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ENHANCING LEARNING INTEREST IN

ARALING PANLIPUNAN 3 THROUGH THE
USE OF MULTIMEDIA-BASED
INSTRUCTION
Jade L. Balante, Joey J. Sobrecarey, JR A. Mantog
Department of Elementary Education, Davao Oriental State University - Cateel Extension Campus,
Cateel, Davao Oriental, Philippines, 8205

ABSTRACT
Araling Panlipunan is one of the subjects in the elementary curriculum that students find uninteresting. The
purpose of this study was to address this dilemma in the Araling Panlipunan subject. This study focused on
enhancing the learning interest of the Grade 3 students at Cateel Central Elementary School through multimedia-
based instruction. The instrument for collecting data was through pretest and post-test questionnaires. Results
proved that before the utilization of multimedia-based instruction, students from both the control and experimental
group had low interest in Araling Panlipunan. However, after implementing the intervention, the results indicated
that their learning interest improved as evident in their improvement in the post-test. Overall, the results showed
that using multimedia-based instruction as an intervention in enhancing the learning interest in Araling Panlipunan
is effective. Hence, the use of multimedia-based instruction in enhancing learning interest is recommended to ensure
a successful teaching-learning process in Araling Panlipunan.

Keyword: Araling Panlipunan, learning interest, multimedia- based instruction, elementary

education

1. INTRODUCTION
In the Philippines, Araling Panlipunan (Social Studies) is a crucial subject that aims to promote
contextualizing and localizing assessments, allowing students to apply what they have learned in the actual world
(Navalta, 2021). Through Araling Panlipunan, pupils grow in their understanding of knowledge of the world,
including other cultures and their worth in various eras, locations, and circumstances. Additionally, they develop a
perspective on their surroundings and how it is developing (Lao-at, 2019). Araling Panlipunan (AP) is our backdoor
to the past, our current course in the present, and our front door to the future.
Academic success depends on interest, which is a potent motivating factor that drives learning, directs
academic and professional paths, and energizes learning (Tashlanovna, 2022). Unfortunately, most students regard
Araling Panlipunan, or social studies, to be uninteresting (Crisolo & Camposano, 2021). This is mostly due to the
subject's emphasis on history, economics, and politics, as well as government, the Constitution, and society. As a
result, students' perceptions of their learning are directly influenced by their interest, pedagogical impact, and
learning performance, and indirectly by their interactions with their instructors, their responsiveness, the way the
course is organized, their likeability/concern, and their learning performance, in which nearly all abilities,
information, routines, and attitudes are developed during the educational process.
Several characteristics, including interests, favorable psychological aspects, motivation, attitudes,
discipline, and others, are necessary to produce positive learning results (Herpratiwi & Ahmad, 2022).
Despite being an interesting subject, the literature reveals that students exhibit a lack of interest in Araling
Panlipunan, resulting in misbehavior during class discussions, a lack of motivation to learn, and failure to complete
the subject's tasks (Cosme, 2019). Moreover, existing pedagogies have failed to address this problem, resulting in
ineffective teaching and learning practices in the subject. Thus, there is a need to develop appropriate pedagogies
that should be creatively implemented to maximize opportunities and meet demands of the 21st-century effective

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learning. A deep grasp of how kids learn, particularly in Araling Panlipunan, will always be the foundation of
effective teaching tactics (Javina et al., 2019).
Despite existing studies on pedagogies that aim to enhance student interest and motivation in Araling
Panlipunan, a gap still exists in developing multimedia-based instruction that effectively addresses this issue.
Specifically, the literature reveals that while multimedia-based instruction is an effective teaching method in other
subjects, there are limited studies on how it can enhance student interest and motivation in Araling Panlipunan.
Thus, this study aims to develop and implement multimedia-based instruction that will effectively enhance student
interest and motivation in Araling Panlipunan among grade three pupils. This will contribute to the existing
literature by addressing the gap in developing multimedia-based instruction that effectively enhances student interest
and motivation in Araling Panlipunan, which can ultimately lead to improved teaching and learning practices in the
subject.

