College of Education

NOTRE DAME OF MARBEL UNIVERSITY

Alunan Avenue, City of Koronadal 9506
South Cotabato, Philippines

ACKNOWLEDGMENT

I would like to express my heartfelt gratitude to the following individuals who have

played a significant role in the successful completion of my student teaching portfolio:

To God Almighty, the one who gives me strength and inspiration all throughout

my college journey. Your grace and guidance have been my constant companion.

To my Cooperating Teachers, Mrs. Mabelle B. Bagtasos for her support,

guidance, and valuable feedback throughout my teaching internship. Your words greatly

influenced me to continue what I am doing in order to grow as a future educator.

I am also deeply grateful to Mrs. Jane M. Bañaga, the School Principal of

Maltana National High School– Public Basic Education Department for giving me the

opportunity to experience teaching in your institution. Your leadership and support have

been instrumental in my journey towards becoming a competent teacher.

To my Teaching Internship Supervisor, Dr. Lynou R. Zacal, thank you for

sharing your expertise and for providing me with constructive feedback that has helped

me as a future educator.

I also want to express my gratitude to my parents, Mr. Jonathan V. Gregory,

and Mrs. Daly B. Gregory for their unwavering support, encouragement, and believing

in me throughout my academic journey.

To my dear friends and classmates, thank you for the camaraderie, laughter,

and fun memories that we shared. Your presence has made my academic journey a lot

more meaningful and enjoyable.

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 College of Education
NOTRE DAME OF MARBEL UNIVERSITY
Alunan Avenue, City of Koronadal 9506
South Cotabato, Philippines

Once again, thank you to everyone who has been a part of my journey. Your

contributions have been instrumental in my growth and development as a person and

as a student.

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 College of Education
NOTRE DAME OF MARBEL UNIVERSITY
Alunan Avenue, City of Koronadal 9506
South Cotabato, Philippines

Table of Contents

I. Preliminaries Pages
Title i.
Profile (Graduation Picture, Name, and Course) ii.
Preface iii.
Approval Sheet iv.
Acknowledgment v.
Table of Contents vi.

II. Philosophy of Teaching

Prayer of a Student Teacher 1.
Teacher’s Creed Personal 2.
Educational Philosophy 3.

II. Resume 4.

III. Description of the site of practice teaching 5.

Reflection of Site of Practice Teaching 6.
School’s Mission, Vision Statement 7.
Organizational Structure of MNHS 8.

IV. Pieces of evidence of meeting with the Principal and Cooperating Teachers 9.
Reflection on meeting with the Principal and Cooperating Teachers 10.

IV. Understanding my Learners 11.

Reflection on Understanding my learners 12.

V. Examples of Best Daily Lesson Plan using the creative strategy

with a complete set of materials 13.
Detailed Lesson Plan
Semi-Detailed Lesson Plan
Brief Lesson Pan
Reflection 28.

VI. Pieces of evidence of Service Learning and Community Outreach 29.

Reflection on Service Learning and Community Outreach 34.

VII. Observation and evaluation forms 35.

Reflection on Observation and Evaluation forms 36.

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 College of Education
NOTRE DAME OF MARBEL UNIVERSITY
Alunan Avenue, City of Koronadal 9506
South Cotabato, Philippines

VIII. Sample of learner’s work and feedback 37.

Reflection on Sample of learners’ feedback 38.

IX. PPST Inventory

45.

X. Monograph of Classroom-Based Action Research 46.

71.

XI. School Forms

School Form 1 72.

School Form 2 73
School Form 9 74.
School Form 10 76.

XII. Professional Development or Career Plan 77.

XIII. Summary of Actual Teaching 78.

81.
XIV. Curriculum Vitae 82.

XV. Certificates 83.

87.

