Review of Related Literature

In today's digital age, proficiency in Information and Communication Technology

(ICT) is indispensable for students to thrive in their academic and professional

endeavors. Animation, as a creative and technical field, offers a unique opportunity to

enhance computer skills in a stimulating and engaging manner. This study aims to

investigate the impact of animation subjects on the computer skills of Grade 11 ICT

students at Saint Peregrine Institute.

Foreign Studies

The rapid development of information and communication technology (ICT),

particularly in multimedia, has significantly impacted education (Hadi et al., 2022).

Multimedia serves as a powerful learning tool, enhancing student comprehension

through a combination of visual, auditory, and interactive elements. Research suggests

that students retain information more effectively when they can see, hear, and engage

with the material (Hadi et al., 2022). This shift has revolutionized education, allowing

schools to move away from traditional physical teaching aids. For instance, instead of

purchasing expensive models of the solar system, schools can now utilize engaging

multimedia videos to illustrate complex concepts. According to Hadi et al. (2022),

ICT has the potential to significantly improve the quality of education. Technology

plays a crucial role in promoting student focus and concentration during lessons. The

integration of digital and telecommunication systems is transforming all aspects of

society, including schools. ICT offers valuable resources for educators, fostering a

more engaging and interactive learning environment. Students readily adapt to these

ICT-based environments, which can incorporate real-world situations into the

curriculum and motivate active participation. This shift encourages teachers to adopt a

facilitator role, guiding students through the learning process.

As observed in the study, the global trend of searching for success factors in

knowledge economies highlights the importance of the Global Knowledge Index

(GKI), which serves as a leading international indicator of the quality of knowledge

capital and the ability to build effective knowledge economies. By using GKI as the

primary research indicator for fostering knowledge-based economies, the role of

information and communications technology (ICT) factors in its formation was

assessed. The GKI is influenced by subjective evaluations from experts regarding the

impact of ICT factors on the development and use of knowledge. The strongest

connections were identified with indicators such as ‘use of computers and the internet

by employees’ and ‘enterprises with a website.’ Furthermore, to continue testing the

hypothesis regarding the significant contribution of ICT to contemporary changes in

the knowledge economy, the study examined the impact of ICT development

indicators assessed in the Network Readiness Index on GKI. The effect of this

indicator was found to be extremely high (R² = 0.9287). Overall, the influence of ICT

factors on knowledge development and knowledge-based economies allows for the

identification of critical determinants of success among leading countries.

 Multimedia technology, according to the study, is essential for fostering

innovation and raising student satisfaction with vocational education. Multimedia

technology accommodates a wide range of learning preferences and styles by

establishing dynamic and interactive learning environments. It also allows teachers to

create realistic settings, which is crucial for vocational education because it offers

opportunity for real-world experience and practical instruction. As stated in the study,

the research will investigate how multimedia tools enhance comprehension and

participation in vocational training, as well as their relationship with student

satisfaction. Primary data from 515 students enrolled at vocational colleges in China

will be collected and analyzed using regression analysis.

As identified in the study by Pellitteri (2021), the article examines the impact of

Japanese animated cartoons, or ‘anime,’ in two key European markets: Italy and

France. It begins by offering a theoretical perspective on the characteristics of anime

that resonate with global audiences, highlighting both the ‘universal’ and ‘particular’

elements of its content, morals, storytelling, and visual styles. The author challenges

the widely held assumption among scholars and Japanese government agencies that

anime’s popularity is primarily due to its perceived ‘coolness,’ arguing instead that the

true source of audience affection lies elsewhere. The second part of the article

discusses the success of anime in Italy and France beginning in the late 1970s,

emphasizing how its widespread appeal in these countries resulted from its sudden

and substantial presence during a time dominated by national broadcasting and

theatrical releases. Despite the crisis in this media consumption model brought about
by changes in content distribution and consumption from the 2000s onward, anime’s

popularity in both markets remained strong due to its deep roots in mainstream

circulation. The author analyzes this phenomenon using the Gramscian concept of

‘national-popular.’