1.1 Statement of the Problem

The research aims to enhance the learning interest in Araling Panlipunan of the pupils in Cateel Central
Elementary School. Specifically, it seeks to answer the following questions:

1.What is the level of pretest score in terms of learning interest in Araling Panlipunan among Grade 3 pupils in
Cateel Central Elementary School for both the control and experimental groups?
2.What is the level of post-test score in terms of learning interest among Grade 3 pupils in Cateel Central
Elementary School for both the control and experimental groups?
3.Is there a significant difference in the pretest results between the control and experimental groups in terms of
learning interest?
4.Is there a significant difference in the post-test results between the control and experimental groups in terms of
learning interest?
5.Is there a significant difference in the results between the pretest and post-test scores of the control and
experimental groups?

1.2 Scope and Limitation

This study was focused on enhancing the learning interest of Grade 3 pupils in Araling Panlipunan through
multimedia-based instruction. This study was conducted at Cateel Central Elementary School which is located at
Castro Avenue, Poblacion, Cateel, Davao Oriental. It was implemented from February to April 2023 and involved
Grade 3 pupils of the school year 2022-2023 as respondents. In this study, learning interest is limited to the learning
competency, “Nailalarawan ang mga kultura ng mga lalawigan na kinabibilangang rehiyon (AP3PKR-IIIA-1).

1.3 Delimitation
The data gathered in this study were focused on the aforementioned objectives and were limited to the
duration of the intervention. The research processes strictly were followed, and the privacy of the information
provided by the participants was acknowledged and respected.

2. REVIEW OF RELATED LITERATURE

This chapter presents and discusses existing research that has results related to the study.

2.1 Learning Interest in Araling Panlipunan

Araling Panlipunan is a subject that aims to teach students about Philippine history, culture, and society.
However, students' learning interest in this subject has been consistently low. Studies have shown that many
students find Araling Panlipunan to be a difficult and uninteresting subject. The National Achievement Test (NAT)
results from 2016 to 2018 showed that Araling Panlipunan had the lowest mean percentage score among all the
subjects tested (DepEd, 2018).
In addition, Derraco and Derraco (2022) found that students perceived Araling Panlipunan as a boring
subject due to the use of traditional teaching methods, such as lectures and textbooks. Students had difficulty
understanding the subject matter, which contributed to their low learning interest. Kelley (2021) also claimed that
students found the subject to be uninteresting and irrelevant to their daily lives. Their study revealed that Araling
Panlipunan was the third least-liked subject of elementary pupils, with only 17.6% expressing a liking for the
subject.

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Moreover, Lorbis (2019) reported that the intrinsic value of the subject alone may not be enough to capture
students' interest. Their study showed that while the students had high regard for the importance of Araling
Panlipunan, they still found them less interesting compared to other subjects. Schukajlow and Krug (2014) also
identified that pupils’ interest was positively related to their motivation to learn. Their study revealed that pupils
who had a higher interest in the subject were also more motivated to learn and had higher academic achievement.
The low learning interest in Araling Panlipunan is a significant challenge that needs to be addressed by
educators and policymakers (Lorbis, 2019). The current situation with students' learning interests calls for
innovative approaches to teaching and learning that can make the subject matter more engaging and relevant to
students.