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 College of Education
NOTRE DAME OF MARBEL UNIVERSITY
Alunan Avenue, City of Koronadal 9506
South Cotabato, Philippines

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PHILOSOPHY IN
TEACHING

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 Prayer of a student-teacher

Our Heavenly Father,

We praise your name, we lift your name on high. We thank you for your sovereignty

and your faithfulness to us throughout, for your overflowing and unconditional love

to us.

I thank you Lord for the opportunity to serve you and your people, be part in this

school and community. Thank you for the life of my cooperating teacher and the lives

of our students. thank you for bringing us in school safety and satisfying our body not

just by the physical food but also with spiritual food.

I pray for humility as I learn from all these people who mentors me. Help me to speak

them words that would encourage them, make them think critically, help them

explore new things that will always align on your plans lord. Encouraging words that

will just end for a day but will remain for them until the end.

Lord, I also pray for the holy spirit to come to those people who doesn’t know you to

enlighten their minds and heart to bring their path towards your path. May your

words will build their faith on you.

I also pray for those people who already know you to maintain their walk of faith

with you Lord, serving you and your people. Showing what a God centered person is.

MY TEACHING PHILOSOPHY
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 As Jordan Peterson said from his book, “Always tell the truth or at least don’t lie”.
As Jordan noted in an interview, it is the hardest rule compared to the eleven rules from
his book. It is true, everybody lies, just be really careful about it. The real essence of the
rule is, when you manifest truth, you can identify truth from fallacies.
As a social studies teacher, we strive for what is true, articulating certain ideas
that will only bring truth to the listeners, free from biases and stereotypes. A social
studies teacher should never impose certain ideologies, especially radical thoughts, into
the minds of young ones to attract supporters and members. A social studies teacher
should also not support propagandas, which can only poison the existing values of
students.
I value freedom of speech, it is an essential path of your journey when seeking
the ultimate truth. For sure, I will encounter ideologies in the future that will be
introduced by my own students. I will try to question such ideologies, and I will let them
question my own political view. I will be open, ready to be offended. Offensive
statements are part of exchanging thoughts, a consequence of the freedom of speech.
How can you discuss an important issue if you wont let yourself be offended anyway. A
healthy discussion starts from breaking the barriers around your own ego and learning
to listen, absorb, and articulate the ideas with your own capacity.
I observed the change in our society, the fluid state of innovation, the proclivity of
new inventions for convenience. But less people monitored the radical changes on the
values that we learned since the beginning of philosophical thought. As a consequence,
it is less-likely that these values retained their real purpose of defining what is a human
being. As a teacher, I will never be ignorant, I will address these issues, I will try my
best to enlighten my students with my own ability to teach, to influence, to seek the
ultimate truth of it all.

My Personal Teaching Creed

I am committed in providing quality education to the young and also to those who are
willing to learn,

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 I am conditioned to face every challenges that will emerge during the years of my
teaching experience,
I am ready to control my emotions, control what I can control and not let my grievances
get through my discussions,
I will try my best to tell only the truth and what is the truth.
I will impose myself with standards that are near impossible and try my best to achieve
the ultimate perfection.
I will make myself a model to emulate, a professional in every action I make.
I will create an environment, attractive to those who want to learn, a safe haven for
ideas and a hell for fallacies

TEACHER’S RESUME

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A Brief of Description of the Site Practice Teaching

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 This school is a K–12 academic institution located in Maltana Tampakan, South

Cotabato, Philippines. It offered a holistic education program that prepared students for

college and life beyond formal education.

The school is mission dedicated to fulfilling the vision and mission set forth by the

Department of Education that, prioritizing the delivery of high-quality education while

safeguarding students' well-being and advocating for their rights. Within a nurturing and

safe environment, educators guide students' learning and growth, that developed love

for God, fellowmen, country, and environment. it aimed to cultivate an atmosphere

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conducive to success and holistic prosperity were individuals aware to contribute to the

development of their communities.

This table presents the Maltana National Highschool- Public Basic Education’s

Vision, Mission, Objectives statement.

