Descriptive-correlational study finds multimedia use enhances engagement and science achievement in Grade Three learners, indicating effective teaching strategies are needed.
Key Points
This research aims to explore the relationship between instructional multimedia utilization, learner engagement, and academic performance in science among Grade Three students.
Descriptive-correlational research design
Respondents selected through simple random sampling
Data analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation
Televisions, smartphones, and laptops were the most common multimedia resources at home.
Significant positive relationship between instructional multimedia utilization and academic performance was found.
Affective and behavioral engagement were positively correlated with science achievement, while cognitive engagement showed no significant correlation.