Teaching With Technology and Without Technology

THE PHILIPPINE WOMEN’S UNIVERSITY 1
EFFECTS OF MULTIMEDIA METHODS IN THE INSTRUCTION OF MUSIC

EDUCATION IN HIGH SCHOOL STUDENTS
A Research Paper
Presented to
Arch. Maria Liza Tuazon. MA, SpEd, LPT
Childhood and Adolescent Development
Philippine Women’s University-Manila
In Partial Fulfillment of the
Requirements for Subject Offering in
Childhood and Adolescent Development
Second Trimester, SY. 2017-18
By
Spencer G. Pitoc, BMME
Kent Capistrano, BMME
July 2018
-------------------------------------Disclaimer: This paper follows the THESIS format, not the IMRaD one as these students
are expected to follow the thesis format in their actual thesis writing. This paper may not be construed as the best
manuscript; this is only an attempt to immerse them in the real world of academic writing. Thus, students’ performance
herewith, in no way, shall reflect Prof. Munalim’s competence, knowledge, and rudiments of research writing.
Dedication
We dedicate this study to God who has given us the ability to contribute to
this and to our parents, friends, and relatives who have been supporting us.
ACKNOWLEDGEMENT
We would like to thank the Lord our God for he has been helping and
giving us unfaltering guidance and hope.
Also, to each of our parents who have understood our every late night
stays just to complete this paper.
To each one of us in the group who have helped relentlessly and have
made way to contribute, we would like to acknowledge.
Lastly, to our professor, Ms. Maria Liza Tuazon, who have given us
samples and helped us complete our study. Thank you for answering our
questions tirelessly.
Table of Contents
Title Page i
Dedication ii
Acknowledgement ii
Table of Contents iii-iv
1 Introduction 4
2 Objectives 6
3 Problems 7
4 Hypothesis 7
5 Scope and Limitation 8
6 Methodology 9
7 Data Gathering Procedure 10
8 Statistical Treatments of Data 11
9 Results 11
10 Discussions 12
11 Interpretations 15
12 Recommendations 17
13 Appendices 18
Introduction
Education has always been a fluid in terms of its delivery. It is never
stagnant in its existence and it strives to flow with the tide. Those that are
employed in this profession are responsible in to ensure that efficiency is not only
met but effectiveness as well.
Teachers have numerous techniques and methods that they employ in
order to convey the idea of their instruction to their learners. The teacher has the
daunting responsibility that the idea of a topic is properly conveyed to the minds
of his learners. Failure to do this will result in the inability of the learner to fully
grasp the concepts needed for him/her to advance. Conveyance of an idea is
never easy especially to those that will perform or execute it. It can take a toll on
the people who are tasked to do it. Fatigue, listlessness and difficulty are some of
the challenges that the people assigned this task will face.
Those at the receiving end are not spared with this overwhelming
responsibility. The learners need to be able to grasp the idea convey in order to
be effective. Education is after all communication in its basest form. For
communication to be substantiated, exchange and understanding must be
implied from both parties.
From the perspective of each end, education is certainly a labor to be
dealt with finesse and elegance but with firmness and consistency.
In the early years of education, a simple blackboard and basic visual aids such
as the Manila paper and cartolinas were employed as the major mode of
instruction and delivery for almost all subjects. Teachers are dealt with manually
illustrating concepts in order to make the students understand the concepts that
they wish to learn. Teachers employed this method since it is inexpensive, simple
and traditional. The usage of traditional methods ensures that teachers are able
to deliver lessons with a personal touch.
Many disadvantages arise from the usage of these traditional methods.
Inefficiencies may arise because of the limited capacity of these methods in
terms of logistics. Repetition in usage, more specifically in written visual aids, is
somewhat limited since updates or changes cannot be employed. Usage of
blackboards limits the educator in the confines of the physical structure of the
board. This limitation can have physical effects on the teacher since they would
have to continually erase and write repetitively. This may pose occupational
hazards to the teachers who are constantly performing this. The students are
forced to digest instructions at the pace of the blackboard and not by their own
pace.
In these modern and contemporary times, the existence of various
methodologies aids this process of delivery. The profession of education has
adapted to include various technologies such the computer and the internet in
order to aid the educator in their delivery of instruction as well as augment the
knowledge of the learners. Computers employ a virtual existence in its delivery of
instruction without the use of bulky or cumbersome written materials in order to
project a visual cue of the concepts to be discussed. A “virtual briefcase” is
extremely helpful in the part of the teacher since all assets needed for delivery is
enclosed in a simple computer. Limitation of space is but a problem of the past
because the computer is able to store all materials in its memory.
A primary disadvantage of the usage of computers is the technical issues
that come with it. Technical difficulties such as incompatibility issues, power
outages, program crashes and the like are a nightmare to manage. Since all
lessons are virtual and electronic, any technical problem may force the class to
halt. Laziness can become an issue since all mediums are virtual. Actual
conceptualization of visual aids is left to just certain manipulations in the
computer.
Objectives:
The aim of the researchers in this action research is to investigate the following:
1. To investigate the primary effects of computer-aided instruction in
education.
2. To find the correlation between the academic performance of the students
and computer-aided instruction in education.