We dream of Filipinos who passionately love their

country and whose values and competence enable
School’s Vision Statement them to realize their full potential and contribute
meaningfully to building the nation.

To protect and promote the right of every Filipino to

quality equitable culture-based, and complete basic
education where:
School’s Mission
Statement 1. Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.

2. Teachers facilitate learning and constantly

nurture every learners.

3. Administrators and staff, as stewards of the

institutions, ensure, an enabling and supportive
environment for effective learning to happen.

4. Family, community, and other stakeholders

actively engaged and share responsibility for
developing life-long learners
Maltana National High School aims:

 To continue to promote basic education

objectives, with a focus on the use and
extension of learning instruments, as well as
School’s Goals and the further investigation and acquisition of
Objectives intellectual, social, moral, and physical
concepts, ideals, attitudes, and skills that will

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 help to develop the whole person.

 Identify and develop students' strengths and

interests to prepare them for practical jobs and
higher education.

Reflection:

Maltana National Highschool was not quite familiar to me since my alma mater,

was take place in integrated private education located in our locality near in our

Municipality. I come to realize and found out the disparity and difference between the

private and public school it has been a quite sort of discovery to me, and reflect that

most outstanding students come public school and it not varies to whether the school

was have an well and positive reinforcement of bureucracy or money, facility, and other

related academic things.

Expensive materials and technology was not quite evidence but the how the

school stresses to their responsibility, in promoting their mission in providing good

quality education centered in love of God, humanity, environment and country was

shown. I really appreciate how they integrate values in teaching. The way they deal with

the students with the localization of resources are meaningful that help students to

develop interest in learning and values.

The mission and vision of Maltana National High school also prioritizes the aim

of producing quality individual whom who are not make culprit of the society but whom

are will contributors of the society.

Organizational Structure

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Meeting With the Principal

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Reflection:

Meeting the school principal filled me with happiness and a sense of blessing as

it provided me with the opportunity to communicate with her in a professional manner.

My emotions were quite mixed; I felt as though I was in the process of applying for a job

as I spoke with her respectfully, discussing various topics and sharing ideas about life

and the profession.

Meeting with my cooperating teacher

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Reflection:

Meeting my cooperating teacher, I felt a wave of inexplicable fear. On the day we

met, my nerves were evident. However, as soon as we began to talk, I felt comfortable,

and my positive energy returned. She is a very respectful, straightforward, friendly,

optimistic, and positive person. Day by day, as we spent more time together, we

developed great communication and rapport.

During my first actual rated observation, I didn't expect that she would help me

with strategies for teaching since the school didn't have TVs. She advised me to teach

without digital tools or visuals, using only books and printed materials. I was uncertain

about what she said and doubted it since I hadn't yet experienced teaching without

visual aids. She recommended that I produce tarpaulin presentations for my learning

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objectives. The content would only be presented on Manila paper. However, on the

Manila paper, only important words, phrases, or key terms should be presented, without

any explanations or descriptions. Despite having a laptop that I could use to depict

things in class, she suggested this method. Additionally, she advised me to print out

related materials on the subject matter so that students would have a copy in hand.

While presenting facts, students could also refer to the facts on the Manila paper if they

didn't have their own printed copies.

Understanding my Learners

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Reflection:

During my first observation, my cooperating teacher introduced me to the

students whom I would be handling later on. The class was so respectful; I couldn't

have expected such a warm welcome. The atmosphere was incredibly positive, and I

could feel the energy in the room.

In my first actual teaching session, I observed that some of the students were

intelligent and brilliant in the way they behaved and participated in class. Additionally, I

noticed there were also slow learners who required discussions to be conducted in a

very simple manner for them to grasp the points effectively. I also observed that there

are students who are not serious in academics; they just go to school for nothing, show

no participation, and cannot even answer simple questions. I could not explain what

factors contribute to their lack of seriousness in their studies, but the moment I observed

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all of that, I spoke out to myself that I wanted to change them by making them develop

interest and participation in the subject. So, with all of my effort and as a challenge to

myself to motivate them, I planned and made interactive activities that could help them

engage. I also changed my teaching style so that it could supplement the level they are

at.