2.2 Factors Affecting Learning Interest in Araling Panlipunan

Araling Panlipunan, as a subject in the elementary curriculum, plays a significant role in the development
of students' social and civic awareness (Crisolo et al., 2021). However, various factors affect students' interest in
learning this subject. One of the major factors is the teacher's teaching method. The way teachers teach can
significantly affect students' interest in learning. Teachers who use engaging teaching strategies such as multimedia,
group activities, and interactive discussions can increase students' interest in learning and make the subject more
meaningful and relevant to them (Anwer, 2019).
Ofiaza (2022) found that teaching methods play a crucial role in shaping students' learning interest in
Araling Panlipunan. His study revealed that students view effective teaching methods help in making students more
motivated. Interactive teaching methods have been found to increase students' interest and engagement in the subject
These methods promote active learning and provide students with opportunities to engage with the subject matter in
different ways, enhancing their understanding and appreciation of the subject (Adipat et al., 2021)
Another factor that affects learning interest in Araling Panlipunan is the students' prior knowledge and
experience with the subject matter. Dundar and Rapoport (2014) found that students had a high regard for the
importance of the subject, but still found it less interesting compared to other subjects. Araling Panlipunan, being a
subject that primarily deals with Philippine history and culture, may be perceived by some students as less relevant
to their daily lives and experiences (Agon, 2021). Teachers can address this by incorporating real-life experiences
and examples that are relevant to student's daily lives and experiences. For example, teachers can connect the
subject matter to current events and issues that are relevant to students' lives, making the subject more relatable and
engaging (Walczak, 2018).
The level of engagement generated by the teacher can also affect students' learning interest in Araling
Panlipunan. Boredom arises when the subject matter is presented in a monotonous and repetitive manner or when
the teacher fails to make the lessons engaging and interesting (Ozerk, 2020). Teachers can address this by
incorporating creative and interactive teaching methods, such as storytelling, multimedia presentations, and other
innovative approaches, to enhance students' engagement and interest in the subject (Abdulrahman et al., 2020).
Moreover, the classroom environment is another factor that affects students' interest in Araling Panlipunan.
Students who feel comfortable and safe in their classroom environment tend to have more positive attitudes toward
learning and higher levels of interest (Usma & Madulili, 2019). Therefore, it is important to create a positive and
inclusive classroom environment that promotes learning and encourages students' participation.
Furthermore, various factors can affect students' interest in Araling Panlipunan. These factors include the
teacher's teaching method, students' prior knowledge, and experiences, relevance of the subject to students' lives and
future, and classroom environment. Teachers and educators should consider these factors when designing and
implementing effective instructional strategies and learning materials that promote students' interest and motivation
to learn Araling Panlipunan.

2.3 Teaching Strategies to Enhance Learning Interest in Araling Panlipunan

Araling Panlipunan (AP) is an essential subject in the Philippines, and various studies have identified strategies that
can be effective in increasing learning interest in this subject. One strategy is to incorporate active learning methods,
such as group activities, games, and simulations. For example, Zirawaga et al., (2017) found that the use of game-
based activities in teaching AP was effective in enhancing students' interest in the subject. The game provided an
interactive and engaging way for students to learn and apply their knowledge.
Another strategy is to personalize the learning experience for students. This can be done by incorporating their
interests and experiences into the lessons. Students' interest in a subject can be enhanced by incorporating real-life
examples and activities that relate to their experiences. Teachers should tailor their lessons to fit the needs and
interests of their students (Reber et al., 2018).

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In addition, teachers can also incorporate technology in their lessons to enhance learning interest in AP. Talan et al.
(2022) found that the use of augmented reality in teaching AP was effective in increasing students' motivation and
interest in the subject. The use of technology can provide a new and exciting way for students to learn and explore
the subject.
Furthermore, providing students with opportunities for self-directed learning can also enhance their learning interest
in AP. Incorporating project-based learning in social sciences was effective in promoting self-directed learning and
increasing students' interest in the subject. This approach allows students to take ownership of their learning and
apply their knowledge in a meaningful way (Shin, 2018).
Finally, teachers can also provide positive reinforcement to students to enhance their learning interest in AP.
Johnson (2017) noted that providing students with positive feedback and recognition for their achievements can
increase their motivation and interest in the subject. Teachers can provide verbal and written feedback to students
and also recognize their achievements through rewards and recognition programs.

