The Effect of Integrating

PowerPoint-Based Hypermedia
in Selected Topics in Grade 10
Biological Science Lessons in
Students’ Attitude and
Achievement

RYAN R. BAUTISTA
MASED - Biology 1
CHAPTER I
THE PROBLEM AND ITS
BACKGROUND 2
 Up-to-date Technology

THE PROBLEM AND ITS BACKGROUND

Easy access to online
information
Teachers are knowledgeable
in using computers

PRIVATE HIGH SCHOOL

Limited resources
Poor internet connection
Teachers seldom use
technology
3
PUBLIC HIGH SCHOOL
 Up-to-date Technology

THE PROBLEM AND ITS BACKGROUND

Easy access to online
information
Teachers are knowledgeable
in using computers

PRIVATE HIGH SCHOOL

BIG GAP
Limited resources
Poor internet connection
Teachers seldom use
technology
4
PUBLIC HIGH SCHOOL
BUT…

THE PROBLEM AND ITS BACKGROUND

the Department of Education
exerted enough effort to
respond to these dilemma.

DECS Order No. 58, s. 1994

Donation of Old and Obsolete Computers for
Educational Purposes
DEPED Order No. 23, s. 2004
Guidelines on the Use of Computer
Laboratories in Teaching and Learning
DEPED Order No. 78, s. 2010
Guidelines on the Implementation of DEPED 5
Computerization Program (DCP)
 THE PROBLEM AND ITS BACKGROUND
Learning Resource Management
and Development System
www.lrmds.deped.gov.ph

6
technology integrated to teaching
and learning process …

THE PROBLEM AND ITS BACKGROUND

increases students’
achievement
improves learners’ motivation

exhibits on-task behavior

allows learners to construct
knowledge 7
 THE PROBLEM AND ITS BACKGROUND
a combination of media

VERSUS
refers to “linked media”
8
 a combination of media

THE PROBLEM AND ITS BACKGROUND

information is
presented and
activities are
sequenced in a
non-linear
manner *nodes are elements of information
9
 Microsoft

THE PROBLEM AND ITS BACKGROUND

POWERPOINT
a-well-known
presentation software
presents information
that is frequently used
and a variety of media
by teachers
does not require high
grade computer 10
specifications
the

THE PROBLEM AND ITS BACKGROUND

is to develop and evaluate a
PowerPoint-Based hypermedia that
has a variety of media
can run in a laptop computer and
desktop computer with midgrade
is easy to use and promotes
specifications
is learner
interactive but limited to the use
control
of can
a computer, projector,
be integrated to the learning
whiteboard,
process and and white
used boardactivities
in group
marker
limited to 6 computer units
11
CHAPTER I
CONCEPTUAL AND
THEORETICAL FRAMEWORK 12
 CONCEPTUAL AND THEORETICAL
Multimedia production tools
enable students to construct
knowledge that is meaningful,

FRAMEWORK
applicable, and memorable
Ivers and Barron, 2002
(as cited in Ivers, 2003)
13
 CONCEPTUAL AND THEORETICAL
Under cognitivism, human brains
are perceived to operate
analogously to a computer or an
‘information-processor’
Newell, 1990

FRAMEWORK
(as cited in Williams, 2000)
Short-term
Memory
Sensor Long-
Input y Working term
registe Attention Memory Memor
14
r y
Rehearsal,
elaborating,
organizing…
 CONCEPTUAL AND THEORETICAL
The theory states that information
for memory is processed and
stored by two interconnected
systems and sets of codes
Clark & Paivio, 1991

FRAMEWORK
VERBAL
CODES
15
 CONCEPTUAL AND THEORETICAL
people learn more deeply from
words and pictures than from
words alone
Mayer, 2005

FRAMEWORK
(as cited by Sorden, 2012)

16
CHAPTER I
RESEARCH PARADIGM
17
 INPUT PROCESS OUTPUT
1. Development of 1. Validation of 1. Final PLP and
PPBH and PLP PPBH and PLP PPBH
2. Selection of 2. Use of PLP and
student integration of

RESEARCH PARADIGM
participants PPBH on
3. Administration selected grade
of Pretest 10 Biology
lessons.
3. Measurement of
effectiveness of
PPBH integration
to students’
achievement
and attitude
18
CHAPTER I
STATEMENT OF THE PROBLEM
19
The primary concern of the study is
to develop, evaluate, and

STATEMENT OF THE PROBLEM

integrate a PowerPoint-Based
Hypermedia and Prototype Lesson
Plan in teaching selected topics in
grade 10 biology and seek answers
to the following questions:

20
 STATEMENT OF THE PROBLEM
1. How do the teachers and
experts evaluate the PLP and
PPBH in terms of the following
a. Learning Objectives
b. Content
c. Pedagogic Structure (5E Learning
Cycle Model by Bybee, 1989)
d. Assessment
21
2. What are the pretest and

STATEMENT OF THE PROBLEM

posttest scores of the learners
in the control group after
undergoing the teacher-
centered learning approach in
terms of
a. DNA and RNA Structure
b. DNA Replication
c. Protein Synthesis
22
 STATEMENT OF THE PROBLEM
3. Is there a significant difference
between the achievement of the
learners in the control and
experimental group?

23
4. What are the pretest and

STATEMENT OF THE PROBLEM

posttest scores of the learners
in the experimental group after
the use of PLP and integration
of PPBH in terms of
a. DNA and RNA Structure
b. DNA Replication
c. Protein Synthesis
24
 STATEMENT OF THE PROBLEM
5. Is there a significant difference
between the attitude of learners
in the control and experimental
group in terms of their attitude
towards the selected lessons in
grade 10 biology?
25
CHAPTER I
HYPOTHESIS
26
 There is no significant difference
between the achievements of the
students that was taught with the
use of PLP and PPBH and those

NULL HYPOTHESIS
taught in a teacher-centered
learning approach in studying DNA
and RNA structure, DNA
replication, and protein synthesis.
27
CHAPTER I
SCOPE AND LIMITATIONS
28
 Develop and validate
PPBH that

SCOPE AND LIMITATIONS

is made up of text, still images, videos,
animations, and simulations, and a live
speaker
requires the use of a low grade computer or
laptop, projector, whiteboard and a
whiteboard marker
29
Conforms with DepEd’s Science 10 Learning
Material
 Develop and validate PLP
that

SCOPE AND LIMITATIONS

Follows the 5E Learning Cycle Model
by Bybee (1989)

Effectively integrates PPBH in

Science 10 Biology Lessons
30
The PPBH and PLP are
limited to

SCOPE AND LIMITATIONS

the following Biological topics:
a. DNA and RNA Structure
b. DNA Replication
c. Protein Synthesis
31
CHAPTER I
SIGNIFICANCE OF THE STUDY
32
 develop teachers’

SIGNIFICANCE OF THE STUDY

perspective in making
presentation graphics using
MS PowerPoint in non-
linear manner
33
 SIGNIFICANCE OF THE STUDY
mend students’ boredom
and negative attitude
towards the subject matter

34
school administrators do
not need to invest in

SIGNIFICANCE OF THE STUDY

commercial hypermedia
products to support the
teaching and learning
process if teachers
themselves can develop 35

their own
CHAPTER II
REVIEW OF RELATED
LITERATURE AND STUDIES 36
 REVIEW OF RELATED LITERATURE AND
Williams, (2000) mentioned that
using hypermedia application
meets learning needs, develops
more robust understanding, and
reduces time in accessing

STUDIES
information.
37
 REVIEW OF RELATED LITERATURE AND
Hartland, Biddle, and Fallacaro
(2008) explored the effect of
multimedia learning in programs
of nurse anesthesia. They
hypothesized that audiovisual
vignettes a form of multimedia

STUDIES
that amplifies cognition when
compared to written/lecture
38
information alone.
 REVIEW OF RELATED LITERATURE AND
Hasebook (n.d.) concluded that
multimedia and hypermedia has
potentials to enhance and
facilitate learning and working
but most of the multimedia

