ABSTRACT

This study entitled: “ Utilization Of Multimedia Approaches In Developing Pupils’

Writing Skills” was implemented in Lubo Elementary School in the District of Jalajala,

Division of Rizal. The respondents of the study are the 29 pupils who are currently enrolled

in during school year 2018 – 2019.

This study provides some simple new activities and methods to improve pupils' basic

writing skills in an interesting manner so that common errors and mistakes done by the

pupils can be reduced when they write about persons, places and things especially in

journalism. Moreover, these activities can be used from grade five to senior high school

as this is a common area of writing though the expected volume of the text is different

according to the grade. Thus, the Filipino-writing teachers and the non-Filipino teachers

who teach Filipino and Journalism too will be benefited from this study more or less. This

study will be an example for those who like to do simple action researches to develop their

day to day work and their professional standard.

From the results, the null hypothesis states that there is no significant difference among

the Multimedia approaches to the writing skills of 29 Grade 5-pupils of Lubo Elementary

school is rejected. It is statistically found based on the test as evaluated by the researcher

the computed P-value is less than the significance level of 0.05 thus rejecting the null

hypothesis and concluded that various Multimedia approaches is significantly different in

the writing skills of the pupils.

The result shows that Multimedia approaches are effective in developing writing skills

of the pupils. This improvement of narrative writing skill results from the application of

different multimedia approaches that helps the students develop idea into a systematical

narrative.
 UTILIZATION OF MULTIMEDIA APPROACHES
IN DEVELOPING PUPILS’ WRITING SKILLS

CONTEXT AND RATIONALE

Writing is one of the most important skills in learning a new language. It is a productive

skill. It is the act of putting down the graphic symbols that present a language in order to

convey some meaning so that the reader can grasp the information which the writer has

tried to impart.

Writing could be perceived as a complex process that requires many skills like mental,

psychological, rhetorical and critical aspects. It is the system of written symbols which

represents the sounds, syllables or words of language. A skill that requires different

mechanisms as capitalization, spelling and punctuation, word form and function. It helps

to convey the meaning clearly. So, writing is an activity to improve our understanding of

any subject. It is the ability not only to put ideas from mind to paper but also to generate

more meaning and make ideas clear.

According to Parr (2013), writing is a complex activity and there is no consensus on

an appropriate teaching strategy in the research literature on writing.

In elementary school, children are encountering the elements of writing for the first

time, from the formation of letters, to organizing their ideas, to using correct grammar,

punctuation, and spelling. Elementary school pupils are expected to advance from learning

the rules of writing to automatically applying those rules beginning in grade four. By the

end of elementary school, child should write independently and produce multiple-

paragraph essays that contain formal introductions, supporting evidence, and conclusions.

Social work educators concur that writing and critical thinking are basic components of

effective practice, yet students are often deficient in these skills (Jani & Mellinger, 2015).
 In order to address these concerns, a blend of technology integration and the use of

different multimedia approaches are suggested in this paper.

There is a growing body of research on using collaborative platforms such as Blogs,

Wikis and Google docs for teaching writing. But, there is a paucity of research on

integrating multimedia for teaching writing. Previous studies on multimedia deal with online

environments. Using offline tasks and multimedia components such as multimedia mind

maps, graphic organizers, videos, audios, films, songs and presentation tools for teaching

writing are scarce. Therefore, this study attempts to blend online and offline tools for

teaching writing.

This study provides sufficient evidence for integrating multimedia and call for teachers

to understand how children’s writing develops in order to provide the best instruction for

each individual student.

One of the problem nowadays, pupils wasn’t able to answer a certain questions and

explain in through their own words. Pupils were not able to express their thought through

writing.

In the beginning of the school year, the researcher noticed that the respondents were

not got in writing and have no idea how to write, a sentence, paragraph and an explanation.

Since the researcher once a professor of Media and Information Literacy (MIL), he wanted

to utilize the different multimedia approaches and new technologies available inside the

classroom in developing pupils’ writing skills.

This study provides some simple new activities and methods to improve pupils' basic

writing skills in an interesting manner so that common errors and mistakes done by the

pupils can be reduced when they write about persons, places and things especially in

journalism. Moreover, these activities can be used from grade five to senior high school

as this is a common area of writing though the expected volume of the text is different

according to the grade. Thus, the Filipino-writing teachers and the non-Filipino teachers

who teach Filipino and Journalism too will be benefited from this study more or less. This
 study will be an example for those who like to do simple action researches to develop their

day to day work and their professional standard.