As noted in the documentation, Indonesia’s animation industry faces significant

challenges, its minimal contribution to the Gross Domestic Product (GDP), which is

only 0.17%. However, there is potential for growth through creativity and skilled

individuals. This study, which involved in-depth interviews with animation companies

like CV Imaji Studio and PT The Little Giantz, identified issues such as a shortage of

animators, inadequate infrastructure, and high technology costs. Collaboration among

stakeholders is vital for overcoming these issues. The corporate sector could take the

lead in establishing coworking spaces and providing financial support, while

communities can provide exhibitions and training. To effectively prepare new talent,

educational institutions must expand courses and advance animation technology.

The study emphasizes that writing is often viewed as a complex skill for students

to master, as it involves various factors that can lead to difficulties in composing texts.

To address these challenges, the research explored the use of animated movies as

instructional media to enhance students’ writing abilities. The study involved two

observers and 38 second-grade senior high school students, collecting qualitative data

on the teaching and learning process alongside writing tests that showed a significant

improvement in average scores from 75.68 in the pre-test to 78.71 in post-test cycle 1

and 83.55 in cycle 2, indicating that using animated movies in English classes can
effectively enhance students’ writing skills and demonstrates the value of engaging

instructional media in supporting writing education.

According to the study of animation manuals in the United States from the 1940s

to the present, the evolution of these manuals can be divided into three key periods

that reflect changes in technique, profession, and industry. From the post-War period

until the 1980s, these manuals highlighted the prominence of hand-drawn animation,

which was closely associated with studio production and an apprenticeship training

system. In the early 2000s and beyond, manuals began to integrate traditional hand-

drawn techniques with digital tools, striving to reconcile established methods with

innovations in a varied professional environment. This transition sought to harmonize

established practices with innovations in a diverse professional landscape. The author

argues that comprehending these manuals is crucial for researchers examining the

changing professional identity, techniques, technologies, aesthetics, and modes of

production in animation. However, the study also highlights that these manuals are

not neutral; they embody particular discursive positions that shape the history they

portray. Overall, understanding the context of these manuals is vital for a deeper

insight into the animation field’s evolution.

Pursuant to the study, a quasi-experimental design with a pretest-posttest control

group was employed to investigate the impact of computer animation on student

learning outcomes in four core subjects at the primary level in Abuja, Nigeria.

Achievement tests were administered to assess student proficiency in mathematics,

science, technology, English, and civics. Multivariate analysis of covariance

(MANCOVA) was used to analyze the primary research hypothesis. The findings

revealed that computer animation significantly improved student performance in

science and technology, but had no discernible effect on their achievement in

mathematics, English, or civics. Based on these results, the study recommends the

integration of animation software into elementary school science and technology

curricula.

Jiang, T.'s study from 2022 claims that Japanese is becoming a very sought-after

language in contemporary education. Language learning has undergone a revolution

because to developments in blended learning and internet resources, provide students

the option of self-directed learning. Way that the students receive curriculum

materials in online contexts has changed as a result of the internet's integration with

information communication technology (ICT). The Multimedia Network-assisted

Online Japanese Language Teaching Method (MN-OJLTM) is suggested by the author

as a way to improve student involvement in the online learning environment.

The Programme for International Student Assessment (PISA) and Trends in

International Mathematics and Science Study (TIMSS) have revealed that Malaysian

pupils have traditionally performed poorly in mathematics. In the PISA tests from

2012 and 2018, Malaysia is placed 48th and 52nd, respectively, whereas the top four

countries analyzed in the PISA study are consistently South Korea, Japan, Singapore,

and even Vietnam. Mathematical instruction still frequently lacks the use of

information technology (ITC), despite the introduction, development, and application

of many new technologies for education. Furthermore, because of the dry subject
matter and uninteresting teachers, learning mathematics using traditional teaching

methods was unable to achieve learning objectives.