2.4 Multimedia-Based Instruction

Multimedia-based instruction (MBI) has been widely used in education to facilitate learning and
engagement among students (Mayer, 2017). Multimedia-based instruction refers to the use of multiple forms of
media, such as text, audio, graphics, animation, and video, to deliver instructional content (Abdulrahman et al.,
2020). This approach allows students to learn through a variety of senses, which enhances their understanding and
retention of information (Mayer, 2017). It also enables teachers to provide more interactive and engaging learning
experiences, which can increase students’ motivation and interest in learning (Leow & Neo, 2014)).
Multimedia-based instruction is particularly useful in teaching complex topics such as Araling Panlipunan
(AP), which requires the integration of different concepts, historical events, and cultural practices (De Sousa et al.,
2017). Social Science covers various topics related to history, geography, government, and culture. Due to its
multidisciplinary nature, it can be challenging for students, especially those who have a limited background in the
subject. Using MBI in social science instruction can help overcome these challenges by presenting information more
interactively and engagingly (De Sousa et al., 2017).
In the classroom, MBI can be used in various ways to enhance student’s learning interests. For example,
teachers can use videos and animations to illustrate historical events or cultural practices, providing students with a
more immersive learning experience (Liu et al., 2018). Teachers can also use graphics and images to represent
complex data and concepts, making them easier to understand (Mayer, 2017). Another effective strategy is to use
multimedia quizzes and games to reinforce learning and make it more interactive (Zirawaga et al., 2017). These
methods allow students to actively participate in the learning process, making it more engaging and enjoyable.
Despite the potential benefits of MBI, its effectiveness depends on several factors. First, the design of the
multimedia materials should be carefully planned and based on sound instructional principles (Mayer, 2017).
Second, teachers need to have adequate training and support to effectively integrate MBI into their instruction
(Akram et al., 2022). Third, the availability and accessibility of technology and multimedia resources should be
considered, especially in schools with limited resources (Johnson et al., 2016).
Finally, the use of MBI in AP instruction can enhance students’ learning interest and motivation by
providing interactive and engaging learning experiences. However, its effectiveness depends on careful planning,
adequate teacher training and support, and the availability of technology and multimedia resources.

2.5 Multimedia-Based Instruction Strategies to Enhance Learning Interest in Araling Panlipunan

In the digital age, multimedia-based instruction has become increasingly popular as a teaching method due
to its ability to enhance learning interest and engagement. Multimedia-based instruction positively impacts students'
learning interests and motivation (Subaidi bin Abdul Samat & Aziz, 2020).
Ilhan & Oruc (2016) found that multimedia-based instruction increased students' learning interest and
academic performance. Similarly, De Sousa et al (2017) demonstrated that multimedia-based instruction could
enhance students' learning interest and engagement in history education. One of the advantages of multimedia-based
instruction is that it can provide interactive and engaging learning experiences for students (Mantiri, 2014). For
example, interactive multimedia resources such as quizzes, games, and simulations can increase students'
engagement and motivation (Adipat, 2021). Moreover, multimedia-based instruction can cater to diverse learning
styles and preferences, such as visual, auditory, and kinesthetic learners (Raja & Kumar, 2010).
In Araling Panlipunan, multimedia-based instruction strategies can be applied to enhance learning interest and
motivation. For example, interactive multimedia resources such as videos, animations, and interactive maps can be
utilized to provide engaging and immersive learning experiences for students (Leow & Neo, 2014). Additionally,