STUDIES
systems show small positive
effects or none at all.
39
 REVIEW OF RELATED LITERATURE AND
Moreno and Mayer in 1998
revealed that students who
learned with concurrent
narration and animations
outperformed those with

STUDIES
concurrent on-screen text and
animations.
40
 REVIEW OF RELATED LITERATURE AND
Bucoy (1998) found that students
exposed to Multimedia Package
(MMP) do well in chemistry
rather than those exposed to
Chalk-Talk Leacture Method

STUDIES
(CTLM)
41
 REVIEW OF RELATED LITERATURE AND
Guatno (2011) developed an
interactive multimedia program
for non-Filipino speaking
university students.
multimedia instructional
material can be considered

STUDIES
adequately designed and
developed. 42
CHAPTER II
METHODOLOGY
43
Quasi-Experiment with Pretest
– Posttest Control Group
Design

RESEARCH DESIGN
where:
01 Pretest
X Integration of PPBH and use of PLP 44
02 Posttest
 Grade 10 Students of DepEd
Masagana High School

97 grade 10
students

RESPONDENTS
49 respondents in the
control group
48 students in the
experimental group 45
5 Science Teachers

EVALUATORS AND OBSERVERS

with minimum 5 years
teaching experience
Evaluators
Observers
1 Education Program
Supervisor
2 School Principals 46
 Pre- Post

RESEARCH PROCEDURE
experimental Experimental
Phase Phase

Experimental
Phase

47
REQUEST
PERMISSION from the
office of the

PRE-EXPERIMENTAL PHASE
school principal and
schools division superintendent
for the implementation of the
study to DepEd Masagana
High School.

1 48
 PRE-EXPERIMENTAL PHASE
DEVELOP
the PPBH, PLP, PPBH
evaluation tool, pretest, and
posttest
2 49
VALIDATE

PRE-EXPERIMENTAL PHASE
the pretest and posttest with
first year college students who
are not respondents of the
study.

3 50
PREPARATION of the

PRE-EXPERIMENTAL PHASE
learning area/classroom that is
suitable for group activities
and cooperative learning
sessions

4 51
Evaluation

PRE-EXPERIMENTAL PHASE
of the developed PPBH and
PLP by the
evaluation team.

5 52
REVISION

PRE-EXPERIMENTAL PHASE
of PPBH and PLP based on the
evaluation and
recommendations of the
evaluation team.

6 53
PREPARATION
of the computer laboratory
where six (6) computers will

PRE-EXPERIMENTAL PHASE
be used by the students,
availability of a laptop, LCD
projector, whiteboard, and
speakers that will be used by
the teacher.
7 54
 TOS
to test the content validity

Achievement Test

INSTRUMENTATION
50-item
measure students’
knowledge, understanding,
and process skills in
preselected topics 55
ADMINISTRATION

EXPERIMENTAL PHASE
of written pretest in the control
and experimental group.

1 56
The EXPERIMENTAL
group will be taught using the
PLP and PPBH.

EXPERIMENTAL PHASE
The CONTROL group will
be taught aided by the Science
10 Student Material provided

2
by DepEd 57
ADMINISTRATION
of written posttest in the

EXPERIMENTAL PHASE
control and experimental
group

3 58
CONDUCT
the survey to the experimental

EXPERIMENTAL PHASE
group about their attitude and
experience on the integration of
PPBH in their lessons.

4 59
GATHER

POST EXPERIMENTAL PHASE

scores in pretest and posttest
administered to the control
and experimental groups.

1 60
GATHER
the results of the survey

POST EXPERIMENTAL PHASE

conducted to students and
feedback and recommendations
coming from the observers and
evaluators.

2 61
COLLECT

POST EXPERIMENTAL PHASE

data for statistical analysis and
treatment with due
considerations to the
problems.
.
3 62
 to determine the
difference between

STATISTICAL ANALYSIS OF DATA

the pretest and posttest
result
ANOVA I
ANCOVA
to test the difference in
achievement between the
control and experimental 63
group