Multimedia-Based Lessons and Academic Performance of Junior High School Learners in Araling Panlipunan

Abstract

This study investigated the effect of multimedia-based lessons on the academic performance of junior high school learners in Araling Panlipunan. Anchored on Mayer’s Cognitive Theory of Multimedia Learning, the study examined whether the integration of multimedia resources could improve learners’ achievement compared with instruction without multimedia exposure. A quasi-experimental one-group pre-test–post-test design was employed involving 50 Grade 10 students from Baquilan Resettlement High School during the school year 2025–2026. The participants were selected through convenience sampling from two sections, Matatag and Masikap. Data were gathered using a validated researcher-made 50-item test administered during two grading periods: the first quarter without multimedia exposure and the second quarter with multimedia-based instruction. The data were analyzed using SPSS version 27, with Shapiro–Wilk, Mann–Whitney U, and Wilcoxon tests used to determine differences in scores. Results showed that students’ performance improved in both quarters; however, greater gains were observed during the quarter with multimedia exposure. In the first quarter, the weighted mean increased from 21.74 to 31.30, while in the second quarter it rose from 28.40 to 37.34. Significant differences were found between the pre-test and post-test scores in both quarters and between the post-test scores of students exposed and not exposed to multimedia, with all tests yielding a p-value of 0.001. The findings indicate that multimedia-based lessons can enhance students’ academic performance in Araling Panlipunan. The study recommends the integration of multimedia-based instructional materials to promote more engaging and effective classroom learning.