EFFECT OF MULTI-MEDIA TECHNOLOGY INTEGRATIONTOWARDS THE STUDENTS INTEREST TO LEARN SCIENCE IN GRADE 7 LEVEL

AT BVRHS

Julieta D. SantosBonifacio V. Romero High School

Pulung Cacutud, Angeles City

My Area of focus

The impact of multi-media technology integration in learning science at

Bonifacio V. Romero High School was investigated. Written comments, surveys

and observations were used to record changes during the nine (9) weeks study

period. With this study, it was investigated how the integration of multi-media

technology specifically on the use of audio-video lessons, would impact the

learning and the students interest in science in the grade seven class . I got

motivated to investigate this study when my principal, in one of her classroom

teaching observations asked the students how do they like having their lesson

presented. She got amazed with the students response of very eager in

answering, they like better if the lesson is presented through power point

presentation over the projector. They even told her that they get excited to

start the lesson knowing that they will be using the media room which would

mean that the lesson is going to be presented in either power point or video.

Plus the fact that our science supervisor is encouraging us to have our lesson

be presented in a much more encouraging and a high tech manner, to say so.

This is also where my study would rely so much.

Nowadays, we are surrounded by massive digital information and

images brought about by technology. Thus, students have grown up in a

technological world with televisions, electronic toys and gadgets, videogames,

cellular phones and many more. They are accustomed to receiving and

processing information through multi- sensory sources. This makes me wanted

to bring technology into my class as the science curriculum in grade 7 is

definitely incorporated with multimedia computer presentations. In this study,

my students had an opportunity to experience the use of multimedia

technology in exploring and discovering science in grade seven (7).

THEORETICAL FRAMEWORK

Learning is a complex process. In my fifteen years of teaching science, I

have used many techniques and different strategies in introducing new

concepts in science. However, I am not convinced that I really understand how

students learn. Yet, I thoroughly believe that students learn through

experiences. In their early experience of the world, students develop ideas

which enable them to make sense of the things that they experienced. They

bring these experiences and ideas into the classroom and the aim of science

education is to give explanatory power so that this idea can become useful

concepts. (National Curriculum Council 1989)

According to Harlem, the objectives of learning are various and so should be

the approaches to teaching.

As a teacher, I cannot assume that I am a complete giver of knowledge.

Yet, I am confident that I am the facilitator and the presenter to the students in

exploring and discovering knowledge. However, it is the student’s willingness

to learn will dictate the level of learning, thus, they need to be actively

involved in their education and by doing so, students become active

participants in their own instruction. With this study, it is hoped that the

integration of multimedia technology in my science class would be my students

conduit in acquiring and developing new knowledge and concepts the easier

and fun way of learning.

THE STUDY

I teach science in the 7th grade at BVRHS in EPZA Pulung Cacutud,

Angeles City. I teach five science classes a day which will be considered for this

study. With the use of my personal laptop and modules provided in science I, I

prepared some lessons from the modules through power point presentation.

My data was generated by comparing the students attitude toward learning in

science at the beginning, during and until the conclusion of the study period.

Students attitude and reactions were documented by the students themselves.

More so, teachers reaction and observation including mine are also

documented too. I observe each section that I am handling in the grade 7 at

the beginning and at the end of my study. I choose modules 1, 2 and 3 for the

4th quarter which tackles about the Philippine environment, solar energy,

atmosphere and the seasons and eclipses for the whole duration of 4th grading

period. To determine the effect of technology integration towards learning

science, I administered a survey which contained the following questions; How

do you like having your lessons in science? How enthusiastic are you to learn

science in school? How enthusiastic are you to learn science outside the

school? At the beginning of the 4th quarter, I introduced the topic on locating

places in the globe. With this topic, I began integrating technology into my

science curriculum by making my lessons presented through power point in my

personal computer and flashed it over the projector. With every change of

slides using my presenter, students could not help to form a big o in their lips

and could not keep their smiles and focus on the screen while having my

presentation and discussion. In every presentations that I made, checkpoints

are also prepared for the students as I flashed them on the screen to gauge

how much have they learned and understand the lesson. To my amaze,

students are too excited in giving their answers which could be seen in their

facial expressions and actions as they couldn’t help to shout when getting the

right answers from the checkpoints provided. For the following meetings then,

with the same class, I asked one

student to inform the 7 Blumentritt class to meet me in the media room for

our class. I just can’t help to smile seeing my students, as if in a race running

towards me in the media room and very eager to start the discussion. Each

student in the class was also asked to make a written comment by responding

to the following questions; How will you describe your learning in science

through power point presentation or video? Would you like to have another

presentation on some topics in science? Some of their comments and

suggestions are as follows ;

I hope I could make my own presentation using power point for my

report in science.

