Home⇛JPAIR Institutional Research Journal⇛vol. 24 no. 1 (2025)

Relationship between the Extent of Utilization of Multimedia-Assisted Instruction of English Reading Teachers and Pupils’ Academic Performance

Rubelie R. Popera | Gerlie D. Cutab

Discipline: Teacher Training

 

Abstract:

This study investigated the extent of multimedia-assisted instruction utilization by English reading teachers and its relationship on the academic performance of their pupils. Using a descriptive-correlational research design, data were collected from 60 English reading teachers and their corresponding pupils. Descriptive statistics summarized the teachers' profile and multimedia utilization levels, while Pearson's correlation measured the relationship between multimedia usage and pupils' academic outcomes. Analysis of Variance (ANOVA) was employed to determine whether there were significant differences in the extent of multimedia-assisted instruction utilization among teachers across their profile variables such as age, years of teaching experience, and highest educational attainment. Results revealed a significant but low positive correlation between the extent of multimedia-assisted instruction by teachers and pupils’ academic performance, indicating that increased use of multimedia tools modestly enhances learning outcomes. The academic performance of pupils was found to be generally satisfactory, indicating that most students met or exceeded the expected learning outcomes during the study period. Analysis of Variance (ANOVA) revealed that among the teacher profile variables, the highest educational attainment significantly influenced the extent to which multimedia- assisted instruction was utilized. Teachers with higher educational qualifications tended to use multimedia tools more extensively in their teaching. These results highlight the importance of continuous professional development in enhancing multimedia instructional practices that support improved student performance. Recommendations include sustained professional development and targeted interventions to optimize multimedia use in the classroom.



References:

  1. Abubakar, U., Ogunlade, O. O., & Ibrahim, H. A. (2024). The influence of technology-integrated curriculum resources on student engagement and academic achievement in higher education. Advances in Mobile Learning Educational Research, 4(2), 1208-1223. 10.25082/AMLER.2024.02.014
  2. Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students' attitudes toward Biology. International Journal on Studies in Education, 2(2), 119-133.
  3. Alhazmi, K. (2024). The effect of multimedia on vocabulary learning and retention. World Journal of English Language, 14(6). https://doi.org/10.5430/wjel.v14n6p390
  4. Al-Rashidi, A. H. (2025). Does digital task-based instruction make a difference in EFL university students' motivation in Saudi Arabia? An Active theory perspective. Learning and Motivation, 90, 102115. https://doi.org/10.1016/j.lmot.2025.102115
  5. Amirova, N. (2025). Traditional vs. Non-Traditional Teaching in Secondary Education: A Comparative Analysis. Porta Universorum, 1(3), 101-109. https://doi.org/10.69760/portuni.010309
  6. Asikin, N. A. (2025). Bridging the literacy gap with integrated media: empowering elementary students to thrive. Indonesian EFL Journal, 11(1), 67-78. https://doi.org/10.25134/ieflj.v10i1.9329
  7. Asysyura, F., Adnan, A., & Faisal, F. (2023). The Effect of Interactive Multimedia on Students' Cognitive Learning Outcomes on System Materials. Biodidaktika: Jurnal Biologi Dan Pembelajarannya, 18(1), 9. DOI. 10.30870/biodidaktika.v18i1.17808
  8. Aziz, F. (2023). Multimedia-Assisted Learning in 2D Animation Education. Jurnal Ekspresi: Desain Komunikasi Visual dan Seni, 1(02), 46-53. https://seaninstitute.or.id/bersinar/index.php/ekspresi/article/view/107
  9. Basheer, A., Gulacar, O., Sindiani, A., & Eilks, I. (2025). The Impact of an Intervention on Plastics and Bioplastics on Pre-Service Science Teachers' Green Chemistry and Sustainability Awareness and Their Attitudes Toward Environmental Education. Education Sciences, 15(3), 322. https://doi.org/10.3390/educsci15030322
  10. Basilio, M. B. (2024). Redefining Education Through EDCOM 2 Report-Towards Transformative Educational Reform in the Philippines (Insights, Implications, and Ways Forward). https://doi.org/10.17613/gx1m-6372
  11. Bechtold, S. W. (2023). The Cognitive Theory of Multimedia Learning: The Impact of Social Cues. In Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 561-574). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-17461-7_60
  12. Bernaschina, D. (2023). Inclusive metaverse in media arts education: New innovative-methodological proposal for inclusive school. Metaverse, 4(2). doi: 10.54517/met.v4i2.2273
  13. Camacho, R. C. (2025). Utilization of animated words to ponder as motivational tool in teaching grade 12 literature in san pedro college of business administration. Ignatian International Journal for Multidisciplinary Research, 3(1), 160-183, ISSN: 2984-9942, 2025. https://doi.org/10.17613/e8wva-psk80
  14. Chango, W., Lara, J. A., Cerezo, R., & Romero, C. (2022). A review on data fusion in multimodal learning analytics and educational data mining. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 12(4), e1458. https://doi.org/10.1002/widm.1458
  15. Department of Education. (2024, January 10). DepEd MEMORANDUM No.001 s. 2024 IMPLEMENTATION OF CATCH-UP FRIDAYS. https://www.deped.gov.ph/wp-content/uploads/DM_s2024_001.pdf.
  16. George, A. S. (2024). Technology Tension in Schools: Addressing the Complex Impacts of Digital Advances on Teaching, Learning, and Wellbeing. Partners Universal Multidisciplinary Research Journal, 1(3), 49-65. https://doi.org/10.5281/zenodo.13743163
  17. Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online journal of educational technology, 4(2), 38-57.
  18. Giangrande, N., White, R. M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., & Penha-Lopes, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge. Sustainability, 11(10), 2832. https://doi.org/10.3390/su11102832
  19. Goyibova, N., Muslimov, N., Sabirova, G., Kadirova, N., & Samatova, B. (2025). Differentiation approach in education: Tailoring instruction for diverse learner needs. MethodsX, 103163. https://doi.org/10.1016/j.mex.2025.103163
  20. Hadi, W., Yuksafa, R., Yarmi, G., Safitri, D., Lestari, I., Suntari, Y., ... & Iskandar, R. (2022). Enhancement of Students' Learning Outcomes through Interactive Multimedia. Int. J. Interact. Mob. Technol., 16(7), 82-98. https://doi.org/10.3991/ijim.v16i07.25825
  21. Huang, F., & Teo, T. (2020). Influence of teacher-perceived organisational culture and school policy on Chinese teachers' intention to use technology: An extension of technology acceptance model. Educational Technology Research and Development, 68(3), 1547-1567. https://doi.org/10.1007/s11423-019-09722-y
  22. Idulog, M. V., Gadiano, R., Toledo, E., Hermosada, M., Casaldon, H., Mariposa, M., ... & Bautista, R. (2023). Filipino students' reading abilities: A note on the challenges and potential areas for improvement. https://doi.org/10.57092/ijetz.v2i2.128
  23. Isaeva, R., Karasartova, N., Dznunusnalieva, K., Mirzoeva, K., & Mokliuk, M. (2025). Enhancing learning effectiveness through adaptive learning platforms and emerging computer technologies in education. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 9(1), 144-160. https://doi.org/10.22437/jiituj.v9i1.37967 \
  24. Kassim, A., & Nordin, M. N. (2024). an Effective Teaching Aids Using Visual, Auditory and Kinesthetic Learning Styles for Students With Special Needs. Special Education [SE], 2(1), e0009-e0009. https://doi.org/10.59055/se.v2i1.9
  25. Kee, T., Zhang, H., & King, R. B. (2024). An empirical study on immersive technology in synchronous hybrid learning in design education. International Journal of Technology and Design Education, 34(3), 1243-1273. https://doi.org/10.1007/s10798-023-09855-5
