ACADEMIC PERFORMANCES OF FACULTY AND STUDENTS OF COLLEGE

OF NURSING AND ALLIED HEALTH SCIENCES IN BATANGAS STATE

UNIVERSITY

A Thesis Proposal

Presented to

The Faculty of College of Nursing and Allied Health Sciences

Batangas State University

Batangas City

In Partial Fulfillment

Of The Requirements for the Degree

BACHELOR OF SCIENCE IN NUTRITION AND DIETETICS

by:

Fama, Johndee C.

Nacional, Kani Maryella M.

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction and purpose of the study, theoretical

framework, conceptual framework, statement of the problem, hypothesis, significance of

the study, scope and limitations, and definition of terms.

Introduction

Success as the name implies is wished for by everybody but it does not easily come

by on a mere platter of gold. One must work for it through hard work and diligence,

specially when the goal is academic achievement. Performance of both faculty and students

plays an important role to produce best quality professionals who can be of great assets for

community development. Academic achievement is a significant factor considered by

employers; thus, faculty and students must put their greatest effort to prepare for career

opportunities in the future.

Academic Performance or "academic achievement" is the extent to which a student,

teacher or institution has attained their short or long-term educational goals. In school it is

evaluated in a number of ways, students demonstrate their knowledge by taking written

and oral tests, performing presentations, turning in homework and participating in class

activities and discussions. Teachers evaluate in the form of grades and offer comments to

describe how well a student has done or back up the specific grade that was given.

Additionally, in a written assignment, the teacher may also offer feedback and guidance on
improving the writing. Students are evaluated by their performance on standardized tests

geared toward specific ages and based on a set of achievements students in each age group

are expected to meet (Bell,2018).

Teacher’s professional competence and academic performance includes knowledge

and understanding of children and their learning, subject knowledge, curriculum, the

education system and the teacher’s role. Professional competence also includes skills such

as subject application, classroom methodology, classroom management, assessment and

recording. The verbal ability, content knowledge, pedagogical knowledge, certification

status, ability to use a range of teaching strategies skillfully, and enthusiasm for the subject

characterize more successful teachers (Nataša, 2011).

Global Academic rates have been climbing over the course of the last two centuries,

mainly though increasing rates of enrollment in primary education. Secondary and tertiary

education have also seen drastic growth, with global average years of schooling being

much higher now than a hundred years ago. Despite all these worldwide improvements,

some countries have been lagging behind, mainly in sub-Saharan Africa, where there are

still countries that have literacy rates below 50% among the youth (Roser and Ortis-Ospina,

2016).

In the Philippines, it consistently made a significant stride in its academic

performance rate. Academic performance, as defined by the Philippine Statistics Authority

(PSA) is the level of literacy which includes not only reading and writing but also numeracy

skills that would help people cope with the daily demands of life. Based on the 2013
Functional Literacy, Education and Mass Media Survey (FLEMMS), the country registered

a 90.3% rate, which means that nine out of every ten Filipinos aged 10-64 were functionally

literate. Contributory to low academic performance is the high rate of school dropouts. The

survey further revealed that one in every 100 or about 4 million Filipino children and youth

was out-of-school in 2013. Of the total number, 22.9% got married, 19.2% lacked family

income to be sent to school and 19.1% lacked interest in attending schools (Maluyo, 2018).

Our economy is enhanced when learners have good academic performance. Effective

academic performance opens the doors to more educational and employment opportunities

so that people are able to pull themselves out of poverty and chronic underemployment. In

our increasingly complex and rapidly changing technological world, it is essential that

individuals continuously expand their knowledge and learn new skills in order to keep up

with the pace of change (Johnston, 2010).

The researchers became interested in this study because after the accreditation of

Accrediting Agency of Chartered Colleges and Universities in the Philippines, Inc.

(AACCUP) in College of Nursing and Allied Health Sciences (CONAHS) for both

programs BS Nursing and BS Nutrition and Dietetics last August 2019, analysis of the

academic performance of faculty and students is recommended in order to improve the

quality of the graduates. In line with this, a set of variables are to be considered to identify

the affecting factors towards the quality of academic success. Identifying the most

contributing variables in quality of academic performance. With the increasing diversity of

students attending College of Nursing and Allied Health Sciences (CONAHS) of Batangas
State University, there is a growing interest in predictors of academic performance. This

study is a prospective investigation of the academic performance of faculty and students of

CONAHS.

