Summary

The following are the salient findings of the study:

1. There were 171 respondents aged 16-18, 130 who are aged 19-21, and 14
aged 22-24;
2. One hundred fifty seven (157) of the respondents are males, while 158 are
females;
3. There were 231 BSIT students, while 84 are enrolled in BSCS;
4. The amateur pegged a frequency of 115, the former 102, and the current 98;
5. Forty- eight (48) of the respondents are bloggers, 191 are readers, and 76 are
both bloggers and readers;
6. There were 89 first years, 94 second years,74 third years, and 58 fourth
years;
7. All three areas pegged a much preferred level of preference with 3.70, 3.60,
and 3.57 WM for Genre, Contact and Design respectively; and
8. Tests of hypothesis on the difference in the preference of respondents posted
NS difference across all profiles.
Conclusion

In terms of their ages, foregoing results show that the subject population coheres with the
trend in the ages of Philippine college students. It is also safe to presume that the population is
not dominated by either sex.
Results also show that BSIT is a more preferred course than BSCS and this, as discussed,
may be accounted for that BSIT is a newer course than BSCS.
It has also been found out that most of most of the respondents are amateurs when it comes to using
computers in spite of the possible expectation that they should not be. This, according to observation, is
due to the fact that the foregoing population has more students in the First and Second Year than students
in the Third and Fourth Year.

Further, it has also been shown that most of the respondents are only blog readers. That is since
they are mostly either First Year or Second Year.
Results are sufficient to conclude that, in the case of the subject population,
the establishment of blog sites requires that the following elements, in this
order are to be taken into consideration: Genre, with 3.70, would go first.
Content, with 3.60 would come next, followed by Design and Aesthetics, with
3.57.
The tests of difference also showed that none of the abovementioned profile variables
were seen to differentiate the preference of the respondents for the elements of blog sites so that
regardless of the demographic division, preference for the elements of blog sites do not change.
Hence, the mentioned elements when utilized in the creation of blog site does not carry any
nuisance brought about by doubt as to whether or not the females or males or, for that matter,
those age 17 or 18, or those who are new users or former users would like this elements to be
included.
Recommendation

This study utilized the Randomized Control Group Pretest- Posttest Design
described by Fraenkel and Wallen (2010) where the respondents were randomly
assigned to two groups, Experimental Group (EG) and Control Group (CG). After the
random assignment, the performances of the respondents were measured before
the EG was subjected to treatment which is the use of multimedia lecture in
instruction. After the treatment, the performances of the two groups were again
measured using the same test. Hence, this research made use of two sets of parallel
test in Science IV administered at the start (Pretest) and end (Posttest) of the topic
presentation for Science IV using multimedia lecture.
The pretest was administered on October 31, 2012. After which, a scheme
was developed so that the Control Group attended traditional lecture while the EG
are taught using traditional lecture with the aid of multimedia instruction. A
specialized was formulated to avoid irregularities in schedule that might lead to
mortality.
Both EG and CG were met by the teachers on the first 50% of the time
allotted for the period. At the end of the first half, the EG were released to do their
other scholastic works but were required to attend a session in the afternoon which
is like a make- up class for the missed second half of the class period. Meanwhile,
the CG was required to stay for the rest of the period where they are exposed to
traditional lecture mode.
Afternoon make- up session for the EG will be spent by teaching the group
using multimedia lecture.
This scheme ensued for the whole month of November before the Posttest
was administered to both groups before break on December.
The data analyzed in this research study was obtained from 50 Grade IV
pupils in Bonuan Elementary School. The 50 pupil were randomly assigned to two
equal groups with 25 pupils each.
The test used a standardized 30 item test Science IV issued by the
Department of Education which include topics that were taught during the period
covered. No validation and reliability testing was conducted.
The test is composed of 30 items.
Frequency Tabulation and Mean was used to statistically describe the
population and the performance of the respondents. Independent samples t- test
was used to determine the significant difference of the two groups performances in
the pretest and in the posttest.
The following scale was used to interpret the performance of the
respondents.
1-6
Poor
13- 18 Satisfactory
25- 30 Excellent
7- 12 Fair
19- 24 Very Satisfactory
In terms of the pre test performance of CG, it is worth noting that none of the
members of the group performed below satisfactory level. Five of CG pegged
Satisfactory performance, 16 pegged NS and 4 pegged Excellent. This
performance culminated to a mean performance of 21.16 described as Very
Satisfactory.
That they posted good performance maybe due to the fact that the test items
were taken from the topics during the period covered.
This is so because this is a standardized test issued by the DepEd which is
specifically suited to the prototype or course guide issued by the same agency.