  26. Knoster, K. C. (2021). Pandemic pedagogy: A Zoom teaching experiment using cognitive theory of multimedia learning principles of multimedia design. West Virginia University. https://doi.org/10.33915/etd.8322
  27. Kotiash, I., Shevchuk, I., Borysonok, M., Matviienko, I., Popov, M., Terekhov, V., & Kuchai, O. (2022). Possibilities of using Multimedia technologies in Education. International Journal of Computer Science and Network Security, 22(6), 727-732. https://doi.org/10.22937/IJCSNS.2022.22.6.91
  28. Lee, J., Ciftci, O., & Kraft, M. A. (2020). The role of principals in supporting teachers' professional development: Fulfilling basic psychological needs. Frontiers in Psychology, 11, 561. https://doi.org/10.3389/fpsyg.2020.00561
  29. Leong, M. Y., Kwan, J. H., & Ming, L. M. (2021). Technology readiness and UTAUT2 in e-wallet adoption in a developing country. F1000Research, 10, 863. 10.12688/f1000research.72853.1
  30. Lin, Y., & Yu, Z. (2025). Learner perceptions of artificial intelligence-generated pedagogical agents in language learning videos: Embodiment effects on technology acceptance. International Journal of Human-Computer Interaction, 41(2), 1606-1627. https://doi.org/10.1080/10447318.2024.2359222
  31. Liu, Y., & Gu, X. (2020). Media multitasking, attention, and comprehension: A deep investigation into fragmented reading. Educational Technology Research and Development, 68(1), 67-87. https://doi.org/10.1007/s11423-019-09667-2
  32. Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41(1), 31-48.
  33. Nurhayati, S., Fitri, A., Amir, R., & Zalisman, Z. (2024). Analysis of the implementation of training on digital-based learning media to enhance teachers' digital literacy. AL-ISHLAH: Jurnal Pendidikan, 16(1), 545-557. https://doi.org/10.35445/alishlah.v16i1.4029
  34. Özdemir, O., Karaçoban, F., & Efendioğlu, A. (2024). Improving Students' Reading Comprehension Performance in Elementary Schools: The Impact of Various Multimedia Animation Types. Reading & Writing Quarterly, 1-17. https://doi.org/10.1080/10573569.2024.2435889
  35. Papanikolaou, K., Makri, K., & Roussos, P. (2023). University teachers' profiles based on digital innovativeness and adaptability: Implications for instructional change during the COVID-19 pandemic. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11748-y
  36. Philippine Institute for Development Studies. (2024, May). Nonreaders in high school: DepEd remains concerned over reading crisis [Press release]. https://www.pids.gov.ph/details/non-readers-in-high-school?utm_source=chatgpt.com
  37. Qasserras, L. (2024). The role of visual learning aids across diverse learning styles in high school education. European Journal of Applied Linguistics Studies, 7(2). http://dx.doi.org/10.46827/ejals.v7i2.550
  38. Salamah, M. J. B., Albadarneh, A. M., Awais, B. E., Daradkah, A. M., Hourieh, A. H., Mahmoud, A. M., ... & Ali, S. A. (2024). Digital leadership Competencies in Achieving the Readiness of Arab Universities for Digital Transformation According to ISTE-A standards for Sustainable Development. Journal of Ecohumanism, 3(8), 11220-11255. https://doi.org/10.62754/joe.v3i8.5725
  39. Shakeel, S. I., Al Mamun, M. A., & Haolader, M. F. A. (2023). Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh. Education and Information Technologies, 28(6), 7601-7630. https://doi.org/10.1007/s10639-022-11471-0
  40. Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 34(2), 677-715. https://doi.org/10.1007/s10648-021-09653-2
  41. Smith, B. E., Pacheco, M. B., & Khorosheva, M. (2021). Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms. Reading Research Quarterly, 56(1), 33-52. https://doi.org/10.1002/rrq.298
  42. Spjeldnæs, K., & Karlsen, F. (2024). How digital devices transform literary reading: The impact of e-books, audiobooks and online life on reading habits. New media & society, 26(8), 4808-4824. https://doi.org/10.1177/1461444822112616
  43. Sudarmo, S., Arifin, A., Pattiasina, P. J., Wirawan, V., & Aslan, A. (2021). The future of instruction media in Indonesian education: Systematic review. Al-Ishlah: Jurnal Pendidikan, 13(2), 1302-1311. https://doi.org/10.35445/alishlah.v13i2.542
  44. Tang, T. L. P., & Austin, M. J. (2009). Students' perceptions of teaching technologies, application of technologies, and academic performance. Computers & education, 53(4), 1241-1255. https://doi.org/10.1016/j.compedu.2009.06.007
  45. Tang, X., Zainal, S. R. B. M., & Li, Q. (2023). Multimedia use and its impact on the effectiveness of educators: a technology acceptance model perspective. Humanities and Social Sciences Communications, 10(1), 1-11. https://doi.org/10.1057/s41599-023-02458-4
  46. Taş, Ş. (2024). Improving students' pronunciation skills through watching videos and audio recordings. https://hdl.handle.net/20.500.12452/19222
  47. Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. 10.1016/j.amsu.2021.01.051
  48. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development (A/RES/70/1). https://sdgs.un.org/goals/goal4
  49. Waang, P. (2023). Maximizing the potential of multimedia in Indonesia: Enhancing engagement, accessibility, and learning outcomes. Journal of Appropriate Technology, 9(3), 235-245. https://doi.org/10.37675/jat.2023.00409
  50. Wu, S. (2024). Application of multimedia technology to innovative vocational education on learning satisfaction in China. Plos one, 19(2), e0298861. https://doi.org/10.1371/journal.pone.0298861
  51. Zamri, N., Mansor, N. A., & Fatzel, F. H. M. (2023). My e-Mind Maps: A Multi-modal Approach Engaging Visual and Auditory Learning Styles. APS, 67. DOI: 10.5281/zenodo.8196786

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic