NOTRE DAME OF MARBEL UNIVERSITY

College of Education May 2024

Research Monograph No.__

Series of 2024

MULTIMEDIA TOOL PROFICIENCY: A

COMPETENCY NEEDS ANALYSIS AMONG
TEACHERS OF MNHS

Dave Breech B. Gregory

(BSEd-Social Studies 4)

Lynou R. Zacal, PhD

Professor

This Research Monograph is published by the NDMU Research and Publication

Center. This study was conducted by the student in collaboration with his/her professor
in EDEL 1O3: TEACHING INTERNSHIP. No part of this research monograph
maybe copied, reproduced or stored in a retrieval system or transmitted in any form
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 TABLE OF CONTENTS
Page

Abstract 1

Introduction 2

Statement of the Problem 4

Significance of the Study 4

Definition of Terms 5

Methodology 6

Research Design 6

Locale 9

Respondents 10

Research Instrument 11

Data Collection and Analysis 11

Results and Discussion 15

Summary of Findings 16

Insights 37

Implications 38

References 40

Acknowledgement 42

Author 43

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 MULTIMEDIA TOOL PROFICIENCY: A COMPETENCY NEEDS
ANALYSIS AMONG TEACHERS OF MNHS

Gregory, Dave Breech B.

This action research aimed to assess the proficiency level of teachers in using
multimedia tools and develop an intervention plan to enhance their skills at Maltana
National High School (MNHS). The study utilized a mixed-method approach,
employing a Descriptive Research Design to gather both quantitative and qualitative
data. The research instrument consisted of an online survey questionnaire via Google
Form, which assessed teachers' proficiency in multimedia tools and solicited their
opinions and suggestions. The findings revealed varying levels of proficiency among
teachers, highlighting the need for targeted intervention programs. Based on the
results, an action plan titled "Multimedia Tool Proficiency: A Competency Needs
Analysis Among Teachers of MNHS" was developed to address the identified needs.
This study provides valuable insights for school administrators, teachers, researchers,
and future educators, emphasizing the importance of ongoing professional
development in utilizing multimedia tools effectively for teaching and learning.

Keywords: Proficiency, Multimedia, teachers, MNHS

Page 1 College of Education Research

Monograph

INTRODUCTION

In today's digitally-driven world, proficiency in multimedia tools has

become increasingly essential across various professional domains. The integration of
multimedia elements, including graphics, audio, video, and interactive features, has
transformed communication, education, marketing, and entertainment landscapes. As
such, individuals and organizations must continually assess and develop their
competencies in utilizing these tools effectively.
According to Johnson and Valente (2018), the rapid evolution of multimedia
technologies necessitates ongoing evaluation and enhancement of skill sets to ensure
competitiveness and relevance in the contemporary workforce. Moreover, the widespread
adoption of multimedia platforms for both personal and professional purposes
underscores the urgency for comprehensive competency assessments and targeted
training interventions (Gibson, 2019).

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 In the context of the Philippines, used of Multimedia tool is predominantly
observed. Cruz and Santos (2020), the Philippines is experiencing a digital
transformation, with multimedia tools playing a pivotal role in this process. As the
country embraces digitalization, there is a growing recognition of the importance of
multimedia skills in driving innovation, enhancing communication, and fostering
creativity. However, despite the increasing reliance on multimedia tools, there remains a
gap between the demand for proficient users and the available skill sets in the workforce.
With this, the need to become proficient in using Multimedia tool among teachers,
chiefly public teachers becomes an appealing point of discourse. To make teaching more
effective and meaningful teaching learning process, improved and enhanced training
programs to enhance performance and competitiveness in using Multimedia tool.

The use of multimedia has claimed or has been claiming for a significant period
of time as an integral part in the process of imparting as well as perceiving lessons in
classroom. The new teaching method labors to make the lesson visualize by the students
avoiding image construction in brains while receiving pictorial description in a text
through listening and producing. A learner can visualize which enables a lesson more
intelligible and durable as Penuel et al. (2000)
Additionally, according to only (Chen and Liu, 2008; Mayer, 2008). Multimedia
or digital learning resources assist learners to get on well with mental representations
with the use of different media elements, which support information processing.
Information, which is made up of content and sometimes learning activities, are presented
with the use of the combination of text, image, video and audio by digital learning
resources. It has been demonstrated, by research on using multimedia for learning, that
there are more positive results observed in learners who combine picture and words than
those who use words only
According to Chen et al. (2009), incorporating technology and making it part of
the educational environment is one of the foremost responsibilities of educators and
instructors. Vanderlinde and Van Braak, (2011) articulated three main directions to bring
novelty into the education system 1) to make use of the content that can be acclimatized
2) to integrate different teaching skills 3) to get rid of age-old concepts. The modern
requirement to question the insights has been stressed by many scholars. The authors
emphasized that cognizance from the people who are the users of new technological tools
is important for forecasting the efficiency of incorporation in educational setups. Not
only this but the educators’ perceptions and insights towards creativity should be
observed. Clark et al. (2013) drew the conclusion that incorporating creative
technological tools in the educational setups automatically calls for the educators to learn
new skills and practices related to it. Karsenti et al. (2013) stated that it has been
identified that numerous educators and instructors only use the technological tools to
present the material in a digital form and barely focus its intellectually nurturing
approach. Karsenti and Fievez, (2013) survey showed that prior to the experimental
program 70.2% of teachers had never or very rarely’ used any kind of technological tool.
It also showed that 14.5% had used ICT in the class ‘sometimes’ and 15.2% regularly
used technological tools in class. The abovementioned facts bring to light the importance
of equipping the teachers with effective methods with which they can add technological
tools into their teaching routine.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 Page 4 College of Education Research
Statement of the Problem Monograph

This study aimed to develop an intervention to boost teachers’ use of multimedia.

Specifically, the researcher sought to answer the following questions:
1. Assess the current level of proficiency of teachers in using multimedia tool; and
2. Identify what plan of action can be developed to improve the multimedia skills of
teachers in Maltana National High School (MNHS).

Significance of the Study

The researcher believes the usefulness of the study's findings will be of great

assistance to the following:

School Administrators. The study provides information to school administrators on

the proficiency level of teachers in using multimedia tools. The level of proficiency

experienced by the teachers in using multimedia tools will be a guide on what actions to

take in providing intervention programs for the teachers.

Teachers. As collaborators in the development of the action plan, this will help them

evaluate the teachers in MNHS Multimedia tool proficiency. Consequently, the action

plan can be a wonderful intervention for teachers to strengthen and identify what action

plan can be developed to improve the multimedia skills of teachers at Maltana National

High School (MNHS).

The Researcher. The Researcher. As pre-service teacher, the researcher can use this

action research to keep themselves informed about the use of Multimedia tool as a

medium effective teaching and learning providing efficient way in presenting and

implementing lesson. This will provide them lenses on how to develop their skills in the

use of Multimedia tool. This study can contribute to a more learner-centered curriculum

that fosters Multimedia tool as aide in teaching and learning process knowledge

Notre Dame of Marbel University

City of Koronadal, South Cotabato
acquisition, providing a more efficient and effective learning and meaningful experience

for students.

The future researchers. The study serves as a contribution to the needed

information in conducting the same study and as a basis for formulating related research

studies. It assists them in modifying the research for their own school to analyze the level

of proficiency of teachers in using multimedia in designing a plan or tool for enhancing

the use of multimedia, practice, and development of resources.

Definition of Terms

The following are key terms used in the study and are accordingly defined within
the context of this research.

Multimedia- is a digital learning materials that facilitate learners in effectively utilizing

mental representations by employing various media aspects that enhance knowledge

processing. Digital learning tools utilize a combination of text, images, videos, and audio

to provide information, including content and learning exercises.

Role of technology- this refers to the role of technology in teaching and learning

Teachers- refer to the individuals who facilitated or used and observed the multimedia

tool to impart practical skills, contents, and theories.

Page 5 College of Education Research
Monograph
Teacher challenges- these refer to the challenges of teacher experience in using

multimedia or technology that hamper even the start of implementing technologies and

applications. These challenges could be as basic as not having electricity or classrooms

without electricity or they can be without any educational technology or Wi-Fi

Proficiency-

Conceptual framework

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 The researchers utilized the Input-Process-Output framework in developing the action

plan based on the results obtained from the conducted online survey using Google Form.

For the input phase, the researchers conducted an online survey using the Google Form

Survey Questionnaire to assess the level of multimedia skill proficiency among teachers

at Maltana National High School (MNHS). The results of the survey were then analyzed

and used as the basis for designing the action plan. Finally, as an intervention and output

of the action research, the researchers developed an action plan titled "Multimedia Tool

Proficiency: A Competency Needs Analysis Among Teachers of MNHS."

INPUT PROCESS Output

-Conduct an online -Analyze the -Concrete plan of action
survey using the interpreted results of on Multimedia tool
Google Form Survey the online survey Proficiency: A
Questionnaire among COMPPETENCY
the MNHS teachers to -Design and develop NEEDS ANALYSIS
assess their level of an action plan for AMONG TEACHERS
proficiency in using improving the OF MNHS
Multimedia tool Multimedia tool
proficiency level of
the teachers in
MNHS

Figure 1. Conceptual Framework

METHODOLOGY

Research Design

This study is a mixed method study. Specifically, it used the Descriptive Research Design

that aimed to obtain the objectives of this study. The Descriptive Research Design was a

Notre Dame of Marbel University

City of Koronadal, South Cotabato
combination of quantitative and qualitative research design which the researchers used to

generate data that determine and assess the current level of proficiency of the Social

Studies students in Filipino language skills. Also, this design will identify the action that

can be developed to improve the Multimedia skills of of Teachers in MNHS.

Locale of the Study

Figure 2
Location Map of the Study

The action research will be conducted and implemented inside the premises of Maltana

National high School. A Public school institution associated with DEPED

This study was conducted in the Barangay Maltana National High School
Municipality of Tampakan, Province of South Cotabato.

Participants of the Study

The respondents of the study were the teachers from the Maltana National High School

(MNHS) who are currently facing inefficiency in using Multimedia tool

Research Instrument

This study employed online survey questionnaires via Google Form to gather data. The

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Page 9 College of Education Research
survey questionnaire comprised only two questions generated from the study's objectives.

A question regarding quantitative design that employed a straightforward four-point

rating system. The four-point Likert scale is a type of rating scale that researchers employ

to collect responses from participants. It is designed to exclude the option of a neutral

response, so encouraging participants to provide more detailed and decisive answers.

The second question pertains to the qualitative design, which involved collecting

opinions and suggestions from the teachers of MNHS. These opinions and proposals

were then analyzed to produce the study's findings. An analysis of the competency needs

among teachers at MNHS in using multimedia tools.

Data Collection and Analysis

In collecting the data for this study, the researchers conducted a survey through an

online platform, specifically through Google Form to assess the current level of

proficiency of students wherein it will be a basis for an action plan to be designed by the

researcher. The survey was given to the teachers of Maltana National High School

(MNHS)

The study utilized the results of the online survey questionnaire in the analysis and

interpretation of the data. The results in the first question which utilized four-point Likert

Scale were treated using mean and frequency to find out the level of Multimedia tool

Proficiency of the teacher of Maltana National High School. Further, the results in the

second question were analyzed and interpreted by the researcher and provided them the

information on what program and/or activities to be implemented in improving the

Multimedia skills proficiency of the teacher in Maltana National High School

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 Table 1 shows the results of the assessed level of teacher Multimedia tool proficiency in

Maltana National High School.

Tabulation of the Level of Multimedia tool Proficiency:

Total Percentage of Population Who Assessed

the Level of Their Filipino Language Proficiency = No. of Persons Answered
-------------------------------- X 100
Total Population of
Teachers in Maltana NHS
Table 1: Level of teacher proficiency in using Multimedia tool in Maltana NHS with

the Description of Each Level

No. of Description
Persons who 4 3 2 1
Answered
Each Level
1 point means
the level of
proficiency is
low, Teachers
cannot even
use
0 / Multimedia
tool as to
facilitate
teaching and
learning
process.
2 points mean
the Teacher
can use
Multimedia
tool as to
facilitate
teaching and
learning
process.
however, can
20 / use only basic
knowledge and
skills on
implementing

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 Multimedia
tool
3 points mean
that teachers
are skilled to
used
Multimedia
tool and can
utilized it well
in teaching-
learning
process with
13 / confidence and
eloquence;
however, they
have problem
in technology
pedagogical
skills relevant
to used of
Multimedia
tool
4 points mean
the teacher
displays
proficiency in
the used
Multimedia
1 / tool in
teaching-
learning
process, are
skilled in
using it as a
medium,
displays no
inefficiency.
Total Population of Secondary Teachers in MHS=34

RESULTS AND DISCUSSION

This section discusses the analysis and interpretation of the data obtained from the
participants.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 The study utilized the results in the analysis and interpretation of the data. The

results were treated using mean and frequency to identify teachers’ proficiency level in

using a multimedia tool in Maltana National High School

Level of teacher proficiency in using Multimedia tool in Maltana NHS based on

Four Point Likert Scale

The table presents the summary and conclusion derived in the conduct of the

study entitled “Multimedia tool Proficiency: A Competency Drive among Teachers in

Maltana National High School.” It also provides recommendations that can be pursued by

the teacher, faculty and staff of Maltana NHS.

Table 2: Summary of the Results of Four-Point Likert Scale Conducted among

Teachers in Maltana NHS

First Question: As a teacher, how would you rate your proficiency level in using

Multimedia tool? 1 as the lowest and 4 as the highest.

Points/Level based Numbers of Percentage out

on 4-Point Likert Teachers Who Have of the Total Description
Scale Assessed Their Population
Level of Proficiency
in using multimedia
tool
1 0 0% Level of proficiency is
low; Teachers cannot
even use Multimedia
tool as to facilitate
teaching and learning
process.
2 20 58.8 % Teachers can use
Multimedia tool as to
facilitate teaching and
learning process.
however, can use only
basic knowledge and

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 skills on
implementing
Multimedia tool.
3 13 38.2 % Teachers are skilled to
used Multimedia tool
and can utilized it well
in teaching-learning
process with
confidence and
eloquence; however,
they have problem in
technology
pedagogical skills
relevant to used of
Multimedia tool
4 1 2.9 % teacher displays
proficiency in the
used Multimedia tool
in teaching-learning
process, are skilled in
using it as a medium,
displays no
inefficiency
Total Population= 34

The table shows the result of four-point Likert scale. This simply demonstrates

that the teacher have low to moderate level of proficiency in terms of using Multimedia

tool as for teaching-learning process. 58.8 % or 20 out of 34 assessed their level of used

of Multimedia tool proficiency as two (2) point which means that teachers can use

Multimedia tool for their teaching and learning confidently; however, can use only basic

knowledge and skills on implementing Multimedia tool

In addition, 38.2 % or 13 out of 34 assessed their level of proficiency in using

multimedia tool as three (3) points which indicates that teachers are used to used

Multimedia tool and can utilized it well in teaching-learning process with confidence and

eloquence; however they have problem in technology pedagogical skills relevant to used

Notre Dame of Marbel University

City of Koronadal, South Cotabato
of Multimedia tool 2.9 % or 1 out of 34 assessed his level of proficiency in Using

Multimedia tool as perfect four (4) and none assessed himself as zero (0).

These results states that the Teachers of Maltana NHS are not proficient enough

when using Multimedia tool for their teaching and learning, this emphasized that they are

more likely prefer traditional way of teaching such as use of visual aide and book based

that much like teacher centered approach. The use of Multimedia tool concern which has

a great impact to the society. Like the Philippines, it tries to respond to the demands of

globalization that involves transmission of culture through used of Multimedia tool or

technology. Technology experts, lawmakers and educators are finding ways to improve

quality implementation or delivery of teacher lesson through multimedia tool where

students are expected to be learned effectively with the shift to technology. especially

teacher who were behind to technology because of challenges encountered and problem

must be highlighted to effectively enhance the teaching-learning process and can help

escalate the students’ academic performance (Gorgonio, 2012).

Table 3: Results on the Second Survey Question Regarding the Suggestion of the

Teachers on Improving the used of Multimedia tool proficiency

Second Question: What plans can you recommend to further enhance your

proficiency level in Using Multimedia tool?

Respondents Recommendations/Suggestions
1 Attend more trainings and seminars to enhance more our skills
specially in multimedia tool.
2 Attend relevant trainings.
3 Expose yourself in different classroom strategies and activities that
requires multimedia tools such as power points and other applications.
Attend trainings that provide hands on activities.
4 The school must provide more multimedia tools for each teacher. Also,
we need trainings regarding the current trends in using and navigating
multimedia tools.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
5 Attend trainings for using new platforms, apps and programs for
facilitating learning
6 Training and seminar workshop for the different multimedia tools that
can enhance more the students learning
7 to increase the effectiveness of learning using multimedia tool the
teacher must: divide the class into groups that view/read/listen to
different material, make a learning activity through gamified approach,
and get only the important thing from the video or presentation being
presented to the students/learners.
8 Television in every classroom
9 Workshop
10 Intensive training and explore
11 attend webinars and workshops, application of more multimedia tools
in educational setting, benchmark in areas or schools with proficient
users and consumers of multimedia, follow socmed pages and sites
about multimedia use, checklist and evaluation tool to follow in the use
of multimedia tool
12 Attending trainings and seminar about multimedia tool
13 More trainings in line to new developed tools that are adaptable to
school setting
14 Attend seminars, multimedia proficiency training and drills to further
improve my multimedia proficiency
15 I can recommend is to find opportunities to engage in exploration with
technology contents
16 One way is to integrate multimedia to the lesson is to encourage use it in
presentation
17 Attend more seminars
18 I think, teacher should practice more different multimedia tools
19 As teacher I should engaged Multimedia through practicing it in day-to-
day basis such as using it in presentation of lesson
20 Implement seminars and even proficiency training among teachers to
strengthen their Multimedia proficiency
21 Get NCII in ICT for basic knowledge in technology
22 Get NCII in ICT for basic knowledge in technology
23 Enroll a course or NCII for ICT to improve knowledge on Multimedia
24 Strengthen the teacher organization and implement Multimedia
trainings/workshops
25 Attend seminars/workshops that aims to improve multimedia proficiency
26 Additional Multimedia program or subject focused on multimedia and
technology
27 I suggest conducting seminars or webinars promoting multimedia
proficiency skill enhancement.
28 Add new courses or programs in the curriculum which primarily focus on
the use of Multimedia tool
29 Encourage teacher to use different multimedia tool for their of
implementation of lesson

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 30 Add Multimedia courses for teachers that focused on technological
content skills and use of Multimedia
31 Implement curricular activities for instance, simulation computer room
which encourage further enhancement and discovery with the use of
Multimedia tool
32 Introduce curricular activities, such as a simulation computer room, that
promote additional improvement and exploration through the utilization
of multimedia tools.
33 Advocate for teachers to utilize diverse multimedia tools in their lesson
implementation.
34 Introduce specialized courses for teachers that specifically target the
development of technological content abilities and the utilization of
multimedia.

This table shows the results on the second question from the research instrument

of the researchers which is the done through survey questionnaire. This indicates that the

teachers mostly suggest workshops, trainings, seminars, webinars, to improve their

proficiency in using Multimedia tool. Some even suggested that teacher who are low

proficient in using multimedia tool must be explore and discover other platform or

application not only use common multimedia tool to improved medium of instruction and

delivery primarily teachers who are behind with the advent change of modernity.

Furthermore, they recommend also that the school should add more facilities or

technology equipment to intensify their proficiency in using Multimedia tool most

particularly in the delivery of Content pedogogical knowledge. As Beqiri and Mazreku

(2020) stated, training and other development programs help people and organizations to

have better performance. This professional development programs or activities also

affects the working environment of individuals and even, their work productivity, and

improved their personal and professional life.

Innovation, Intervention, and Strategy

Notre Dame of Marbel University

City of Koronadal, South Cotabato
 This study created an action plan entitled Multimedia tool Proficiency: A

Competency Drive among Teachers in Maltana National High School. This action plan

aims to develop the Proficiency skill of the use of Multimedia tool of the teachers of

Maltana NHS for S.Y. 2024-2025. In this action plan, the teachers will undergo

workshops, trainings, seminars, and webinars on how can them enhance their used of

Multimedia tool

Multimedia tool Proficiency: A Competency Drive among Teachers in Maltana

National High School

The teachers will participate in a workshop program called " Multimedia tool

Proficiency: A Competency Drive among Teachers in Maltana National High School”.

The decision to organize this workshop was based on the assessment mean scores of the

teachers, which revealed a lack of proficiency in using Multimedia tool as their medium

of instruction or Delivery.

The workshop program will consist of several components, including a Program

Overview, an Action Plan, Workshop Designs, Workshop Matrixes, and Sample

Application. These elements have been carefully formulated by the researcher to address

the identified need for intervention and support the development of the teachers' used of

Multimedia tool basis for proficiency

The importance of Multimedia tool proficiency cannot be overstated, especially

for the teachers where they will need to have an effective learning delivery and

instruction in teaching, as it serves as their medium of instruction and delivery. The

Maltana National High School recognizes the needs for enhancing proficiency in using

Multimedia tool in locality, especially in Using Multimedia Tool for proficiency as it

Notre Dame of Marbel University

City of Koronadal, South Cotabato
helps in fostering effective lesson delivery and instruction. Also, it is a significant skill

for an effective communication and pedagogical content knowledge among the teachers

in Maltana National Highschool.

The decision to initiate this Competency Drive Program focuses on enhancing the

use of Multimedia tool proficiency is formulated according to the assessment mean

scores of the teachers in Maltana National Highschool. The result shows the significant

gap in proficiency and inefficiency levels, indicating the need for intervention.

Maltana National Highschool seeks to close this gap by providing teachers with

the technology skills they need to successfully engage students in learning. A more

immersive and meaning interactive learning environment will result from their ability to

explain ideas, concepts, effectively with the aide of Multimedia or technology

proficiency.

CONCLUSION
Based on the findings I made, the following conclusions I made:

Most of the teacher of Maltana National High School are not good in using

Multimedia tool. Majority of the teachers assessed their proficiency level in using

Multimedia tool as 2. Some teachers assessed themselves as 3, and only two teachers

assessed theirselves as 4 which means they are the only one who displays proficiency in

Multimedia tool in teaching-learning process, are confident in using it as a medium,

displays no inefficiency.

The highest percentage of identified level of proficiency is two summing up 58.8

% or 20 out of the total population 34 is 3. This means most of the teachers have low

level of proficiency in using Multimedia tool. Therefore, the teacher must undergo

Notre Dame of Marbel University

City of Koronadal, South Cotabato
seminars, webinars, and workshop or training programs that will help the proficiency

level of the teachers in Notre Dame of Marbel University in using Multimedia tool as a

medium of instruction and delivery in teaching and learning process.

RECOMMEDATION
The Multimedia tool Proficiency: A Competency Drive among teachers in Maltana

National High School can be of great help in improving the proficiency level in using

Multimedia tool of all teacher and faculties in the said academic institution. As a

promoter of rapid change of modernity and advent used of technology, this can help the

Maltana National High School to recognize the needs for enhancing the use of

Multimedia tool, especially in technology proficiency as it helps in fostering Content

technological Skills. Also, it is a significant skill to aide and delivery of lesson and

expand skills in using variety tool of Multimedia in Teaching and learning process among

the teachers in Maltana National High School.

Based on the findings and conclusions of the study, the researcher concluded the

following recommendations:

The Teachers, may look into the possibility of implementing training and

workshop programs that can be used to improve the used of Multimedia tool proficiency

of Teachers at Maltana National High School (MNHS) Workshops program or training

has many forms; it could be done through presentation and content technological skills in

Technology proficiency that will be moderated by Resource skilled Instructor, and it

could be done collaboratively by professional teachers in secondary schools that are

perceived to be of great instructor in improving Multimedia tool proficiency of the

Teachers in MNHS. These programs are effective enough to address the level of

Notre Dame of Marbel University

City of Koronadal, South Cotabato
proficiency of the teachers in using Multimedia tool that could also supplement and

strengthen the content technological skills of teachers in MNHS as well as can improved

or expand their knowledge in technology.

The MNHS teacher should also be encouraged to strengthen their self-paced or

self-instruction learning. The researchers believe that it is one of the effective strategies

to develop students' knowledge through providing them spaces wherein they can access

and manipulate technology contents that presents appropriate used of technology, Power

Point Presentation, MS word, Canva and other learning materials that can be maximized

to improve their Multimedia proficiency.

Experiential learning, demonstration and simulations of use Multimedia tool in

instructional implementation of teacher inside the classroom can be a great course of

action as well to consistently practice the used of Multimedia tool proficiency of teachers

of Maltana National High School.

Administrators may look at the possibility of conducting workshops, training,

seminars, and webinars in the different areas across different used of Multimedia tool,

knowledge on ICT and technology Education can help them improve their Multimedia

skills.

Future researchers should use this to conduct more research on how to improve

technology proficiency among teachers and use this as their reference or basis in

implementing or modifying workshops, training, seminars, and webinars to improve the

used of Multimedia tool in all areas and disciplines.

ACTION PLAN

Objective:

Notre Dame of Marbel University

City of Koronadal, South Cotabato
To implement an interactive seminar and workshop program entitled, Multimedia
tool Proficiency: A Competency Drive among Teachers in Maltana National High
School
Stages Persons Time frame Resources Success
involved Indicator
I. Discuss the Researcher, June 2024 Bond paper, The result of
Result school head Laptop, and the analysis on
to the school head and teacher Google Form the proficiency
or moderator and organization level on the
officers in charge used of
of Maltana Multimedia
National High tool of the
School teachers of
MNHS were
disseminated to
the teacher
organization
and moderator
of Maltana
National High
School
II. Discuss Researcher, June 2024 Bond paper, The result of
Result school head Laptop, and the analysis on
to the teachers and teacher DLP the proficiency
of Maltana organization level on the
National High used of
School Multimedia
tool of the
teachers of
MNHS of were
disseminated to
the concerned
Teachers
III. Discuss the Researcher, June 2024 Bond paper Letter of
Proposed school head and Laptop permission had
Implementation and teacher been signed
of the organization and approved
Seminar/Webinar by the teacher
and organization
Workshop/ and School
Training head
Program to the
teacher
organization and
school head of
Maltana National