3. To identify the subjective mood of the students in the usage of both
traditional and computer-aided discussions in education
4. To compare the performance of the students that were exposed to
traditional methods of teaching to those that were exposed in a computer-
aided teaching of education

5. To identify possible improvements in the methods of delivery in education
Problems:
The researchers aim to answer the following questions with this action research:
1. Which method, traditional or multimedia, would be the better method in the
delivery of instruction in music education?

2. Which between the two methods will make students perform better
academically?
3. Which between the two methods will the students find enjoyable and
connect with them in a more subjective level?
Hypothesis:
The researchers predict the following statements to happen after institution of
this action research:
1. The multimedia method is the better method in the delivery of instruction
in music education.
2. The students exposed to the multimedia method performed better
academically.
3. The students exposed to the multimedia method found the lessons to be
more enjoyable and connected with it in a more subjective level.
Scope of Limitations of the Study
The experiment done by the researchers for this research are as follows:
1. Students utilized in this study were from only one specific type of
background, students who are studying business courses.

2. Music is the course of choice for this experiment since the researchers
believes that this course is equally easy yet students have limited
exposure to it.
3. Only one specific lesson in music (rhythm) was chosen to demonstrate to
the students.
4. Age limit of the students were varied. No specific age range was
employed.
5. Lecture was done in just one hour due to time constraints
6. There were an unequal number of teachers demonstrating to the students,
one teacher for the traditional and two teachers in the computed-aided.
7. Extensive background screening of the students was not employed, i.e.
prior exposure to music education, actual knowledge of concepts in music.
Method
In order to investigate the effects and differences between teaching using
the traditional method and the usage of computer technology in music education,
the researchers utilized a descriptive quantitative model.
The researchers organized a two classroom setup. Both classes are
separated to ensure no dilution of perceptions of the students will happen. The
classes will be about a simple lecture in the field of music education. This lesson
will be foreign enough to ensure that students will be intrigued yet easy enough
so that students with no music education background will be able to understand.
The lesson that was utilized for this comparison is about rhythm.
One of the classrooms will teach the lesson using only tradition methods
utilizing only simple visual aids such as cartolinas and whiteboard to illustrate the
concept of rhythm. In addition to this, a wooden block is utilized to demonstrate
rhythm.
The other classroom employed modern technology in its instruction of
rhythm. A laptop and LCD projector was provided to aid in the visualization of the
topic. An electronic piano is also added to simulate the sounds of rhythm.
Sample:
Data were obtained from 80 high schoo; students that were determined
through simple random sampling. The students were divided randomly into two
groups that will each comprise the classes in which the two teaching methods will
be utilized. The high schoo; students utilized in the study were from business
courses to ensure that there will be no undue influence to the results in terms of
academic proficiency in the field of music.
Data Gathering Procedure:
The researchers used a researcher-made questionnaire comprising of two
parts. The first part consists of 10 items which utilizes an objective, multiple
choice types. This first part is designed to gauge the students understanding of
the concepts that were taught during the lesson.
The second part of the questionnaire consists of 10 items in a Likert scale type
which will gauge the personal perception of the students towards the lesson.
Both tests were given at the end of the lesson to ensure full attention shall be
given in answering the test.
Statistical Treatment of the Data
A simple mathematical mean will be computed from the data that will be
obtained from the respondents. The total number of scores from the objective
part of the quiz shall be compared between the two groups. The indication of the
results will determine the affectivity of the students in terms of academic
performance.
The second part of the quiz shall be computed per item to identify the
areas in which the students felt more motivated. An overall computation of the
mean of all items will be also computed to determine the general mood and
perception of the students that were exposed in the two different teaching
methods.
Results
The results of the assessments were tabulated into two groups, the
multimedia group and the traditional group. The scores incorporated in the tables
are the scores coming from the two assessment exams given to the students
after the discussion.
The items of the subjective part are tabulated individually into separate
columns while only the total score of the objective part was tabulated. Specific
item analysis for the objective part is not a concern of the researchers rather only
the total score is needed. For ease of recording and presentation, all results from
the average were rounded off to the nearest hundredth.
Discussions:
The researchers have summarized the results and are as follows:
Objective Part:
The objective part of the assessment was computed as a whole.
 For the objective part, the multimedia group scored a total of 302 items out
of 400 items collectively. The multimedia group has an average score of
7.19.
 For the objective part, the traditional group scored a total of 363 items out
of 400 items collectively. The traditional group has an average score of
8.64.
Based on the results of the assessment scores, it has been shown that the
traditional group outperformed the multimedia group in the objective part of the
assessment. This may signify that the traditional group is able to retain more
information about the lesson discussed to them.
Subjective Part:
The subjective part of the assessment was computed per item and as a whole.
Multimedia Group:
 For item number 1 (The topic was interesting), the multimedia group
scored a total of 149 over 168 and had an average rating of 3.55.
 For item number 2 (The activities were enjoyable), the multimedia group
score a total of 146 over 168 and had an average rating of 3.48.
 For item number 3 (The details of the lesson were clear), the multimedia
group score a total of 146 over 168 and had an average rating of 3.48.
 For item number 4 (The teaching materials were useful in understanding
the lesson), the multimedia group score a total of 151 over 168 and had
an average rating of 3.6.