Purpose of the Study

The general purpose of the study will be to assess the faculty and students’ academic

performance in College of Nursing and Allied Health Sciences, Batangas State University

Main I campus. It also aims to determine the various factors that affect the faculty and

student’s academic performance. This study will serve as a basis for the improvement of

the college in producing quality faculty and students.

Theoretical Framework

The basic premise for Maslow’s hierarchy of needs is that students progress through

a set of sequential needs from psychological to self-actualization. As they move up through

the levels, they feel more comfortable in their learning environment and have to confidence

to push further. It’s important to note that any group of students will have learners at

different levels, some may not have the lower levels met at home so making sure these

students feel safe and secure is of the utmost importance as they will find it very hard to

move to the upper levels. Maslow’s theory lends itself more to building student/teacher

relationships rather than lesson or curriculum structure. You can have the best resources

and most tightly planned lessons in the world but if you don’t show enthusiasm, passion
and empathy it will be very difficult for your students to feel their needs have been met

(Fulbrook, 2019).

Behaviorism is primarily concerned with observable and measurable aspects of

human behavior. In defining behavior, behaviorist learning theories emphasize changes in

behavior that result from stimulus-response associations made by the learner. Behavior is

directed by stimuli. An individual selects one response instead of another because of prior

conditioning and psychological drives existing at the moment of the action (Parkay & Hass,

2000). Behaviorists assert that the only behaviors worthy of study are those that can be

directly observed; thus, it is actions, rather than thoughts or emotions, which are the

legitimate object of study. Behaviorist theory does not explain abnormal behavior in terms

of the brain or its inner workings. Rather, it posits that all behavior is learned habits, and

attempts to account for how these habits are formed. In assuming that human behavior is

learned, behaviorists also hold that all behaviors can also be unlearned, and replaced by

new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an

acceptable one. A key element to this theory of learning is the rewarded response. The

desired response must be rewarded in order for learning to take place (Parkay & Hass,

2000). In education, advocates of behaviorism have effectively adopted this system of

rewards and punishments in their classrooms by rewarding desired behaviors and punishing

inappropriate ones. Rewards vary, but must be important to the learner in some way. For

example, if a teacher wishes to teach the behavior of remaining seated during the class

period, the successful student's reward might be checking the teacher's mailbox, running
an errand, or being allowed to go to the library to do homework at the end of the class

period. As with all teaching methods, success depends on each student's stimulus and

response, and on associations made by each learner (Zhou & Brown, 2015).

According to Piaget's Cognitive Development Theory, from his observation of

children, children were creating ideas. They were not limited to receiving knowledge from

parents or teachers; they actively constructed their own knowledge. Piaget's work provides

the foundation on which constructionist theories are based. Constructionists believe that

knowledge is constructed and learning occurs when children create products or artifacts.

They assert that learners are more likely to be engaged in learning when these artifacts are

personally relevant and meaningful (Constructivism, n.d.). In studying the cognitive

development of children and adolescents, Piaget identified four major stages: sensorimotor,

preoperational, concrete operational and formal operational. Piaget believed all children

pass through these phases to advance to the next level of cognitive development. In each

stage, children demonstrate new intellectual abilities and increasingly complex

understanding of the world. Stages cannot be "skipped;" intellectual development always

follows this sequence. The ages at which children progress through the stages are averages-

they vary with the environment and background of individual children. At any given time,

a child may exhibit behaviors characteristic of more than one stage (Piaget, 1970).

According to Social Cognitive Theory (SCT) is a learning theory based on the idea

that people learn by observing others. These learned behaviors can be central to one's

personality. While social psychologists agree that the environment one grows up in
contributes to behavior, the individual person (and therefore cognition) is just as important.

People learn by observing others, with the environment, behavior, and cognition all as the

chief factors in influencing development in a reciprocal triadic relationship. For example,

each behavior witnessed can change a person's way of thinking (cognition). Similarly, the

environment one is raised in may influence later behaviors, just as a father's mindset (also

cognition) determines the environment in which his children are raised. The reciprocal

determinism was explained in the schematization of triadic reciprocal causation (Bandura,

2002).

Sociocultural theory grew from the work of seminal psychologist Lev Vygotsky,

who believed that parents, caregivers, peers, and the culture at large were responsible for

developing higher order functions. According to Vygotsky, learning has its basis in

interacting with other people. Sociocultural theory is an emerging theory

in psychology that looks at the important contributions that society makes to individual

development. This theory stresses the interaction between developing people and the

culture in which they live. Sociocultural theory also suggests that human learning is largely

a social process.