Notre Dame of Marbel University

City of Koronadal, South Cotabato
High School
IV. Discuss the Researchers, June 2024 Bond paper Letter of
Proposed students, and permission had
Implementation Social Studies been signed
of the coordinator and approved
Seminar/Webinar by the teacher
and organization
Workshop/ coordinator
Training
Program together
with the teacher
organization and
school head of
Maltana National
High School
V. Submit Researcher June 2024 Bond paper Copy of the
Copy of the research was
Study submitted to
to the teacher the the teacher
organization and organization
school head of and school
Maltana National head of
High School Maltana
National High
School

REFERENCES

Lumapenet, H. (2022). Multimedia: A Tool in Addressing the Reading Difficulties of

Learners. Lumapenet, H., & Fronda, M, 2357-2362.

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin,

L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and

learning processes: A systematic review. Heliyon, 6(11).

Mantiri, F. (2014). Multimedia and Technology in Learning. Universal Journal of

Educational Research, 2(9), 589-592.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and

solutions when using technologies in the classroom.

Aljazzaf, Z. (2020). Factors influencing the use of multimedia technologies in teaching

English language in Kuwait. International Journal of Emerging Technologies in

Learning (iJET), 15(5), 212-234.

Shahid, F., Aleem, M., Islam, M. A., Iqbal, M. A., & Yousaf, M. M. (2019). A review of

technological tools in teaching and learning computer science. Eurasia Journal of

Mathematics, Science and Technology Education, 15(11), em1773.

ACKNOWLEDGMENT

In conducting this research entitled, Kaway o Babay: History, Meaning, and Significance
of the Pioneer Settler’s Monument a.k.a Kaway, the researchers would like to express
their heartfelt gratitude and appreciation to the following individuals, groups, and
organizations who have given their help and unwavering support throughout the
completion of this research study:

First and foremost, to our Research Adviser, Mrs. Cecilie Sharon T. Porras, for the time,
effort, unending support, guidance, expertise, insights, and encouragement to help in the
completion of this study, as well as to make this research study possible and successful.

To Mr. Prince Klyvyn Bon Selma, LPT, for being the para-adviser of the researchers
during the final defense due to unwanted emergency who provided his moral support,
intelligent inferences, and knowledge in enhancing the flow of this study.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
To Dr. Lynou R. Zacal, Research Professor, for the guidance, encouragement,
knowledge, and support to pursue this research study.
To the Dean of the College of Education, Dr. Ma. Magdalena F. Cobrador, for the
motivation and support to this research.

To the panelist members, for their generosity to share their valuable time and expertise to
evaluate, critique, and to contribute helpful and valuable insights, recommendations, and
suggestions to improve and enhance this study.

To the Barangay Topland Office, for the opportunity to conduct this research study, as
well as, for the support and assistance to make this research possible.

To the participants, the researchers are immensely thankful for the time, honesty,
cooperation, and willingness to help and contribute to the success of this research. The
openness and valuable insights, knowledge, experiences and information that they’ve
shared has been instrumental to the completion and success of this research.

To the researcher’s friends, colleagues and family, for the support, assistance, motivation,
comfort, and understanding throughout the entire process of this research study.

To all the persons behind this successful research study, for the support, help and
guidance they have shown to make this research a success. The success of this research is
their success also.

Lasty, to the Almighty God, for the wisdom, guidance, protection, and for answering all
our prayers throughout this journey. The researchers offer this success to Almighty God,
because without him it would not be possible.
The Researchers

Page 42 College of Education Research

Monograph
AUTHOR

Dave Breech B. Gregory, is the Pre-Service Teacher (PST) student in Notre Dame of
Marbel of Marbel University, taking up Bachelor of Secondary High School
major in Social Studies.

Email Address: [email protected]

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Page 43 College of Education Research