The Development of multimedia with programmed instruction : Chemical reaction, for developing learning achievement of grade-12 students
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Abstract
After the COVID-19 outbreak, schooling mainly moved online, which led to learning loss. Supporting individual, flexible, and fewer absenteeism methods are necessary to recover the learning loss. The programmed instruction was found to be suitable for this situation. Consequently, the researcher developed multimedia for programmed instruction to teach "Chemical Reactions" to grade-12 students. The purpose of this research was three-fold: 1) to develop multimedia with programmed instruction for Chemical Reactions, using the Chemistry Triplets concept, 2) to study the effect of using multimedia developed with programmed instruction on grade-12 students' achievement growth level, and 3) to study the satisfaction of multimedia developed with programmed instruction for Chemical Reaction. The sample group consisted of 35 grade-12 students in the 2021 academic year, selected through purposive sampling. The research instruments included lesson plans that utilized multimedia developed with programmed instructions, learning achievement tests, and satisfaction assessment for multimedia developed with programmed instructions. The statistical tools used in this study were average, standard deviation, and relative gain scores. The research findings showed that programmed instruction for Chemical Reactions was effective at 83/78.83 which was considered acceptable. The findings showed that the average test scores after learning ( =14.20, SD=3.57) were higher than the testing score before learning ( =6.14, SD=3.30). The average growth score was 56.43, indicating a high level of growth. The students expressed high satisfaction with this programmed instruction ( =4.27, SD=0.66).
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