Understanding that my students have made me realize the need to develop my

personality by discerning what is proper and good for the holistic development of

students, as not all students progress at the same pace and in the same manner.

Therefore, let us be kind to each other and learn to value our differences, seeing them

as unique ways to create meaningful learning experiences.

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 BEST DAILY
LESSON PLAN

Detailed Lesson Plan

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Semi-detailed lesson plan

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 Brief Lesson Plan

PANGUNAHING PAKSA: Sinaunang Pamumuhay ng mga Asyano

Tiyak na Paksa: Mga Sinaunang Kabihasnan sa Timog-Silangang Asya
Sanggunian:
Samson, C., Antonio, E., Imperial C., Soriano, C., () Kayamanan Araling Asyano,
(). Sampaloc, Manila: Rex Book Store, Inc.

I. Kompetensi:

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 ● Napahahalagahan ang mga kaisipang Asyano na nagbigay-daan sa paghubog
ng sinaunang kabihasnan sa Asya at sa pabuo ng pagkakakilanlang Asyano

Mga Layunin:
Sa pagkatapos ng Aralin, ang mga mag-aaral ay inaasahang:
1. Natutukoy ang mga Imperyong Naitatag sa Timog-silangang Asya
2. Naiisa-isa ang mga Ambag ng Sinaunang Kabihasnan sa Timog-Silangang Asya
sa pangkasalukuyang lipunan sa Asya
II. Panimula:
Pagbabalik-aral:
● Ano-ano ang mga Importanteng panahon sa mga sinaunang Kabihasnan sa
Korea at Japan?
● Ano-ano ang mga naiambag ng mga sinaunang kabihasnan ng Korea at Japan
sa pag-unlad ng kabihasnang Asyano?
● May nakikita ba kayong epekto ng mga sinaunang kabihasnan ng Korea at
Japan sa pangkasalukuyang panahon? Ano-ano ang mga ito?
Pagganyak:
● Panuto: Hulaan ninyo ang salitang pinapahiwatig ng 4 na larawan sa Pisara.

Activity
● SWOT Analysis
● Panuto: Ang mga mag-aaral ay hahatiin saw along (8) grupo. Sila ay gagawa ng
SWOT analysis ng mga Imperyo sa Timog-Silangang Asya. Ang guro ang mag-
aasign ng imperyo sa bawat grupo. This will be recorded as a part of your quiz!

Ipepresenta ng mag-aaral ang kanilang SWOT analysis sa harapan pagkatapos ng

Sampung minute.

Mga Imperyo/Kaharian/Dinastiya:
• Imperyong Khmer
• Imperyong Srivijaya
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• Dinastiyang Sailendra
• Imperyong Majapahit
• Kaharian ng Champa
• Imperyong Annam
• Imperyong Siam
• Imperyong Burma

Rubrics

Excellent – 5pts Fair – 4pts Poor – 3pts

Accuracy Historical Facts are Historical Facts Historical facts

Stated accurately were slightly were not justified
and justified accurate, and with resources
slightly justified

Organization Statements were Statements are Statements were

arranged neatly and arranged less unorganized and
easy to understand neatly and very hard to
understandable understand.
with a little
disorganization

Presentation The SWOT analysis The SWOT analysis The SWOT anaylis
was presented was presented was presented
nicely, with a nicely, with a less poorly, voice was
modulated voice modulated voice not modulated, and
and discussed and some issues in the discussion was
clearly. discussion. unclear.

Assessment
Paper and Pen Test:

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Panuto: Tukuyin kung ang pangungusap ay nagsasaad ng Indianisasyon o Sinicization,
isulat sa patlang ang inyong sagot.

