Abstract
This study, conducted at a Polytechnic State College in Camarines Sur, evaluates the effectiveness of interactive multimedia integration in enhancing students’ academic performance. This study employed a quantitative method using a quasi-experimental design. It evolves pilot testing with pre-tests and post-tests for two sections of BS Nursing students. Section A (control group) consisted of 51 students, while Section B (experimental group) had 47 students. Statistical tools, including independent sample t-tests and analysis of variance (ANOVA), were used to analyze and interpret the data.
The results revealed that the experimental group had a post-test mean score of 68.51, compared to the control group's 55.85. Statistical analysis confirmed a significant improvement in post-test scores for both groups, with the experimental group showing a greater mean difference of -16.29, indicating enhanced learning gains. Correlational analysis showed no significant relationship between pre-and post-test scores in Pair 1 (experimental group, r = 0.032, p = 0.822). In contrast, Pair 2 (control group) exhibited a statistically significant but weak negative correlation (r = -0.309, p = 0.035). Despite these differences, both groups demonstrated above-average performance before and after the intervention.
The findings suggest that integrating multimedia technologies fosters an interactive and engaging learning environment, leading to a statistically significant improvement in academic performance. This highlights the potential of multimedia as a valuable tool for enhancing the quality and effectiveness of instruction in classroom settings.