The EGs pretest performance outlined in Table 3.1 in the preceding Chapter
is greatly similar to that of the CG.
Four of the EG members performed an Excellent level, 14 for VS and 5 for
Satisfactory.
Similarly, none of the respondents performed below Satisfactory.
The EG posted a mean performance of 21.58 which, like that of the CG, is
described as VS.
Since this test was conducted prior to treatment, the same grounds that
accounted for the performance of the CG may also be considered true here for the
EG.
The Mean performance of 21.6 and 21.58 for CG and EG, respectively is in
itself reason enough to rule out that the pretest performance of the two groups do
not differ. For statistical accuracy however, independent sample t-test was used to
determine if the difference is significant at Alpha 0.05. A t-Value of 0.0138 with a
corresponding p value of 0.989 warrants the failure to reject H0. Hence, the
pretest performance of the EG and CG is not significantly different. This finding is
outlined in Table 3.2a in the preceding Chapter.
Again, this should not come as surprising since the pretest was administered
prior to treatment so that all members of both the EG and CG are freshly picked,
untouched and unadulterated.
On the one hand, ,this Very Satisfactory performance of both the CG and EG
even prior to intervention may be taken as proof of the soundness of the teachinglearning process, the effectiveness of the curriculum, and to a certain extent, the
competence of the teacher.
On the other hand, the fact that their performance has not yet reached the
peak level may be taken as a ground for the introduction of supplementary teaching
modes and strategies for use to further boost scholastic performance.
The posttest performance of the CG presented in Table 3.2a shows an
increase from their performance on the pretest, from a mean performance of 21.6
to 23.08 both of which are described as Very Satisfactory.
This time around, performance was tallied only in terms of the two uppermost
performance levels- Excellent, with a frequency of 6, and Very Satisfactory with a
frequency of 19
In the case of the EG, Table 3.2b showed a dramatic increase in their
performance from the pretest with a mean of 21.58 to the posttest with a mean
27.21, from Very Satisfactory to Excellent.
This is supported by a frequency of 17 for Excellent performance and 7 for
Very Satisfactory. Like the CG, the EG did not post any performance on the lower
three performance brackets.
Both EG and CG incurred marked increase in terms of their performance. For
the CG, who were not exposed to multimedia lecture, the increase in the
performance may be accounted for by, among others: 1) tangency of test items and
topics learned; 2) competence of the teacher in traditional teaching and; 3) the
concept of familiarity since the same test was used for the pretest and the posttest.
For the EG, the dramatic increase in their performance is as in the case in all
experimental designs deemed accounted for by the treatment/ intervention, in this
case, multimedia lecture.
While both groups showed an increase in their performance in the posttest, a
mean performance of 23.08 for CG and 27.21 for EG shows that the EG performed

better than the CG. But then again, to test the significance of this difference for
statistical accuracy, independent samples t- test was conducted at Alpha 0.05.
In Table 3.3b a t-Value of -3.238 with a corresponding p- value of 0.002
warrants the rejection the H0. Taking the alternative hypothesis, therefore, would
culminate to the fact that posttest performance of the EG and CG are significantly
different.
In keeping with the thrust of this research, these results are substantial
grounds to rule that the intervention, multimedia lecture, has been successful in
upgrading the test performance of the respondents in Science IV.
Hence, if it is the desire to uplift the performance of the pupils in Science IV,
multimedia lecture is a welcome paraphernalia.