REVIEW OF RELATED LITERATURE

Multimedia is one of the important innovations in the field of educational technology to

improve the process and product of teaching – learning. The multimedia approach

consisting of the use of many appropriate and carefully selected devices, techniques and

media in such a combination as to yield in the most effective realization of the teaching-

learning objectives in a best possible way.

The term multimedia approach to teaching – learning may be referred to the use of

appropriate and carefully selected varieties of learning experiences which when presented

to the learner through selected teaching strategies, will reinforce and strengthen one

another in such a way that the learner will achieve predetermined objectives in an effective

way.

Multimedia approach to teaching – learning can be classified in different ways. These

media are so selected and planned as to yield in best possible results in a most appropriate

economical combination.

The use of multimedia in classroom cannot be denied anymore. That will make possible

for teachers giving more opportunity to students being happier and more enjoy during the

course.

According to Conole (2013), teachers and designers should engage in interventions and

learning activities that are pedagogically informed and make effective use of technology.

Keppell, Suddaby & Hard (2015) state that practical engagement techniques are important in

technology integration and such strategies should become a standard practice. Nerantzi

&Gossman (2015) in their exploratory research have concluded that an (Information and

Communications Technology) ICT environment has the potential to increase learner

 engagement and performance. Other recent studies that advocate this view are Tour (2015)

and Lakkala & Ilomaki (2015). These studies provide technological solutions to the writing

problems.

According to Chiu (2015), technology-enhanced learning environment needs to be

supported by suitable learning materials and strategies for enhanced learning outcomes.

Nerantzi & Gossman (2015) in their exploratory research have concluded that an

(Information and Communications Technology) ICT environment has the potential to

increase learner engagement and performance.

The study of Chiu, Nerantzi ans Gossman are both related to the present study since

the use of modern technology are utilized to determine its effectiveness in developing

writing skills of the respondents.

Studies by Truong & Zanzucchi (2012) suggested that multimedia plays an important

role in improving students’ writing skill. To enhance the writing skill of the learners they

recommended the use of multimedia instruction such as video essays, audio-based

feedback, and electronic portfolios

Charles and Natalia (2016) investigated the impact of multimedia instruction for the

improvement of writing ability in English. Their study indicated that multimedia integration

facilitated the writing skills.

These studies and literatures are correlated to the present studies since multimedia

were employed to determine the writing skills of the grade 5 pupils of Lubo Elementary

School.

RESEARCH QUESTIONS

Among different skills, writing covers the most of the weightage in the assessment

processes. During class interaction, pupils find difficulties in expressing their thought. So,

when a certain pupil can’t speak or explain his/her comprehension it means he/she can’t

write it also. In the present situation of Grade 5 pupils in Lubo Elementary School, the
researcher found out that this class is quite weak in the writing skills in preliminary

observation. In this situation, the researcher thought to be worthwhile to look over their

writing abilities by providing progress tests through teaching focusing on the major

problems of writing.

The research was conducted to seek answer the following questions:

1. What are the Multimedia Approaches to develop pupils’ writing skills?

1.1. Text Media

1.1.1. Story Reading (includes Retelling, Rewriting)

1.1.2. News Clippings

1.1.3. Essay Writing

1.2. Graphics Media

1.2.1. Graphic Organizers

1.2.2. Pictures, Posters

1.2.3. Mind maps

1.2.4. Outline

1.3. Sound Media

1.3.1. News Broadcasts

1.3.2. Story Listening

1.4. Animation and Video Media

1.4.1. Movie / Video Clips

2. Which Multimedia approaches are effective in developing the writing skills of the

pupils?

3. Is there significant difference on the Multimedia approaches in developing the

writing skills of the pupils?

SIGNIFICANCE OF THE STUDY

This study provides sufficient evidence for integrating multimedia and call for teachers

to understand how children’s writing develops in order to provide the best instruction for

each individual student.

One of the problem nowadays, pupils wasn’t able to answer a certain questions and

explain in through their own words. Pupils were not able to express their thought through

writing.

This study provides some simple new activities and methods to improve pupils' basic

writing skills in an interesting manner so that common errors and mistakes done by the

pupils can be reduced when they write about persons, places and things especially in

journalism. Moreover, these activities can be used from grade five to senior high school

as this is a common area of writing though the expected volume of the text is different

according to the grade. Thus, the Filipino-writing teachers and the non-Filipino teachers

who teach Filipino and Journalism too will be benefited from this study more or less. This

study will be an example for those who like to do simple action researches to develop their

day to day work and their professional standard.

SCOPE AND LIMITATION

During multimedia approaches integration, the pupils and the researcher

encountered problems due to some interruption of time as in the original plan.

Therefore, the researcher includes the different multimedia approaches in developing

writing skills in the assessment part of the lessons like in Edukasyon sa Pagpapakatao,

Araling Panlipunan, Filipino and EPP. So, the even pacing of the tasks was a

constraint. The analysis is based on a limited corpus of data (29 samples).

Although the researcher planned to have sessions weekly he had to work once a

month due to other programs related to teaching learning process. For instance, once
 some pupils had to participate in an aesthetic competition or a seminar and meetings.

Thus, proper continuation of the process was very difficult. Therefore, pupils might

have forgotten the previous day’s work. However, some pupils who were regular

attendants have improved their writing to some extent. By and large some pupils made

the same mistake at the end too. Therefore, the next cycle, on the basis of findings of

this action research is to be started. This is only a small attempt to dive to the bottom

of the national issue.

An intensive study of a large sample size and a varied population could yield an

authentic result. A short time span (five weeks) was required for this study. An

extended time span would have been even more effective. The material design was

not limited to only one approaches. The study could also be extended to other genres

of writing. The theoretical base was restricted to the principles of Mayer’s Cognitive

Theory of Multimedia Learning. The major limitation of the study is that the scripts were

evaluated by only one rater. Further research with a larger population, extended time

span, more variables and on different genres of writing would be some interesting

areas to explore for further researchers.

PROPOSE INNOVATION, INTERVENTION AND STRATEGY

The following are the multimedia approaches that will be used as a tool to

develop writing skills of the respondents.

 Story Reading (includes Retelling, Rewriting)

 News Clippings

 Essay Writing

 Graphic Organizers

 Pictures, Posters

 Mind maps
  Outline

 News Broadcasts

 Story Listening

 Movie / Video Clips

The principles of Mayer’s Cognitive Theory of Multimedia Learning (CTML) form a

theoretical basis for this study. Mayer (2005) deals with the different principles of

multimedia learning. Some of the principles that are applied in this study are i)

Multimedia Principle: people learn from words and pictures rather than words alone, ii)

Modality Principle: effective learning takes place when the input is given in different

modes, iii) Coherence Principle: people learn better when extraneous material is

excluded, iv) Signalling Principle: people learn better when cues that highlight the

organization of the material is added, v) Temporal Contiguity Principle : people learn

better when corresponding words and pictures are presented at the same time rather

than in succession, vi) Segmenting Principle – people learn better when a multimedia

lesson is presented in user-paced segments , vii) Pre-training Principle: people learn

more deeply when they receive pre-training on the use of multimedia tools, and viii)

Personalization Principle: people learn effectively from a multimedia presentation

when it is personalized. The principles applied in the present study appear to be a

promising mandate for designing multimedia tasks at tertiary level ESL writing

classrooms.

These approaches will be incorporated in any subjects in the assessment part of

the lesson plan as fitted to apply in the lesson in order to facilitate this study. In all of

these multimedia approaches to improve pupils’ writing skills, pupils must include many

aspects. Understanding and implementing self-monitoring strategies can help pupils

make sure that they include all the needed parts. By providing explicit instruction and

teacher modeling in these areas, teachers can examine how and if this type of

instruction helps students develop in the area of writing. Explicit instruction is needed
 in the instruction of writing strategies. Teachers directly teach and model how and

when to use a specific strategy/approaches. In doing so, it leaves for little

misunderstanding of how and when to use each strategy. In addition, repetitive

modeling of strategies helps students practice often before carrying them out

independently.

METHODOLOGY

The desired and suitable research design for this research will be the Action Research

as the subject for this research will be the creative writing skills of grade five students after

observing that the students’ performance and result was not as expected.

The researchers determined action research for this study. During the research,

interventions will make it consistently. These interventions include the use of different

multimedia approaches such as multimedia mind maps, graphic organizers, film/video

clips, audios, for reinforcing the vocabulary of the students. Furthermore, the pupils will be

given a list of words on a regular basis through which they were able to learn more words.

The students will also provide with the opportunities to use the new words which they had

learned.

a. Sampling

The population for the study consists of 29 pupils from Grade 5-Apitong of Lubo

Elementary School.

b. Data Collection

The researcher will ask permission to School Principal in conducting the study.

The researcher had to identified the weaknesses and difficulties of his respondents

in terms of writing composition.

 A test of questions from an essay using different multimedia approaches will

be administered to the whole class. The test will determine the pupils’ ability to

comprehend the necessary knowledge to develop their writing skills.

The lesson in the intervention will be facilitated by the researcher. Different

multimedia approaches every session will be used to find the effectivity of these

strategies. The pupils’ work will be corrected and checked according to rubrics that

will be provided by the researcher.

The following statistical tools will be used in answering the problems:

1. To determine the multimedia approaches to use in developing the writing skills of

the pupils, a researcher-made test questionnaires will be used. A pilot study was

conducted to determine the validity of the test.

2. To determine which Multimedia approaches are effective in developing the writing

skills of the pupils the mean percentage of the pupils scores from the test will be

used.

3. To determine the significant difference among the Multimedia approaches in the

writing skills of the pupils with the level of significance at 0.05, the results as

revealed by the test, the Analysis of Variance (ANOVA) will be used.

c. Ethical Issues

Informed consent is the major ethical issue in conducting research.

According to Armiger: "it means that a person knowingly, voluntarily and

intelligently, and in a clear and manifest way, gives his consent"

In order to formally start in conducting the planned action research, the

researcher discussed first the situation of his class in terms of writing skills.

After the discussion has been done, the researcher asked permission to

conduct the study. At the same time, the researcher also asked the 100%

participation of his class to the study without telling the topic of the study.
 d. Plan for Data Analysis

The study was limited to a grade 5 Apitong of Lubo Elementary School in the

District of Jalajala. The study will be limited in the word level and sentence level at

grammatical units, number of paragraphs, punctuation and cohesion and

coherence as mechanics of writing. Their output will be corrected through rubrics

and it will be recorded. After conducting several strategies, the researcher will do

the necessary assessment whether the multimedia approaches are effective.

The respondents will be given a questionnaire about how effective the

approaches. And then, it will be ranked accordingly.

DISCUSSION OF RESULTS AND REFELECTION

This study entitled: “ Utilization Of Multimedia Approaches In Developing Pupils’

Writing Skills” was implemented in Lubo Elementary School in the District of Jalajala,

Division of Rizal. The respondents of the study are the 29 pupils who are currently enrolled

in during school year 2018 – 2019.

The table shows the test results using different multimedia approaches.

Video and
Text Graphic Sound
Pupils Animation
Media Media Media
Media
1 21 24 25 27
2 23 16 23 26
3 11 22 23 25
4 24 15 27 21
5 26 15 22 18
6 26 14 21 17
7 27 22 21 14
8 13 22 20 14
9 16 19 20 7
10 16 10 17 19
 11 20 19 18 21
12 26 30 15 24
13 27 10 15 20
14 19 19 14 20
15 19 18 19 21
16 17 18 21 23
17 18 17 21 25
18 13 21 20 20
19 22 12 18 20
20 23 12 11 28
21 25 17 9 14
22 26 17 9 14
23 27 23 12 19
24 15 17 11 19
25 15 18 19 13
26 17 27 11 14
27 18 27 17 16
28 19 18 18 13
29 22 18 27 20
Table 1.1 Test results using different multimedia approaches

Multimedia Approaches MEAN SD

Text Media 20.379 4.799

Graphic Media 18.517 4.860
Sound Media 18.069 5.028
Video and Animation
Media 19.034 4.924

Table 1.2 The mean and Standard Deviation of the Multimedia Approaches

Source of Variation DF SS MS F P Ho VI
Between Group 3 87.1 29
Within Group 112 2692.9 24 1.21 0.31 R S
Total 115 2780.0
Table 1.3 The Results of Analysis of Variance
 In this results, the null hypothesis states that there is no significant difference among

the Multimedia approaches to the writing skills of 29 Grade 5-pupils of Lubo Elementary school

is rejected. It is statistically found based on the test as evaluated by the researcher the

computed P-value is less than the significance level of 0.05 thus rejecting the null hypothesis

and concluded that various Multimedia approaches is significantly different in the writing skills

of the pupils.

To determine the difference among each of the Multimedia Approaches the Scheffe
test is used.

Scheffe Test Verbal

Multimedia Approaches
Results Interpretation
Text Media vs. Graphic Media 1.862 NS
Text Media vs. Sound Media 2.31 NS
Text Media vs. V&A Media 1.345 NS
Graphic Media vs. Sound Media 0.448 S
Graphic Media vs. V&A Media -0.52 S
Sound Media vs. V&A Media -0.97 S

The Scheffe test results shows that there is a difference among Graphic Media, Sound

Media and Video and Animation Media in the writing skills of the Grade 5 pupils of Lubo

Elementary School.