According to Adult learning theories were first developed by Knowles in 1981, who

proposed the use of the term "andragogy" (rather than pedagogy) for the ways that adults

learn; later, Knowles recognized that both children and adults can and do learn using the

learner-directed approaches characteristic of andragogy and redefined andragogy to be

determined by the learning situation rather than the age of the learner (Merriam, 2001).
Andragogy emphasizes that adults pursue learning that is important to them or provides

immediate usefulness.

Transformative learning involves a learning process that changes an adult's

perspective. Adults naturally seek evidence that their views are correct or they can

transform current views to something new. Perspective transformation is accomplished

through the disorienting dilemma – an experience that forces the individual to question

prior beliefs – and through serious reflection on one's beliefs and assumptions, discussion

of new information, and empathy toward other perspectives. A critical reflection model of

learning might be especially helpful to faculty developers trying to change a faculty

member's perspectives about teaching online, student learning, or his/her role as an

instructor (Mezirow, 1991).

Conceptual Framework

The study focuses on the analysis of the Academic Performance of faculty and

students of College of Nursing and Allied Health Sciences (CONAHS) in Batangas State

University Main I and to ascertain the determinants that affect their Academic

performance.

The Conceptual Framework below (Figure 1) shows the input, process and output of

this current research study. The Input variable of the study includes the demographic

profiles of both faculty and students. Other input variables includes faculty-related factors

and students-related factors which can determine the academic performance of the faculty

and students. The process of the study consists of the assessment of the academic
performance of the faculty and students through interview, self-structured questionnaire

and statistical tools. The output variable of the is a policy recommendation for the College

of Nursing and Allied Health Sciences of Batangas State University Main I in order to

improve the academic performance of both faculty and student.

 INPUT PROCESS OUTPUT
Assessment of the performance of the students A policy recommendation for the College of
1.1. Socio-Demographic profile of the and faculty through: Nursing and Allied Health Sciences of Batangas
following respondents: 1. 1. interview State University Main I to improve the academic
2. 1.1. Students 2. 2. self- Structured performance of both faculty and student.
3. 1.1.1 age; 3. 3. qestionnaire
4. 1.1.2 gender; 4. statistical tools
5. 1.1.3 year level;
6. 1.1.4 marital status
7. 1.1.5 family monthly income and;
8. 1.1.6 type of previous school
attended
9. 1.2. Faculty
10. 1.2.1 age;
11. 1.2.2 gender;
12. 1.2.3 marital status;
13. 1.2.4 family monthly income;
14. 1.2.5 school graduated;
15. 3.2 length of teaching experience

16.2. Academic performance of students:

17. 2.1 General Weighted Average
(GWA);
18. 2.2 class attendance;
19. 2.3 extra curricular activities
20. 2.4 academic achievements

21.3. academic performance of faculty:

22. 3.1 educational attaintment;
23. 3.3 number of relevant seminars/
conferences/ trainings attended;
24. 3.4 teaching methods and
25. strategies used and
26. 3.5 use of instructional materials

27.4. Is there a significant relationship

between the students’ socio-demographic
profile and academic performance?
28.5. Is there a significant relationship
between the faculty’s demographic profile
and academic performance?
29.6. is there a signifiant relationship
between students' academic performance
and faculty's academic performance
\
30.6. What particular policy may be
developed to improve the faculty and
students’ academic performance?
31.7. How can you describe your academic
performance as a student or as a faculty
member of CONAHS?

Figure 1
Conceptual Framework
Statement of the Problem

The aim of this study is to analyze the faculty and students’ academic performance.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the following respondents affecting academic

performance?

1.1. Students

1.1.1 age;

1.1.2 gender;

1.1.3 year level;

1.1.4 marital status

1.1.5 family monthly income and;

1.1.6 type of previous school attended?

1.2 Faculty

1.2.1 age;

1.2.2 gender;

1.2.3 marital status;

1.2.4 family monthly income and;

1.2.5 school graduated?

 2. What are the factors that affect the academic performance of the students in

terms of:

2.1 student-Related Factor;

2.1.1 general weighted average (GWA);

2.1.2 attendance;

2.1.2 working students;

2.1.3 extra curricular activities and;

2.1.4 academic achievements?

3. What are the factors that affect the academic performnce of

educators/faculty in terms of:

3.1 educator- related factors;

3.2 educational qualification;

3.3 length of teaching experience;

3.4 number of relevant seminars/ conferences/ trainings attended;

3.5 teaching methods and strategies used and;

3.6 use of instructional materials?