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multimedia-based instruction can be utilized to provide real-life examples and scenarios to enhance students'
understanding of the subject matter (Reber et al., 2018).
The use of educational videos in teaching social science has been shown to enhance learning interest and
improve academic performance because videos provide a visual and interactive way for students to learn and retain
information (Brame, 2016). Similarly, using online resources, such as interactive websites and educational apps can
enhance learning interest by providing an engaging and interactive way for students to learn and explore subjects
(Haleem et al., 2022). Interactive websites and educational apps can also be customized to fit individual students'
learning styles and needs. Incorporating multimedia presentations in lessons was also seen to provide the same
benefit. Multimedia presentations provide a visual and interactive way for students to learn and enhance their
understanding of the subject and increase their motivation to learn (Abdulrahman et al., 2020).
Furthermore, gamification elements can be incorporated into multimedia-based instruction to enhance
learning interest. Gamification involves the use of game-like elements, such as point systems and rewards, to
motivate and engage learners. Studies have shown that gamification can enhance learning interest and improve
academic performance (Rodrigo et al., 2020).
Finally, social media can be used as a tool to enhance multimedia-based instruction and learning interest.
Social media can provide a collaborative and interactive way for students to learn and share knowledge (Ansari &
Khan, 2020). Alalwan (2022) claimed that the use of social media in teaching can enhance students' engagement and
interest in various subjects.
Incorporating multimedia-based instruction strategies, such as the use of educational videos, online
resources, multimedia presentations, gamification elements, and social media, can enhance learning interest in
various subjects, including AP (Haleem et al., 2022). These strategies provide an engaging, interactive, and
meaningful way for students to learn and apply their knowledge (Rahimi, 2019.

3. METHODOLOGY
This chapter comes out with the research steps and procedures that will be utilized by the researchers.
This includes the research design, research subjects, research instruments, data gathering procedure, and
statistical treatment of data.

3.1 Research Locale and Duration

The study was conducted at Cateel Central Elementary School located at Poblacion, Cateel, Davao
Oriental. Building 6 is where all the Grade 3 classrooms are, next to Building 7 and in front of Building 12. Three
weekly sessions made up the intervention, lasting for two months.

Figure 1. Map of Cateel Central Elementary School

3.2 Research Design

The study employed a quasi-experimental research method. This strategy enabled us to demonstrate the
relationship between an intervention and an outcome. Additionally, it enables us to collect information through pre-
and post-intervention evaluations. This is to have an in-depth analysis of the learning interest in Araling Panlipunan
of Grade 3 pupils at Cateel Central Elementary School.

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3.3 Respondents and Sampling Procedure

The study's respondents were Grade 3 students at Cateel Central Elementary School. To identify the
number of respondents, complete enumeration was used as a sampling method. The intervention was done for 2
weeks, which comprise 3 sessions a week.

3.4 Research Instrument

The research instrument used in this study consists of researcher-made pre-test and post-test questionnaires,
which were tested for reliability through pilot testing. The result showed a Cronbach’s Alpha value of .606 which
indicated that the instrument is reliable. The questionnaire consists of 19 multiple-choice items which undergo
content validity by a master teacher in the field. The questionnaire's content was matched to the curriculum guide to
further ensure its validity.

4. RESULTS AND DISCUSSION

In this chapter, the transparency of the relationship between the two variables: Multimedia-Based
Instruction as an independent and Learning Interest as a dependent variable, will be given emphasis.

4.1 Pre-test Scores of the Control and Experimental Group

Pretest scores consisting of items related to a particular subject were given prior to the implementation of
Multimedia-based instruction. Table 1 presents that both groups are remarked as having a failing grade or did not
meet the expectation of achieving a passing score.

Table 1. Level of pre-test scores between the control and experimental groups
Total Standard Grade
Group Mean Remarks
Score Deviation Percentage
Control 19 2.21 7.88 70.74 Did Not Meet Expectations