_____ 1. Ang Impluwensya ng mga Tsino ay makikita sa mga templo na nakakalat sa

Timog-Silangang Asya.
_____ 2. Ang ibang salita at pangalan sa Cambodia at Thailand ay nagmula sa mga
salitang Sanskrit.
_____ 3. Dahil sa malawakang pangangalakal, abot ng mga Tsino ang Pilipinas.
_____ 4. Halos lahat ng mga lugar sa Timog-Silangang Asya ay may tinatawag na
Chinatown.
_____ 5. Malaki ang Impluwensya ng mga Indiano sa disensyo ng mga templo sa
Angkor Wat at Borobudur.

Assignment
• Magbasa tungkol sa mga unang kabihasnan sa Central Asia.
Reflection:

Creating lesson plans has always been a challenging task for me; both

paperwork and reflections tend to drain my energy. Despite the struggle, I acknowledge

their importance. Developing lesson plans not only helps me grasp the lesson content

thoroughly but also pushes me to think critically about the activities that best suit it.

Interestingly, I've found that the most effective teaching method for history is the lecture.

History should be narrated like a captivating story, allowing students to relate and draw

conclusions.

Another memorable experience was during my actual teaching, when I integrated

a gamified activity called "Snake and Ladder" into the lesson. I didn't expect to integrate

it successfully and smoothly, especially in AP Economics, where injecting interactive

activities can be challenging. It was a great achievement for me to provide fun and

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learning activities so that students develop attention and engagement, especially when

the subject content can be perceived as boring. I aimed to change the perception that

AP Economics is boring; it depends on the teacher and how they deliver it in a way that

incorporates or injects learning and fun activities.

Pre-Service Teacher Service Learning Report

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Reflection:

In my journey and challenges of fighting myself to discover something, grow, and

develop, to learn new things, and to face my fears, college life was not yet for me to

enhance and develop the things that need to be exercised and practiced. I was quite an

inactive student way back in my college days. In the department, I was not able to join

events and seminars, as well as being active in our club organization, even though I

was a club officer. I was a bit more of a low-key person where I viewed being active as

a waste of time. I just wanted to graduate without experiencing something great. Well,

that’s how I viewed things before. However, when I realized that it is important to

supplement the holistic development of my future self, I changed my view about it and

tended to try events despite having fear and anxiety in facing people.

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 Hence, when our internship started, I contemplated and looked at my nameplate

and realized that I am far beyond now from what I was before. I view myself now as a

teacher, and students will acknowledge me. Being a teacher is a must skill and ideal

since society expects you to handle children and also being a teacher means not being

afraid to try new things for one's growth, opportunity, and improvement. Therefore, I

challenged myself to join any events in school and to do my best since this was the

training ground for development.

Therefore, when I was invited by one of the faculty members of the school to be

a resource speaker, teacher, or facilitator during the conduct of a CTP class, I tended to

accept it immediately. There was no idea of refusing in my mind. Since I believe this is

the time I should practice more in the field for my preparation in my teaching career. I

also facilitated during the conduct of a clean-up drive for the grade 10 curriculum. I also

had tutorial sessions with my tutee in reading comprehension. During this time, I was

very emotional because there are still students who have difficulty in reading

comprehension, and that's why I am dedicated to teaching him well. I also acted as a

subject teacher in giving honors to grade 9 Neptune during their recognition.

I’ve learned now to value what I am doing because you will never know things

when you don’t have commitment and courage to do things. It is a battle between risk

and lost opportunity or chance. That’s why if there is a chance or opportunity, come

grab it until you know what it is for.

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 Observation and Evaluation Form

Reflection:

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 We all know that EDEL 103 teaching internship is the most challenging and

experience once event in our life as practice teacher, it teaches us the skilled that we

must acquired in teaching learning in preparation the real world. But this is also the part

that you will realize a lot of things that helps you improve a lot from organizational skills

and planning skills this also test your capability to teach if you required in this course,

this is not also about experience but this is something that you will remember ever as

practice for learning and growth.