4. Is there a significant relationship between the students’ demographic profile and

academic performance?

5. Is there a significant relationship between the faculty’s demographic profile and

academic performance?
 6. What particular policy may be developed to improve the faculty and students’

academic performance?

7. How can you describe your academic performance as a student or as a faculty

member of CONAHS?

Hypothesis

H1. There is no significant relationship between Students’ and faculty’s

demographic profile and Academic Performances.

H2. There is no significant difference in the extent of the identified factors that

affect the academic performance of student.

H3. There is no significant difference in the extent of the identified factors that

affect the academic performance of faculty.

Significance of the study

The researchers believe that the findings of the study will be beneficial to the

following:

To the College of Nursing and Allied Health Sciences Students. This study will help

them to improve their academic performances in the university, in order for them to achieve

the core competencies required to be a professional.

To the Faculty Members of CONAHS. With the result of the study, it can help them to

identify and assess themselves if they are effective educators. The study will help them to

figure out their weaknesses in some areas in the field. By them, they will be able to change

or modify their attitude and strategies towards it or make some appropriate adjustments.

To the College of Nursing and Allied Health Sciences. This study will help the college

in solving student related problems and determine what specific areas they should focus

more and further enhance in order to make the program more responsive towards preparing

the students for their professions.

To the Batangas State University. This research will serve as a basis for continued

support of the university to both its faculty and students. Furthermore, this may help the

university in achieving its mission and vision in developing competent upright citizens and

active participation in nation building.

To the Industry. This study will be beneficial for industries since the

To the Community.

To Future Researchers. The study will serve as a basis for researches that pursue for

more innovative learning strategies that may help them to achieve their goals and

competency for their future professional development.

Scope and Limitations

The study will focus on the academic performance of faculty and students of

CONAHS BatStateU Main I, particularly the BS Nursing and BS Nutrition Dietetics

students and faculty members. There are 315 college students currently enrolled during 1st

semester 2019-2020. Meanwhile, there are currently a total of 20 faculty members,

including the permanent, temporary instructors and guest lecturers. The respondents of the

study will be composed of 100 randomly selected college students which comprises 30%

of the total population of students. While 9 respondents from the faculty will be randomly

selected which comprises 45% of the total population of the faculty. The study will

personally interview using a self- constructed questionnaire to be held in December 2019.

This study will not include the graduates and does not include the faculty members

not already connected with CONAHS and those faculty from other colleges.

Definition of Terms

The following were the key terms used in the study. They were defined
conceptually and operationally for better interpretation and understanding of the study.

Academic Performance. Is the measurement of student and faculty achievement

accross various academic subjects (US Department of Education,2012). In this study,

this term is used for students of College Nursing and Allied Health Sciences at Batangas

State University based on how well they are doing in their studies and classes.

Student. A person who is studying at a school or college (Oxford.com). In this study, it

refers to currently enrolled undergraduates taking up Bachelor of Science in Nursing

and Bachelor of Science in Nutrition and Dietetics in the College of Nursing and Allied

Health Sciences at Batangas State University.

Faculty Members. I tis the teaching staff and members of the administrative staff

having academic rank in an educational istitution (U.S. National Library of Medicine).

As used in this study it refers to the instructional personnel holding professorial rank

and assigned primarily teaching responsibilities in the College Nursing and Allied

Health Sciences at Batangas State University.

 CHAPTER 2

REVIEW OF LITERATURE

This chapter presents the conceptual and research literatures which have significant

bearing on the study. Literature and studies presented in this chapter contain information,

findings that were contributory and fitted for the development of this study.

Conceptual Literature

Foreign

Academic Performance

A number of studies have been carried out to identify and analyse the numerous

factors that affect students’ academic performance in various centres of learning. Their

findings identify students’ effort, previous schooling, parents’ education, family income,

self motivation, age of student, learning preferences, class, and entry qualifications as

factors that have a significant effect on the students’ academic performance in various

settings (Maganga, 2016).

According to Narad and Abdullah, (2016) Academic performance of the students

is the knowledge gained which is assessed by marks by a teacher and/or educational goals

set by students and teachers to be achieved over a specific period of time. They added that

these goals are measured by using continuous assessment or examinations results. (Zaidi

& Mahmood, 2015) also indicated that academic performance measures education

outcome. They stressed that it shows and measures the extent to which an educational
institution, teachers and students have achieved their educational goals. Similarly, Yusuf,

Onifade and Bello (2016) suggested that academic performance is a measurable and

observable behaviour of a student within a specific period. He added that it consist of scores

obtained by a student in an assessment such as class exercise, class test, mid-semester,

mock examination, and end of semester examination.