Experimental 19 1.79 7.58 69.95 Did Not Meet Expectations

Based on the results, all respondents came from control and experimental groups who have been
deteriorating in their interest in learning a particular subject. Their pretest scores seem alarming since they are
already in Grade 3. There are many factors behind this problem, and one of them is the struggle in dealing with a
particular subject during instruction, and other elements follow. Derraco and Derraco (2022) found that students
perceived Araling Panlipunan as an uninteresting subject due to traditional teaching methods, such as lectures and
textbooks. The study also revealed that students needed help understanding the subject matter, contributing to their
low learning interest. Kelley (2021) also claimed that students found the subject uninteresting and irrelevant to
their daily lives. Answer (2019) stated that how teachers teach could significantly affect students' interest in
learning. Second is the students' prior knowledge and experience with the subject matter. Dundar and Rapoport
(2014) found that students had high regard for the importance of the subject but still found it less interesting than
other subjects. Araling Panlipunan, a subject that primarily deals with Philippine history and culture, may be
perceived by some students as less relevant to their daily lives and experiences (Agon, 2021). Teachers can address
this by incorporating real-life experiences and examples relevant to student's daily lives and experiences (Walczak,
2018).
Another found factor is that the level of engagement generated by the teacher can also affect students'
learning interest in Araling Panlipunan. Boredom arises when the subject matter is monotonous and repetitive or
when the teacher needs to make the lessons engaging and interesting (Ozerk, 2020). Teachers can address this by
incorporating creative and interactive teaching methods, such as storytelling, multimedia presentations, and other
innovative approaches, to enhance students' engagement and interest in the subject (Abdulrahman et al., 2020).
Furthermore, the classroom environment is another factor that affects students' interest in Araling
Panlipunan. Students who feel comfortable and safe in their classroom tend to have more positive attitudes toward
learning and higher interest levels (Usma & Madulili, 2019).

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The result clearly shows that before the utilization of the intervention, which is the Multimedia-based
instruction to both groups, the factors mentioned above negatively affected the students' learning in Araling
Panlipunan and kept a failure level of their pretest scores which could be better.

4.2 Post-test Scores of the Control and Experimental Group

Table 2. Level of post-test scores between the control and experimental groups
Total Standard Grade
Group Mean Remarks
Score Deviation Percentage
Control 19 1.23 11.29 84.61 Satisfactory

Experimental 19 2.04 14.50 88.16 Very Satisfactory

Based on the result shown, we could conclude that after implementing the multimedia-based instruction as
an intervention, the level of their post-test scores compared to the pretest created a gap, especially since the
experimental respondents achieved a very satisfactory performance. In this case, wable to explain that the
respondents only need a focus teaching with or without intentional and thoroughly processed intention given.
However, incorporating multimedia-based instruction strategies, such as educational videos, online
resources, multimedia presentations, gamification elements, and social media, can enhance learning interest in
various subjects, including AP (Haleem et al., 2022). Enhancing learning interest in Araling Panlipunan may depend
on several factors, such as the quality and design of instructional materials, the relevance and alignment of the
materials to the curriculum and learning objectives, and the level of students' prior knowledge and skills (Haleem et
al., 2022). The very satisfactory average of the experimental respondents clearly shows that the intervention, which
is Multimedia-based instruction, can also cater to diverse learning styles and preferences, such as visual, auditory,
and kinesthetic learners (Raja & Kumar, 2010). Compared to the control group who did not receive the said
intervention used, the treated respondents experienced the different stages of being scaffolded, which resulted in at
least lessening the various factors affecting their learning interest negatively. Similarly, the treated respondents had a
very satisfactory score because, throughout the intervention process applying the intervention, they can motivate
themselves, particularly their interest in a particular lesson; they have been assisted in learning because of active
interaction between the teacher and them, and even engaged to interpersonal and intrapersonal activities like
interactive multimedia resources such as videos, animations, and interactive maps to provide engaging and
immersive learning experiences (Leow & Neo, 2014).

4.3 The Difference of Pretest Scores between Control and Experimental Group
The results of the students' pretest showed a significant difference in the performance between the control
and experimental groups, primarily because no intervention was used.

Table 3. Mean comparison between pre-test scores of control and experimental group
Group Mean Standard Deviation t-value p-value Interpretation
Pre-test scores
Control 7.88 2.21
between the two
0.521 0.605
groups do not differ
Experimental 7.58 1.79
significantly.

