Multimedia instructional material in teaching world literature
Multimedia instructional material in teaching world literature
Divine S. Malabriga... [et. al]
- 2017
- xii, 43 leaves : colour illustrations ; 28 cm
EXECUTIVE SUMMARY: The study aimed to determine the acceptability of the developed multimedia instructional material in teaching World Literature. It was conducted during the school year 2016-2017. The researchers wanted to find out whether there is a significant difference on the level of acceptability of the acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents in terms of contents, objectives, language used, organization and presentation, usability and graphics. The study made use of descriptive developmental research design. A modified questionnaire checklist was used as a majortool in gathering data, which consists of seven (7) criteria, with five (5) items each. It was rated according to the scale of 1 to 5, where 5 stands for "Very much Acceptable", 4 for "Much Acceptable", 3 for "Acceptable", 2 for "Less Acceptable" and 1 for "Not Acceptable". The development of the multimedia instructional material in teaching World Literature was assessed through qualitative discussion. To determine the level of acceptability of the developed multimedia instructional material in teaching World Literature, mean was used. to determine whether there is no significant difference in the level of acceptability as evaluated by the two groups of respondents in terms of different criteria, independent t-test was used. With the thorough analysis of the data gathered, the following findings were hereby drawn: the level of acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents with respect to the content, objectives, Language used, Organization and Presentation, Usability, and graphics obtained a verbal interpretation of "Very Much Acceptable" and there is no significant difference on the level of acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents having obtained the p-values of 0.42, 0.85, 0.81, 0.53 and 0.39 respectively which exceed at 0.05 level of significance. From the analysis of the data gathered, the following conclusions were drawn: the developed multimedia instructional material in teaching World Literature possessed good characteristics of an instructional material and is a useful tool in teaching the subject matter. Based from the findings and conclusions made, the following recommendations were offered: Utilize the developed multimedia instructional materials in teaching World Literature for Grade 10 students; test the effectiveness of the material, and conduct parallel studies considering the different variable in developing multimedia instructional material.
Educational psychology.
Computer network resources.
Audio-visual materials.
LB1028.3 / .M91 2017
EXECUTIVE SUMMARY: The study aimed to determine the acceptability of the developed multimedia instructional material in teaching World Literature. It was conducted during the school year 2016-2017. The researchers wanted to find out whether there is a significant difference on the level of acceptability of the acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents in terms of contents, objectives, language used, organization and presentation, usability and graphics. The study made use of descriptive developmental research design. A modified questionnaire checklist was used as a majortool in gathering data, which consists of seven (7) criteria, with five (5) items each. It was rated according to the scale of 1 to 5, where 5 stands for "Very much Acceptable", 4 for "Much Acceptable", 3 for "Acceptable", 2 for "Less Acceptable" and 1 for "Not Acceptable". The development of the multimedia instructional material in teaching World Literature was assessed through qualitative discussion. To determine the level of acceptability of the developed multimedia instructional material in teaching World Literature, mean was used. to determine whether there is no significant difference in the level of acceptability as evaluated by the two groups of respondents in terms of different criteria, independent t-test was used. With the thorough analysis of the data gathered, the following findings were hereby drawn: the level of acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents with respect to the content, objectives, Language used, Organization and Presentation, Usability, and graphics obtained a verbal interpretation of "Very Much Acceptable" and there is no significant difference on the level of acceptability of the developed multimedia instructional material in teaching World Literature as evaluated by the two groups of respondents having obtained the p-values of 0.42, 0.85, 0.81, 0.53 and 0.39 respectively which exceed at 0.05 level of significance. From the analysis of the data gathered, the following conclusions were drawn: the developed multimedia instructional material in teaching World Literature possessed good characteristics of an instructional material and is a useful tool in teaching the subject matter. Based from the findings and conclusions made, the following recommendations were offered: Utilize the developed multimedia instructional materials in teaching World Literature for Grade 10 students; test the effectiveness of the material, and conduct parallel studies considering the different variable in developing multimedia instructional material.
Educational psychology.
Computer network resources.
Audio-visual materials.
LB1028.3 / .M91 2017