Also many studies were conducted by previous researchers have discussed about

the different factors that affect students’ academic performances. According to Mushtaq

and Khan (2012), there are two types of factors that affect student academic performance

which are internal and external factors. The internal factors come from the classroom

environment such as class schedules, class size, student competence in English, learning

facilities, English text books, class test result, homework, internet access, complexity of

course material, exams system, environment of the class and others. While external

classroom environment factors include family-related aspect, financial and work, personal

problem, extracurricular activities and others.

According to Momanyi and Simiyu (2015), although performance on standardized

tests receives the greatest attention in discussions of students’ academic performance,

teachers’ evaluations of performance as indicated in course grades represent a common

measurement of student performance that often is more directly connected to the day-to-

day business of teaching and learning than are annual standardized test scores. Grades serve

a number of important functions. The researchers study the effects of students’ age on
academic motivation and academic performance among secondary school students

attending day schools within Nakuru municipality.

The result of the study was found that age had no significant effect on the academic

motivation. The higher score for motivation scored by students aged between 12 to 15 years

did not differ significantly as compared to the other age brackets. All the students could be

said to have the same level of academic motivation. The study investigated the effect of

age on the students’ academic performance in the teacher made tests. From the findings,

age had a significant effect on the student’s academic performance. The youngest students

had higher scores in academic performance than the oldest students.

Based on Onihunwa, Irunokhai, Yusuf and Olubunmi (2015) The problem of

students’ under-performance in secondary schools in Nigeria has been a much-discussed

educational issue. In solving any problem however, it is pertinent to understand the causes

of such problems. Many causes or agents have been studied as the etiological starting point

for investigating the phenomena of school failure or success. Gender is one of such factors

also mentioned in this literature to have considerable effects on students’ academic

performances especially in science subjects. Gender is the range of physical, biological,

mental and behavioral characteristics pertaining to and differentiating between the

feminine and masculine (female and male) population. In view of the belief that students’

gender may have impact on the students’ academic performance.

Based upon the findings of this study, it was concluded that there is no significant

difference in students’ academic achievement and retention in computer studies. This

implies that there are no longer distinguishing cognitive, affective and psychomotor skill

achievements of students in respect of gender. The female achievements scores in the

administered test were even slightly better compared to their male colleagues in public

schools even though without significant difference.

According to Md Rofikul Islam and Zebun Nisa Khan, (2017) Academic

performance or achievement of a students is very much influenced by numerous factors

like Socio-economic Status of the parents, residential locality of the students, gender, age,

school and class room environment and many more. On the other hand, Socio-economic

Status of student’s family or parents have great impact upon academic success of the

students, they are reciprocally related to each other but socio-economic Status is the

important contributing factor in student’s academic achievement.

Since research on academic achievement began to emerge as a field in the 1960s,

it has guided educational policies on admissions and dropout prevention. Although much

of the literature has focused on higher education, the knowledge obtained on behavioral

phenomena observed in colleges and universities can potentially guide research on student

behavior in primary and secondary schools Mones, Nielsen, Sapiezynski, Lassen &

Lehmann,(2018).

When people hear the term “academic performance” they often think of a person’s

GPA. However, several factors indicate a student’s academic success. While some may not

graduate top of their class, they may hold leadership positions in several student groups or

score high on standardized tests such as the SAT or ACT. People often consider grades
first when defining academic performance. This includes schools, which rank students by

their GPA, awarding special designations such as valedictorian and salutatorian for those

who graduate first and second in their class. Scholarship organizations and universities also

start by looking at grades, as do some employers, especially when hiring recent graduates.

Grades carry more weight in some industries, especially technical professions such as law,

medicine and finance. Other industries place less importance on GPA, particularly creative

professions such as writing or art and occupations such as sales where people skills are

more crucial than technical knowledge. Grades don’t always reflect a person’s knowledge

or intelligence. Some students don’t perform well in a classroom setting but are very

intelligent and earn high marks on IQ tests, standardized testing or college entrance exams.

The definition of academic performance extends to achievement outside the classroom.

Some of the brightest students don’t earn straight as but are extremely well-rounded,

succeeding at everything from music to athletics. The ability to master a diverse set of skills

illustrates intelligence, curiosity and persistence, qualities attractive to universities and

employers. Some colleges will admit and even award scholarships to students who earned

average grades but display a pattern of achievement by consistently learning new skills.

