Action Research Workshop Output

R E P U B L I K A N G P I L I P I N A S

K A G A W A R A N N G E D U K A S Y O NREHIYON XI

SANGAY NG LUNGSOD NG DABAWLUNGSOD NG DABAW

TIN: 000-863-958TEL. NOS. 224-3274/224-0100/224-3274/227-4726221-0059/222-1672/221-8587/224-0854/225-3600

Research – Workshop Output Template No. 1:I. Problem Sensing and Concept Development

Name: MORRIS JOHN I. LOBETOS School: Maa National High School District: 1

Problem: Poor performance in solving the parts of similar right triangles.

Objective: To increase the performance in solving the parts of similar right triangles.

Variables identified and the Concept Framework:

Independent Dependent

Topic: Applying Multimedia instruction and the performance in solving the parts of similar right triangles.

Problem Statements:

1. What is the pre-test scores in solving parts of similar right triangles.?2. What is the post-test scores in solving parts of similar right triangles.?3. Is there a significant difference between the pre-test score and the post test

score?4. What is the magnitude of effect of the intervention to the

performance in solving parts of similar right triangles?Operational Definition of Terms:

1. Multimedia Instruction- refers to the use of computer based instruction particularly the use of power points and audio-visual teaching aids.

2. Performance in solving the parts of similar right triangle-refers to the level of achievement of students.

Reviewed by the Division Research TWG Member: __________________________Noted by the School Principal ___________________________and PSDS: _____________________Approved the Division Research Coordinator: Elsie E. Gagabe, PhDDate: __________________________

Applying Multimedia Instruction

Performance in solving the parts of similar right triangle




TIN: 000-863-958TEL. NOS. 224-3274/224-0100/224-3274/227-4726221-0059/222-1672/221-8587/224-0854/225-3600

Research – Workshop Output Template No. 2:2. Method


Research Design: The researcher made use of descriptive-comparative research design.

Respondents and Sampling Technique:The respondents of the study were the 45students of Grade 9 section Garcia of Maa National High School. Purposive sampling was use to select the respondents of the study.

Research Locale: The research was conducted at Grade 9 section Garcia of Maa National High School, Maa Davao City.

Types of Data Used: The researcher used nominal data.

Statistical Treatment:1. Mean2. Standard Deviation 3. Paired Sample T-test4. Eta squared





TIN: 000-863-958TEL. NOS. 224-3274/224-0100/224-3274/227-4726221-0059/222-1672/221-8587/224-0854/225-3600

Research – Workshop Output Template No. 3:3. Results and Discussion


Presentation, Analysis and Interpretation of Data:(this part shall be the presentation of the results of the analysed and interpreted collected data. Tabular presentation must be presented before textual presentation)

Results and Discussion

The following are presentation of the results and discussion of implications of the study. It is presented through a tabular and textual form.This section displays the analysis of the data collated and was given significant

interpretation.

Pre-test Scores of the Respondents

Table 1. Scores before the Implementation of Multimedia Instruction

Test n sd Mean Descriptive Interpretation

Pretest 45 1.48 3.20 Low

The first table depicts the scores of the respondents before the implementation of

Multimedia instruction which generated a mean rating of 3.20 and interpreted as low.

Posttest Scores of the Respondents

Table 2. Scores after the Implementation of Multimedia Instruction

Test n sd Mean Descriptive Interpretation

Posttest 45 1.17 7.22 High

Table 2 highlights the scores of the respondents after the implementation of

Multimedia instruction which obtained a mean rating of 7.22 and can be described as

high.

Significant Difference between the Pretest and Posttest Scores of the Respondents


Table 3. Test on the Significant Difference between the Pretest and Posttest Scores of the Respondents

Test n df t- value p- value Decision

Pretest- Posttest 45 44 -14.57 .00 Significant

The table above exemplifies the test on the significant difference between the pretest

and posttest scores of the respondents which registered a t- value of -14.57 with a p-

value of .00 which is lesser than .05 level of significance indicating significant. The

result implies that there is a significant difference between the pretest and posttest

scores of the respondents. It reveals that the respondents who were subjected to the

Multimedia instruction have gained significant learning or developed mastery in

solving the parts of similar right triangles.

The result above is supported by the findings of (Garrison, 2001;Mitchell,

2001; Shephard, 2003; Liles,2004; Palmer, 2007). Multimedia resources had been

regarded as powerful aid that enhance teaching and learning in various disciplines

including language learning, science, mathematics, engineering, business, etc.

Effect of Multimedia Instruction to the Performance of Respondents in Solving the Parts of Similar Triangles

Table 4. Effect Size of Multimedia Instructionn t- value Eta- Squared Remarks

45 -14.57 .83 Large

The fourth table depicts the effect of Multimedia instruction to the performance of

students in solving the parts of similar right triangles. The Eta- squared value

tallies .83 which signifies large effect. Thus, Multimedia instruction significantly

contributed a large effect on the performance of students in solving the parts of

similar right triangles.





TIN: 000-863-958TEL. NOS. 224-3274/224-0100/224-3274/227-4726221-0059/222-1672/221-8587/224-0854/225-3600

Research – Workshop Output Template No. 3:4. Conclusion and Recommendation


Based on the findings of the study, the following conclusions were drawn:

1. The scores of the respondents before the implementation of Multimedia

instruction were low.

2. The scores of the respondents after the implementation of Multimedia

instruction were high.

3. There was significant difference in the scores of the respondents before

and after the implementation of Multimedia instruction.

4. The effect of Multimedia instruction to the performance of the respondents

in solving the parts of similar right triangles was large.

Recommendations

Based on the conclusions drawn, the following were offered:

1. Intensify the application of Multimedia instruction to topics that deals with

visual images especially in Geometry.

2. It should be adopted as one of the teaching strategies in handling or

teaching Mathematics lessons.

3. Curriculum planners and Math teachers could make use of multimedia

presentation for effective delivery of the lesson in schools that can help hone the

multiple intelligences of the learners.

4. Conduct similar studies to validate its findings.





TIN: 000-863-958TEL. NOS. 224-3274/224-0100/224-3274/227-4726221-0059/222-1672/221-8587/224-0854/225-3600

The Final Paper: The complete output(Please refer to Katigaman Research Journal the standard format presentation)This shall be 4 – 8 pages

AbstractIntroductionMethodResults and DiscussionConclusionRecommendation

Note:The District will make a certificate of completion recognizing the author that the research results have been utilized in the School and or District Level or much better in the Division or Regional Level.


Documents

Action Research Workshop Output