Mindanao State University, Philippines
This study utilized a quasi-experimental research paradigm particularly the Pretest- Posttest Design where the groups of participants were measured on the dependent variable both before and after the manipulation of the independent variable. The respondents of this study were two sections of English 2 (Writing in the Discipline) classes where the sections were referred as the Picture Group and Video Group respectively. Both groups were exposed to multimedia interventions, namely: Hamlet, Scarlet Letter, Romeo and Juliet and Huckleberry Finn. The data gathered through classroom activities were tabulated, analyzed and interpreted using standard deviation, mean ratings and T-test. The findings of the study revealed that: (a) the writing quality of the students has a significant improvement from the picture group after exposing the respondents to multimedia activities; (b) respondents from the video group improved their writing quality after exposing them to multimedia interventions; (c) video as an intervention has more significant improvement than pictures, however both bettered the writing quality of the students; (d) multimedia learning improves the writing skills of the students. On the basis of the research findings, it is recommended that teachers should adopt and integrate advanced pedagogical techniques like multimedia assisted learning in their teaching.
Multimedia, Writing Quality, Content, Organization, Grammar, Diction, Mechanics