Many businesses also see this as a selling point, thinking these candidates are eager to learn

and will be easy to train. Initiative can also indicate academic performance. Some students

demonstrate their competence by serving as student body president or holding officer

positions in student groups such as the honor society or the science club. (William, 2018)

Local
 Education is a crucial factor in the growth and development of one’s country. It

plays a vital role in the development of human capital and is linked with an individual’s

well-being and opportunities for better living. It ensures the acquisition of knowledge and

skills that enable individuals to increase their productivity and improve their quality of

life. This increase in productivity also leads towards new sources of earning which

enhances the economic growth of a country. Economy growth depends always on the

kind of education every citizen gains. This task lies in the nation’s educational system,

which tries its best to provide the education needed by the majority of

citizens (Cruz, Nicdao, Quiambao, Baking et. Al, 2015)

The quality of students’ performance remains at top priority for educator, trainers,

and researchers who have long been interested in exploring variables contributing

effectively for quality of performance of learners. These variables are inside and outside

school that affect students’ quality of academic achievement. These factors may be

termed as student factors, family factors, school factors and teacher factors. Generally

these factors include age, gender, geographical belongingness, ethnicity, marital status,

parents’ education level, parental profession, and income (Cruz, et. Al, 2015)

Research Literature

Foreign

According to Adzido, et. Al, 2016, “the educational achievement gap has deep

root; it is evident very early in child’s lives; even before they enter schools. Socio–

economic differences – such as health and nutrition status, home environments that
provide access to academically related experiences, mobility rates, and financial assets

can certainly influence academic achievements” (Ogunshola and Adewale, 2012).

Parental educational background, profession and occupation affect their financial status.

Family income is one major factor that affects their children’s educational level,

competitive ability and performance.

The study assesses the relationship between family income and academic

performance of tertiary students: the case of Ho Polytechnic, Ghana. 480 students were

selected using stratified-quota-simple random techniques. Survey questionnaires were

used to collect data from respondents. There were mixed results from the study. The

findings of this study partly imply that family income of Polytechnic students could affect

their learning process, motivation and academic performance at the long-run. Thus,

strong financial status of families helps improve students’ motivation, learning process

and hence better academic performance. However, some respondents strongly argued that

family income status is not an essential predictor of better academic performance. This

suggests that the objective of the study has been achieved with reference to the outcomes

of the study. The study concludes that though higher family income may improve

students’ performance, but for the responsible and serious students, low family income

must not be an excuse for poor performance.

MEDIA/TECHNOLOGY

In the study of Aramay, (2018), Education encounters, in modern times, challenges

in all aspects of social, economic &cultural life; the most important of which are over-
population, over-knowledge, education philosophy development & the change of teacher‘s

role, the spread of illiteracy, lack of the staff& the technological development & mass

media.This drove theteaching staff to use the modern teaching technologies to face some

of the main problems, whicheducation & its productivity encounter, by increasing the

learning level which may be achievedthrough providing equivalent opportunities for all

people whenever & wherever they are, whiletaking into account the individual differences

between learners. To improve the educational productivity, some of the teaching

staffsought to mainstream technology within education, developing traditional techniques

& usingnew educational method. Mainstreaming the technological media within whatis

called Multimedia‘‘ is the pattern which led to infinite applications

of computertechnologies. The concept of this technology came into being with the

appearance of soundcards, then compact disks, then came the use of digital camera, then

the video which madecomputer an essential educational tool. Nowadays, multimedia

expanded to become a field on itsown. The concept of multimedia technology is broad &

it has infinite usage fields; it is a profound element as an educational technology in addition

to its use in medical & statisticaldomains & in establishing databases. Moreover, the

entertainment sector is one of the sectorsthat had the lion‘s share in using this

technology. Interaction is the main element in multimediatechnology as most of its

applications are characterized by interaction. Consequently, multimedia programs may

provide a more effective & more influential experiment than using eachtechnology

separately.The researcher thinks that multimedia is one of the best educational techniques

because itaddresses more than one sense simultaneously, as it addresses the senses of sight
& hearing.Multimedia programs provide different stimuli in their presentations which

include a number ofelements some of which are, spoken words, sound & music,graphics,

animations and still pictures.These elements were mainstreamed in a comprehensive

presentation so as to provide effectiveeducation, which in turn will support

the participation of the different senses of the learners indiverse syllabi.