Local Studies

The digital revolution has significantly influenced daily life, with technology

seamlessly integrated into various activities. This research paper aimed to identify the

weaknesses of senior high school students in their awareness and usage of essential

software applications at Lopez National Comprehensive High School in Quezon,

Philippines (Indrinal, 2022). An online survey was administered using Google Forms

due to the pandemic. The findings revealed that both Grade 11 and 12 students

possess awareness of ICT fundamentals and various computer software applications.

However, a significant difference was observed in their awareness of computer

software applications between the two grade levels. To enhance students' knowledge

and literacy in database applications, webpage design, and basic computer

programming, an enhancement program could be implemented within their

specialization or integrated into other ICT subjects (Indrinal, 2022).

Development of Interactive 2D Animation as Formative Assessment Tool for

Teaching Values Education in the Philippines: According to the study of Sy, Recto, De

Asis, and Loyola Jr. (2024), one of the main challenges for teachers in basic education

is finding effective assessment tools that engage students and improve their academic

performance. The study points out that different approaches and technologies used in

assessments can significantly impact student participation and performance. With this
in mind, using 2D animation as a formative assessment can change how teachers

evaluate student learning. By incorporating animated visuals, educators can make

assessments that are more engaging and effective at measuring student learning

outcomes. The researchers decided to use interactive 2D animation in the Values

Education subject in basic education. Their findings show that the developed

interactive 2D animation is a helpful tool for promoting meaningful discussions about

moral values and character development. It also demonstrates that 2D animated

formative assessments can be effective learning materials, helping students grow

holistically and enhancing the learning process.

As found in the study conducted by Cervera (2024), a digital learning material in

2D animation was created and assessed for First Year Drafting Technology students at

Marikina Polytechnic College during the academic year 2023-2024. The findings

showed that both groups rated the digital learning material as Highly Acceptable. The

learning material was evaluated by two groups of respondents: fifteen experts and

fifteen industry practitioners. A survey was used to gather data, focusing on the

quality of content and technical aspects. The experts gave it a grand weighted mean of

3.83 for content quality, while the industry practitioners rated it 3.69. The study also

noted that the feedback and suggestions from both groups could greatly improve the

digital learning material. It was recommended that school administrators encourage

instructors in other specializations to develop similar materials to enhance learning

and student performance.

In the findings of Daba and Nistal (2023), the study explored learners’
perspectives on the use of multimedia instructional materials in teaching at Marawi

City National High School. Using a descriptive method and survey-questionnaires, the

study examined the respondents’ profiles, the types of multimedia instructional

materials used, and the implications of the results. The results showed that 50% of the

respondents were aged 17-19 years old, and 60% were male. Additionally, 64% of

respondents agreed that PowerPoint presentations were always used as a form of

multimedia instruction. The overall mean score for the respondents’ perception of

multimedia instructional materials was 2.34, with a standard deviation of 0.91,

indicating that respondents generally agreed with the statements in the questionnaire

about the use of multimedia in teaching.

As stated in the study, the respondents were a purposive sample of faculty

members from Higher Education Institutions in Iloilo. A descriptive research design

was employed, utilizing a researcher-made questionnaire to assess computer self-

efficacy, IT competency, and teaching effectiveness. The questionnaire was validated

by a panel of experts using the Eight-Point Criteria of Good and Scates, and its

reliability was tested with 30 faculty members in Iloilo province. Both descriptive and

inferential statistics were employed in the processes for collecting, and evaluating the

data. With the use of SPSS software, numerous statistical techniques were used, such

as the Mann-Whitney U-test, the Kruskal-Wallis H test, the Spearman rho, the

frequency count, the percentage, and the mean. The significance threshold was set at

0.05. However, strong correlations were found between computer self-efficacy, IT

competency, and training effectiveness. The results showed that most teachers were
married, between the ages of 36 and 50, had bachelor's degrees, had experience

teaching for 11 to 20 years, and had participated in 11 to 20 IT trainings. They also

specialized in general education.