 For item number 5 (The lesson stirred my personal interest in the topic),
the multimedia group score a total of 133 over 168 and had an average
rating of 3.17.
 For item number 6 (It is important to learn about music), the multimedia
 For item number 7 (The activities made me participate actively), the
multimedia group score a total of 143 over 168 and had an average rating
of 3.4.
 For item number 8 (The information on the lesson were sufficient), the
of 3.36.
 For item number 9 (The teaching materials kept me in focused in class),
rating of 3.36.
 For item number 10 (The lessons are useful in everyday life), the
of 3.31.
 Overall, the multimedia group scores a total of 1434 over 1680 and had an
average rating of 3.41.
Traditional Group:
 For item number 1 (The topic was interesting), the multimedia group
scored a total of 157 over 168 and had an average rating of 3.65.
 For item number 2 (The activities were enjoyable), the multimedia group
score a total of 150 over 168 and had an average rating of 3.49.
 For item number 3 (The details of the lesson were clear), the multimedia
 For item number 4 (The teaching materials were useful in understanding
the lesson), the multimedia group score a total of 150 over 168 and had
an average rating of 3.48.

 For item number 5 (The lesson stirred my personal interest in the topic),
rating of 3.29.
 For item number 6 (It is important to learn about music), the multimedia
 For item number 7 (The activities made me participate actively), the
of 3.45.
 For item number 8 (The information on the lesson were sufficient), the
of 3.5.
 For item number 9 (The teaching materials kept me in focused in class),
rating of 3.5.
 For item number 10 (The lessons are useful in everyday life), the
of 3.4.
 Overall, the multimedia group scores a total of 1471 over 1680 and had an
average rating of 3.5.
Interpretation:
Based on the results of the assessment scores, it has been showed that
the traditional group scored higher in almost all of the items except in item
number 3. The traditional group also scores higher in the overall assessment of
the discussion. This may signify that the traditional group enjoyed the lessons
and appealed to them in the subjective level as compared to their counterparts in
the multimedia section.
The results of the assessment came to be a bit of a revelation to the researchers.
As previously stated in the hypothesis, the researchers believed that the
students exposed to the multimedia method of teaching would perform better
academically and those students would find the lesson more enjoyable.
According to the data, this was not the case. Students in the traditional method
are better in almost all aspects of measurement of the action research.
Students may have felt a more desire to learn driving them to perform
better in the academic part of the exam since facilities were lacking in the
traditional method. Despite having all the necessary equipment in the multimedia
method, it seems the students didn’t enjoy the lesson as much as the traditional
group.
Other areas of concern were also found in the multimedia group in terms
of technicalities. The multimedia group started late because of some technical
difficulties experienced.
The researchers believe that even though the data shown that traditional
methods outweigh the effectiveness of teaching music education, it does not
however, devalue the contributions of using multimedia methods in the delivery of
the lessons.
Recommendations:
The researchers would like to mention these stipulations if there will be a need to
replicate this study in the future:
1. Additional lessons should be included to further test the academic
capability of students. Focusing on just one lesson may not be able to
mirror the entirety of their academic extent.