During my final demo teaching I am confident and ready not just because I

prepare for it but I am confident because I had already the foundation to make final

demo teaching successful the experience and everyday teaching is quite enough to

established high confidence, and the consistency you practice everyday, I am very glad

and thankful because I have a great cooperating teacher who always teach us me well,

correct my wrong doings helps me always with appropriate and positive feedback

especially in making interactive and meaningful learning lessons, I am not disappoint

whenever she gives me low score in my rated teaching because I view it as sort of

practice to become great teacher because I believe there no perfect teacher who starts

in the first at good but every teacher starts in the end as bad. This lead us to develop

my confidence and improve my teaching.

Sample of Learners’ Work and Feedback

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Reflection:

It's important to provide assessments to your students; this tests whether they've

learned from your discussions and measures how much they've absorbed or if they

need reinforcement. Assessment is the heart of learning, and I appreciate learners who

put effort into pursuing goals, as it leads to wonderful products. When I notice their

efforts, I'm always generous with my praise. I want them to understand that doing good

work is admirable and worthy of commendation. I really want them to excel and not be

passive; they should be active and engaged in discovery.

I ensure that my instructions are clear. If students don't understand, I rephrase

them and provide examples to avoid confusion. A good instruction is one that prompts

questions from students, indicating their understanding and revealing any loopholes. My

cooperating teacher always reminds me to keep my instructions precise and easy to

understand. Demonstrating tasks at the front before students attempt them also helps.

I've learned that some tasks are impractical because they're too complex for students.

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That's why I've realized that simply providing simple assessments is more effective,

especially if they demonstrate learning.

For the assessments I provide, I have them answer PNI. They state the positive

ideas or words they've learned for "P," the negative or uncertain ideas or words they

don't understand for "N," and for "I," they write down ideas or words that interest them.

It's quite simple, but it encourages them to think and construct ideas based on our

discussions, ultimately fostering a positive learning environment.

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 PHILIPPINE
PROFESSIONAL
STANDARDS FOR
TEACHERS
(PPST)

PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS
Beginning Teacher

A Portfolio of Remarks and Possible Sources of Evidences

Dave Breech B. Gregory

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 Pre-Service Teacher

Bachelor of Secondary Education Major in

Social Studies
Degree

PPST Inventory

Domain 3. Diversity of Learners

Strand 3.1 Learners’ gender, needs, strengths, interests and experiences
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences.

Possible Sources of Evidences

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Remarks

Implementing differentiated teaching involves recognizing and addressing the

unique features of learners by customizing training to fit factors such as gender,
individual needs, strengths, interests, and experiences. This methodology
guarantees customized educational encounters, optimizes student involvement, and
facilitates tailored progress and success in the educational setting.
Domain 3. Diversity of Learners
Strand 3.2 Learners’ linguistic, cultural, socio-economic and religious backgrounds
3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds.

Possible Sources of Evidences

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 Remarks

Implementing responsive teaching strategies acknowledges learners'

linguistic, cultural, socio-economic, and religious backgrounds. By incorporating diverse
perspectives, language support, culturally relevant content, and sensitivity to socio-
economic factors, educators create inclusive learning environments. This fosters
respect, understanding, and engagement among students, promoting equity, empathy,
and academic success across diverse student populations.

Domain 3. Diversity of Learners

Strand 3.3 Learners with disabilities giftedness and talents
3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents.

Possible Sources of Evidences

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Remarks
Throughout my field study 1 at NDMU-IBED, I consistently demonstrate
proactive engagement in many school events. At Maltana NHS, I had the privilege of
serving as a judge for the product concept presentation as part of the
Entrepreneurship Subject. I was joined by my fellow co-PSTs from various schools.
Serving as a judge is a gratifying endeavor. It facilitates the refinement of leadership
abilities, nurtures innovation, and cultivates connections between students and
teachers.