The result shows that Multimedia approaches are effective in developing writing skills of

the pupils. This improvement of narrative writing skill results from the application of different

multimedia approaches that helps the students develop idea into a systematical narrative.
 ACTION RESEARCH WORK PLAN AND TIMELINE

The detailed timeline below shows action research work plan and how long it

will take to complete the research.

ACTIVITIES JULY AUGUST SEPT OCT

1. Research Title Defense

2. Research Proposal

3. Asking Permission to Conduct

4. Validation of Instrument

5. Data Collection

6. Data Analysis

7. Writing the findings

8. Finalization of Research Paper

COST ESTIMATES

RESOURCES
TIME PERFORMANCE
OBJECTIVES ACTIVITIES STRATEGIES
FRAME HUMAN MATERIAL MONEY INDICATOR

Submission of
Action Request Teacher Paper, Approved
July 23 100
Research Letter Researcher Folder Proposal
Proposal
UTILIZATION
OF Colored
MULTIMEDIA Preparation Paper,
Varied
APPROACHES of Cartolina,
Create / appropriate
TO DEVELOP Instructional Manila
Gather Teacher multimedia
PUPILS’ Materials / July 24 paper, 1, 000
appropriate Researcher materials were
WRITING Multimedia folder,
materials prepared and
materials for typewriting,
created
Testing marker,
Internet
 paper,
Construction/ Constructed
Construction Teacher pen,
Reproduction July 24 100 multimedia
of exercises Researcher copier,
of exercises exercises
printer
paper,
Teacher Test Exercises
Administration August pen,
Test All Researcher, 100 were
of exercises 3 internet
Respondents administered
computer

Analysis of
Data Paper, Pupils'
pupils' Sept. Teacher
gathering pen, 100 performance
performance 25 Researcher
and analysis calculator were analyzed
thru rubric

Writing of the
findings of the Teacher computer, Findings were
Oct. 2 200
research Researcher paper, pen summed up
conducted
Finalization of
Teacher Final copy of
Research Oct.23 500
Researcher research
Paper
TOTAL 2, 500

PLANS FOR DISSEMINATION AND UTILIZATION

OBJECTIVES ACTIVITIES STRATEGIES TIME RESOURCES PERFORMANCE

FRAME HUMAN MATERIAL MONEY INDICATOR
Introduce Teachers
Research Validation of July. – Teachers Final Copy of interaction with the
Proposal Research Oct. , School the Research 1,500.00 research study
2018 Head validated
UTILIZATION
OF
Seminar Teachers Paper, Pen, Seminar workshop
MULTIMEDIA
Workshop On Seminar October , School Computer 5,000.00 had been
APPROACHES
Utilization of Workshop 2018 Head conducted
IN
Multimedia (Sem
DEVELOPING
Approaches in Break)
PUPILS’
developing
WRITING
Pupils’ Skills
SKILLS
in writing
Development 2,000.00
On The Novemb Teachers Final Copy of Well improved
Research Validation er2018 , School the Research research study
Conducted Head
TOTAL: 8,500.00

RECOMMENDATIONS AND SUGGESTIONS

Teaching proper writing in primary classes should be done more attentively in order to

reduce doing mistakes continuously. Pupils tend to make the same mistake as a habit so that
it will be difficult to prevent in later stages. Sometimes teachers without writing skills are

teaching journalism in the primary classes. Then the result would be worse because pupils do

not like to hear what his/her teacher taught was wrong. Therefore, teaching should be

monitored regularly.

In supervision of teaching the performance of the pupil should be assessed as well as

the teacher’s performance. Both should be appreciated where necessary to encourage for

future work.

Both the teacher and the pupil can be awarded for required performance in each grade.

In lower grades correction of written exercises should be done before the pupil. Normally,

teacher collects a bundle of books to correct later.

Based on the outcomes and implications of the study, the following are recommended:

1. Journalism/ Writing teachers can use the strategic intervention materials made by

the researcher to re-teach the concepts and skills and help the students master the

competency-based skill

2. Seminars and in-service training should be conducted in the division/district level

regarding development and implementation of the strategic intervention materials in

the classroom.

3. Writing teachers should develop more strategic intervention materials for the

remaining lessons which were not included in researcher’s SIMS.

4. Strategic intervention materials for other subjects should be made to address the

least mastered skills.

5. A similar study may be conducted covering a bigger number of respondents in

another venue.
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