2. Usage of much younger respondents such as those in the grade school
years would be more applicable in the study to ensure that there will be
no bias since there would be added assurance that these respondents
have not been exposed in music education beforehand.
3. Additional time would be more beneficial in gauging the effectiveness of
the methods. One hour seems not sufficient to fully assess their
capabilities.
Appendices
Assessment Exam
Name: Date:
Course:
I. Directions: Match each column to their designated places. Write the letter only
on the space provided.
Column A Column B
A.
___ 1. Quarter note
B.
___ 2. Sixteenth note
C.
___ 3. Half note
D.
___ 4. Eight note
E.
___ 5. Whole note
II. Multiple Choices. (Encircle the correct answer)
1. A quarter note receives how many beats?
A. 4 B. 3 C. 1 D. ½
2. How many beat does a whole note receive?
A. 4 B. 3 C. 1 D. 1/2
3. There is how many beats in a half note?
A. 2 B. 4 C. 1 D. 3
4. What is the foundation of Rhythm?
A. Rhythm B. Beat C. Whole note D. Quarter note
5. What is the systematic arrangement of musical sounds?
A. Quarter note B. Whole note C. Beat D. Rhythm
STUDENT 1. The topic was interesting.

REFLECTION FORM
2. The activities were enjoyable.
Write your answers in the
corresponding boxes. Use the
numeric value that 3. The details of the lesson were represents
your thoughts on each clear. item:
4 (Excellent) 3 4. The teaching materials were

(Satisfactory) 2 (Fair) useful in understanding the 1
(Inadequate) lesson.
5. The lesson stirred my personal

interest in the topic.
6. It is important to learn about

music.
7. The activities made me

participate actively.
8. The information on the lesson

was sufficient.
9. The teaching materials kept me

focused in class.
10. The lesson is useful in daily life.

Documentation Pictures
Traditional Class
Multimedia
Class

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THE PHILIPPINE WOMEN’S UNIVERSITY 1

EFFECTS OF MULTIMEDIA METHODS IN THE INSTRUCTION OF MUSIC

Arch. Maria Liza Tuazon. MA, SpEd, LPT

Childhood and Adolescent Development

Philippine Women’s University-Manila

In Partial Fulfillment of the

Requirements for Subject Offering in

Childhood and Adolescent Development

Second Trimester, SY. 2017-18

Spencer G. Pitoc, BMME

Kent Capistrano, BMME

giving us unfaltering guidance and hope.

stays just to complete this paper.

made way to contribute, we would like to acknowledge.

Table of Contents iii-iv

5 Scope and Limitation 8

7 Data Gathering Procedure 10

8 Statistical Treatments of Data 11

Education has always been a fluid in terms of its delivery. It is never

met but effectiveness as well.

Teachers have numerous techniques and methods that they employ in

grasp the concepts needed for him/her to advance. Conveyance of an idea is

be effective. Education is after all communication in its basest form. For

communication to be substantiated, exchange and understanding must be

implied from both parties.

From the perspective of each end, education is certainly a labor to be

to deliver lessons with a personal touch.

Many disadvantages arise from the usage of these traditional methods.

Inefficiencies may arise because of the limited capacity of these methods in

terms of logistics. Repetition in usage, more specifically in written visual aids, is

somewhat limited since updates or changes cannot be employed. Usage of

In these modern and contemporary times, the existence of various

methodologies aids this process of delivery. The profession of education has

knowledge of the learners. Computers employ a virtual existence in its delivery of

instruction without the use of bulky or cumbersome written materials in order to

project a visual cue of the concepts to be discussed. A “virtual briefcase” is

enclosed in a simple computer. Limitation of space is but a problem of the past

because the computer is able to store all materials in its memory.

A primary disadvantage of the usage of computers is the technical issues

conceptualization of visual aids is left to just certain manipulations in the

1. To investigate the primary effects of computer-aided instruction in

and computer-aided instruction in education.

traditional and computer-aided discussions in education

4. To compare the performance of the students that were exposed to

traditional methods of teaching to those that were exposed in a computer-

aided teaching of education

1. Which method, traditional or multimedia, would be the better method in the

delivery of instruction in music education?

connect with them in a more subjective level?

The researchers predict the following statements to happen after institution of

this action research:

1. The multimedia method is the better method in the delivery of instruction

more enjoyable and connected with it in a more subjective level.

Scope of Limitations of the Study

background, students who are studying business courses.

prior exposure to music education, actual knowledge of concepts in music.

In order to investigate the effects and differences between teaching using

the researchers utilized a descriptive quantitative model.

The researchers organized a two classroom setup. Both classes are

separated to ensure no dilution of perceptions of the students will happen. The

so that students with no music education background will be able to understand.

concept of rhythm. In addition to this, a wooden block is utilized to demonstrate

The other classroom employed modern technology in its instruction of