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Domain 3. Diversity of Learners
Strand 3.4 Learners in difficult circumstances
3.4.1 Demonstrate understanding of the special educational needs of learners in difficult
circumstances, including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor practices.

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 Possible Sources of Evidences

DAVE BREECH GREGORY

DAVE BREECH GREGORY

Remarks
As a future teacher, you need a strong base to help you find your way in the exciting
and challenging world of education. Webinars on important topics like sleep deprivation,
preventing self-harm, and the teaching of numeracy and literacy can give you the tools you
need to make your classroom a happy and effective place to learn.

Domain 3. Diversity of Learners

Strand 3.5 Learners from indigenous groups
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.

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 Possible Sources of Evidences

Remarks
When a future educator takes their first steps inside a classroom, it marks the
beginning of more than just a job; it also marks the beginning of a responsibility that goes

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beyond the realm of curriculum and assessment. Community extension programs provide us
with priceless experiences that mold us into caring, involved people and future educators.

CLASSROOM-
BASED ACTION
RESEARCH

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 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 without
permission from NDMU or the authors.
NDMU endeavors to publish completed studies in monographs to announce a solution
to a problem, an innovation, a breakthrough, and an enlightening development in a
specific field or to provide baseline data. The monographs are disseminated to gain a
consensus in the scientific and academic community and to build on the work of others.
These are the contributions of NDMU to the application of existing knowledge and the
generation of new knowledge.

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 TABLE OF CONTENTS
… aninstitutionthat cares for theenvironment and humanity. Page

Abstract 1

Introduction 2

Statement of the Problem 4

Significance of the Study 4

Definition of Terms 5

Conceptual framework 6

Methodology 7

Research Design 8

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

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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

INTRODUCTION

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 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).
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

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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.

Statement of the Problem

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.

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 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

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.

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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.

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

MNHS-

Proficiency- this refers to proficiency level of teacher who used multimedia tool in
teaching and learning

Conceptual framework

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,

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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 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

Teachers in MNHS.

Locale of the Study

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 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

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

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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 Gathering Procedure

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

Table 1 shows the results of the assessed level of teacher Multimedia tool proficiency in

Maltana National High School.

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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 4 3 2 1
who
Answered
Each Level
1 point
means the
level of
proficiency is
low,
Teachers
0 / cannot even
use
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.
20 / however, can
use only

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 basic
knowledge
and skills on
implementing
Multimedia
tool
3 points
mean that
teachers are
skilled to
used
Multimedia
tool and can
utilized it well
in teaching-
learning
13 / process with
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
1 / Multimedia
tool in
teaching-
learning
process, are
skilled in
using it as a
medium,
displays no
inefficiency.
Total Population of Secondary Teachers in MHS=34

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 RESULTS AND DISCUSSION

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

on 4-Point Likert Teachers Who out of the Description
Scale Have Assessed Total
Their Level of Population
Proficiency in
using multimedia
tool
1 0 0% Level of proficiency is

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 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 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

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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 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

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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.
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

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 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
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

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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

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

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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 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

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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

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

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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

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.

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 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:

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 and teacher Google Form the proficiency
head or organization level on the
moderator and used of
officers in Multimedia tool
charge of of the teachers
Maltana National of MNHS were
High School disseminated
to the teacher
organization

vii
 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
Implementation and teacher had
of the organization been signed
Seminar/Webina and approved
r and by the teacher
Workshop/ organization
Training and School
Program to the head
teacher
organization and
school head of
Maltana National
High School
IV. Discuss the Researchers, June 2024 Bond paper Letter of
Proposed students, and permission
Implementation Social Studies had
of the coordinator been signed
Seminar/Webina and approved
r and by the teacher
Workshop/ organization
Training coordinator
Program
together with the
teacher
organization and
school head of
Maltana National
High School

vii
 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.

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.

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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.

SCHOOL
FORMS

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CAREER PLAN

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SUMMARY OF
RATINGS

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