HomeInternational Research and Innovation Journal on Education, Engineering and Agriculturevol. 1 no. 1 (2024)

Effectiveness of a Contextualized Interactive Multimedia for Grade 8 Science Students

Richard G Cadizal | Ma. Cristina Bandarlipe

Discipline: Education



The Computer-Assisted Instruction is undertaken widely to catch interest and to improve student’s performance. This Descriptive and Quasi- Experimental research was anchored in determining the effects of the developed and validated Contextualized Interactive Multimedia (CIMM) to the non-equivalent groups of grade 8 students of Tanglag National High School in their Science subject. To determine the level of interest of the population toward Science subject, the researcher utilized a 10-item surveyquestionnaire called Test of Related Science Attitude (TORSA). Additionally, a researcher-made pretest and posttest questionnaires were administered to determine the academic performance of the respondents. Findings showed that there is an increase in the academic performance and interest toward Science of the experimental group who was exposed to the CIMMs. Moreover, significant differences do not exist between the results of the posttests of both groups. However, a significant difference can be noted between the controlled and experimental groups’ attitude toward Science subjects after the implementation of the intervention.


  1. Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran Encyclopedia of human behaviour (Vol.4, pp.71-81). New York: Academic Press.
  2. Calmorin, L. 2004. Measurement and evaluation (3rd ed). Manila: National Book Store, Inc. Carag, E. & Carag, C. (2004). Guide to educational evaluation: a handbook. Quezon City: Great Books Publishing.
  3. Chen, Y. T. (2012). A study of learning effects on e-learning with interactive thematic video. Journal of Educational Computing Research, 47 (3), 279-292.
  4. Laguardia, J. K. R. (2015). Development and validation of interactive lessons in selected topics in chemistry. Don Mariano Marcos Memorial State University- South La Union Campus, Agoo, La Union.
  5. Leow, F.T. & Neo, M. (2014). Interactive multimedia learning: innovating classroom education in a malaysian university. TOJET: The Turkish Online Journal of Educational Technology, 13(2).
  6. Mazzeo, C., Rab, S. Y, & Alssid, J. 1. (2003). Building bridges to college and careers: Contextualized basic skills programs at community colleges. Brooklyn, NY and San Francisco, CA: Workforce Strategy Center.
  7. Newman, J. (1996). Teachers' attitudes and policies regarding play in elementary schools. Retrieved on August 13, 2014 from https://doi.org/10.1002/(SICI)1520- 6807(199601)33:1<61:AID-ITS8>3.0.CO;2-Z
  8. O’ Conner JP (2003). Innovations in Science and Technology Education. (Vol.3). Paris: UNESCO Publication.
  9. Oloruntegbe K. O., Akinsete, A.M., Ayeni E.O., & Alam, G. (2010). Rethinking development sustainability of African economy: The roles of science education. Afr. J. Bus Manage, 4 (6): 811-819.
  10. Penger, S., Znidarsic J., & Dimovski, V., (2011). Experiential learning and management education: empirical research and implications for practice in higher education in sloven. International Journal of Management & Information Systems, 15 (1).
  11. Pingol, J.R., Villanueva, R.M., & Tapang, G., (2015). Proceedings from the Asian Conference on Education & International Development: VISSER: Addressing the Need for Modern Science Laboratories in the Philippines. University of the Philippines Diliman, Philippines.
  12. Rathburn, M. (2015). Building connections through contextualized learning in an undergraduate course on scientific and mathematical literacy. Mount Royal University.
  13. Robberecht, R. (n.d.). Interactive Nonlinear Learning Environments. Department of Rangeland Ecology, University of Idaho, Moscow, ID, USA.
  14. Savery, J.R. (2006). Overview of Problem-based learning; Definitions and distinctions.
  15. Interdisciplinary Journal of Problem-based Learning.
  16. Teoh, B. & Neo, T. (2014). Interactive multimedia learning: students’ attitudes and learning impact in an animation course. Centre for Innovative Education(CINE), Faculty of Creative Multimedia, Multimedia University, Malaysia.
  17. Ucar, F. & Sung, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science and Technological Education. DOI: 10.1080/02635143.2017.1278684
  18. Ultanir, E. (2012). An Epistemological glance at the constructivist approach: constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2).
  19. United Nations Educational, Scientific and Cultural Organization (2000).