Based on the research of Tikalaan National High School (2024), adapting

teaching methods to the digital age is essential in today’s educational landscape.

While traditional approaches remain important, they may not fully engage students in

multimedia-rich environments. The study evaluated the effectiveness of multimedia

tools in teaching Filipino subjects to Grade 10 learners for the School Year 2023-

2024, focusing on their impact on academic performance and student attitudes. The

study involved two groups of 35 Grade 10 students, divided into a control group and

an experimental group. Data collection included Division-Based Quarterly

Assessments for both pretest and posttest evaluations to measure academic progress.

Additionally, a researcher-designed survey was used to assess students’ attitudes

toward multimedia tools. Respondents were chosen through purposive sampling based

on characteristics relevant to the study’s objectives. A quasi-experimental design

compared the pretest and posttest results of both groups to assess the effectiveness of

multimedia tools. Statistical analyses, such as T-test, ANOVA, and F-test, were

conducted to determine the significance of the differences observed.

According to the study of the selected school division in Region 3, the ICT

knowledge of 180 teachers was evaluated as a basis for a training plan. Using a

descriptive survey method, the findings revealed that while teachers showed

proficiency in basic ICT skills, certain skills had lower average scores, suggesting
closer alignment with a lower knowledge category. The study recommended that

school administrators conduct regular training needs assessments to identify specific

areas where teachers require development. This approach ensures that training

programs are tailored to the teachers’ actual needs, promoting more effective use of

ICT in educational settings.

The addition of media and information literacy education in the senior high

school (SHS) curriculum is the most recent and noteworthy development in media and

literacy education in the Philippines. This qualitative case study investigated the ways

in which SHS teachers taught MIL during the early stages of its adoption, however as

MIL is still relatively new, it is still unclear how this subject can be taught in the

Philippines' SHS. In-depth interviews with seven MIL SHS teachers were also

conducted. The participants believe that there is misunderstanding and uncertainty

over teachers' abilities to teach MIL. Teachers are also underprepared to teach the

subject since they lack the necessary resources and training.

Using a variety of techniques to integrate ICT processes into instruction, the

study examines how well ICT integration is done in the classroom. Thirty professors

and sixty students participated in a survey to find out how they felt about the

advancement and efficacy of ICT integration in the classroom. Demographic

information was gathered, including the grade levels of the pupils and the age, gender,

experience, education, and marital status of the teachers. There is a significant

disparity in emphasising the use of technology to support teaching and learning. The

study included 96 participants, including 36 teachers and 60 students. Despite

analyzing participant demographics and ICT opinions to find a clear difference in

student vs. professor perspectives on technology in learning, education today often

equates technology with computers for information storage and basic skills,

neglecting broader applications. A survey involving 30 professors and 60 students

assessed ICT integration in the classroom. Statistical techniques, such as percentages,

weighted averages, and rankings, were used to compare participant viewpoints. The

results revealed a discernible difference in emphasis on leveraging technology to

enhance learning.

The pervasive influence of information and communication technologies (ICTs)

has shaped the lives of today's students, particularly "digital natives" who have grown

up in a digitally driven environment. This study aimed to investigate the impact of

ICT use and digital skills on students' academic performance and explore the digital

divide in France (Ben Youssef et al., 2022). Data was collected through questionnaires

administered to 1323 French university students, and various statistical analyses were

employed to analyze the data. The findings revealed several key insights: inadequate

investment in ICT negatively affects student performance; university-provided ICT

training has limited impact on student results; innovative and collaborative ICT usage

enhances student performance; and acquiring digital skills improves academic

outcomes. These results highlight the persisting digital divide in France and raise

questions about the effectiveness of education policies and the need for organizational

change within universities to fully leverage the potential of ICT.

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