I prefer to have our lesson in science using computer and projector.

I like science when being presented over the projector.

I want the teaching in science when lessons are presented with the help

of a computer and projector because it gives us a clear picture of what is

being discussed.

I love to have our science class in the media room.

COLLECTION OF DATA

My collection of data is done through Non- random sampling under convenience type. Determination of the sample size was based on Slovin’s Formula ( Basic statistics with computation and computer application: Edlyn Castillo et.al.) mathematically represented as;

n = N/1+N (e)²

where n= sample size, N= population size, (e)²= margin of error. There are 352 students in the grade 7 class as per records’ available in the principal’s office at BVRHS. Applying the said formula and considering 10% margin of error, I have considered 78 students as my respondents.

RESULTS;

TABLE 1STUDENT’S RESPONSES TO SURVEYS

No. OF STUDENTS - 78

SURVEY QUESTIONS ;1. How do you like having your lesson in science 7?

a. Through written lecture ? b. Through power point / video ?

2. How enthusiastic are you in learning science in school?

a. with the aid of technology? b. with the aid of chalk and board?

3. How enthusiastic are you in making research in science outside the school?

a. researching through books at home? b. researching through internet?

4. If you will be given the chance during your reporting time in science class, would you like to make your own presentation through power point and video?

5. Are you enjoying having your class in science presented with the aid of computer and over the projector?

Strongly agree Agree Neutral Disagree Strongly disagree

Question 1 a. 9% 67% 11% 2% 10% b. 67% 32% 0% 0% 1%Question 2 a. 71% 20% 2% 4% 2% b. 6% 44% 38% 8% 4%Question 3 a. 27% 40% 24% 4% 5% b. 62% 34% 3% 1% 0%

Question 4 a. 59% 23% 17% 1% 0%

Question 5 a. 77% 21% 1% 1% 0%

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Q4 Q5From this result, I could tell that the impact of technology integration

towards the learners interest is greatly affected. From the tables and graphs presented, it shows that 67% of the students agreed to have their lesson in science through power point compared to the 10% rate of those who disagree and prefer to have the lesson through written lecture. On the other hand, 71% responded strongly agree to learn science in school with the aid of technology compared to the 6% who responded strongly agree to have their lesson with the aid of chalk and board method. To sum it up, multi-media technology integration has a positive impact towards the learner’s interest in learning. This is very evident also with the students response of 59% vs. 0% of those who strongly agree to work with their own presentation over the computer. Likewise, 77% vs. 0% of the students responded in enjoying their class having it presented with the aid of computer and projector. Seeing my class excited and eager to have their lesson in the media room is an indication that students lack of interest in having their science class has finally got lessen if not totally eliminated, I suppose. I have 45 students per section in my grade 7 class.

Normally, students would ask me to pack up earlier like 10 minutes earlier before the end of the period but after integrating technology in my science class, my students doesn’t complain a bit even were having over time discussing the lesson and they would even ask me to continue and get over with the topic until I would finished the discussion. My conclusion is that technology integration strategy towards teaching greatly affects the interest of the students. It gives a sense of power, diversity in classrooms and helps develop upon the fundamental building blocks needed for students to achieve more complex ideas and advanced learning among broad topics. (Wikipedia 2009; Technology Integration)

SUGGESTIONS/NEXT PLAN OF ACTION

This research was made possible through the cooperation of my selected science classes, selected teachers like Mrs. Jovita L. Catacutan, Mrs. Elvira R. Manio, Mrs. Sofia Fulminar, Mr. Roberto Ignacio, Mrs.Fely Danganan, Mr. Joven V. Salas, Ms. Nora Lorea, Mrs. Lutgarda DeJesus, Mrs. Jennifer M. Praza, and yours truly who have used the media room for technology integration strategy and of course , my principal, Mrs. Elvira l. Marquez who actually gave me the idea to start this study. With this, my enthusiasm to integrate technology in my daily dealings with the students greatly increase. More so, I found myself looking forward that my grade 7 students could make their own presentation in some of the science topics using power point and with animations too for their reports. And last but not the least, further improvement of the newly develop media room for the 1st and 2nd year used to achieve the goals of this study , that is, to integrate multi-media technology in every teachers curriculum, a more interesting and lively discussions and make the students learn to make their own presentation for their reports.

. Literature Review Hollis, J. (1995) Action Research: Perspectives from Teachers’ Classrooms.

Harlen, W. (1993). The teaching of science. London: David Fulton Publishers.

National Curriculum Council. (1989).Science: Non-statutory guidance.York, England.

Wikipedia 2009; Technology Integration