcast 78.58 5.46 Fairly Satisfactory
4 Video Presentation 85.42 4.44 Very Satisfactory
Table 18. Results of t-test Analysis between
the
Pretest and Posttest Scores of all
Groups
Pretest Postte t-critical
Groups df t-stat p-value
st
Control Group 66.97 70.59 38 4.52 0.0001

PowerPoint 66.41 80.76 36 17.47 0.0000

1.99
Podcast 66.75 78.58 35 10.84 0.0000
Video 67.39 85.42 35 22.99 0.0000
Presentation
Table 19. Results of the one-way Analysis of
Variance
in the Mean Gain Scores of the 4
Groups
SS df F-
Source of Variation MS F-Stat Critical p-value
Between Groups 4249.68 3 1416.56 49.49 1.35 0.00

Within Groups 4121.64 144 28.62

Total 8371.32 147

Table 20. Results
of Post-Hoc Analysis in the
Mean Gain Scores of the 4 Groups
Mean
Groups F-Value p-value
Gains
Control Group 3.62a 49.49 0.00
PowerPoint 11.83b
Podcast 14.35b
Video Presentation 18.03c

Notes: Means of the same subscript are comparable

CONCLUSIONS AND
RECOMMENDATIONS
Conclusion
Considering the study's findings, the researcher concluded
that Multimedia-Based instructional materials, namely Podcasts,
PowerPoints, and Video presentations used in this study, are of
excellent quality in their content, relevance, visual appeal, and
instructional quality. The student's achievement in literature during
the pretest Did Not Meet Expectations. However, it ends fairly
satisfactory and very satisfactory in Podcast, PowerPoint, and Video
Presentation respectively.
Hence, this study concluded that integrating Multimedia-
Based Instructional Materials such as Podcasts, PowerPoint, and
Video Presentations significantly improved the students'
achievement in literature.
 Recommendation
Based on the findings of the study the following
recommendations are considered:

The content of the Podcast instructional Language teachers may

material should be further improved by
incorporating additional activities or exercises in
evaluating the students' learning performance. It
provides opportunities for reflective engagement
and a more diverse range of exercises for practice
sessions, fostering deeper comprehension and
active learning.
consider utilizing Multimedia-
based instructional materials like
Podcasts, PowerPoints, and
Video presentations to improve
achievement in literature among
students
 Recommendation
Based on the findings of the study the following
recommendations are considered:

The school administrators Future studies may be

and the DepEd stakeholders should
consider means to provide more
technologically oriented materials
to language teachers that could be
used in learning opportunities.
conducted on employing
Multimedia-based instructional
materials in other learning areas
to elicit its impact and be used by
teachers of different subjects.