Based on the results, their level of knowledge in answering pretest scores was almost the same without any
intervention engaging them. Derraco & Derraco (2022) found that students perceived Araling Panlipunan as an
uninteresting subject due to traditional teaching methods, such as lectures and textbooks. The study also revealed
that students had difficulty understanding the subject matter, contributing to their low learning interest. The results
have shown a fact that even if Araling Panlipunan subject is being taught thoroughly in school, still the majority of
the students have been experiencing factors limiting their learning interest leading to the decline of knowledge and a
low level of performance, thus, becoming a significant concern that a teacher as an expert should carefully look
forward since they have given a right to take action for reinforcement.
Based on the responses that have been gathered primarily, the common factors that the respondents have
experienced in their learning interest were; the teacher's teaching method, the student's prior knowledge and

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experience with the subject matter, the level of engagement generated by the teacher, classroom environment. The
control and experimental respondents having no significant difference in getting low results of their pretest must be
scaffolded efficiently into focus by a teacher or expert in the current situation with students' learning interests
underscores the need for innovative approaches to teaching and learning that can make the subject matter more
engaging and relevant to students. By addressing the factors contributing to low learning interest, educators can
create a more engaging and effective learning environment that fosters curiosity, critical thinking, and a love for
learning. Teachers can also provide positive reinforcement to students to enhance their learning interest in AP. Rana
et al. (2018) noted that providing students positive feedback and recognition for their achievements can increase
their motivation and interest in the subject.
In addition, both groups did not have experiences with any intervention; one of the reasons why their scores
were almost or very close to each other was because of the teacher's teaching method (Anwer, 2019). Providing
students with opportunities for self-directed learning can enhance their learning interest in AP (Shin, 2018).

4.4 The Difference of Post-test Scores between Control and Experimental Group

Table 4. Mean comparison between post-test scores of control and experimental group
Standard
Group Mean t-value p-value Interpretation
Deviation
Control 11.29 1.23 Post-test scores
between the two
-1.432 0.000
groups differ
Experimental 14.50 2.04
significantly.

The academic post-test is significant because, in this part, the student's learning prevails since the
connection between intervention and outcomes of their performance in the lesson is developed, and a comparison
could easily be made (Ursara & Reisoglu., 2017).
The table shows a significant difference in post-test results between the control and experimental groups
regarding learning interest. Based on the interpretation above, it could be stated that after implementing Multimedia-
based instruction to the experimental group during the lesson duration, it has been found that this type of instruction
is indeed effective because the post-test scores of experimental respondents got higher compared to the control
group.
From the theory the Cognitive-Affective Theory of Learning in Digital Environments (CASTLE),
developed by Schneider, Beege, Nebel, Schnaubert, and Rey (2021), posits that learning in digital environments
involves three interrelated cognitive processes: comprehension, attention, and self-regulation, which are essential for
the acquisition of new knowledge and skills. Furthermore, based upon the result shows how the CASTLE theory,
through multimedia-based instruction, addresses the problem in students’ learning interest in a particular subject by
incorporating the three elements; learners understand and remember the information more effectively by appealing
to multiple senses and learning styles (Mayer, 2014). Also, upon seeing the result, multimedia-based instruction
captures learners' attention through exciting and relevant content, such as real-life examples, current events, or case
studies (Johnson & Aragon, 2017). Moreover, elicit positive emotions and interest in the subject matter upon
incorporating appealing and relevant content. For example, a video that uses humor or a story to present a concept
can create a positive emotional response and increase learners' interest in the subject matter. Additionally,
multimedia-based instruction can incorporate examples or case studies relevant to learners' lives or interests,
enhancing their engagement and learning motivation (Mayer, 2014).
The efficacy of this intervention was supported by T as he found that multimedia-based instruction
increased students' learning interest and academic performance. The purpose of scaffolding learners in education
using Multimedia-based instruction is to offer learners the context, motivation, and adequate foundation of
knowledge they require to receive new information upon having such interest in learning a particular subject area.
Similarly, Multimedia-based instruction (MBI) has been widely used in education to face student learning and
engage students (Ali & Ahmad, 2015; Mayer, 2017). Multimedia-based instruction is beneficial in teaching complex
topics such as Araling Panlipunan (AP), which requires the integration of different concepts, historical events, and
cultural practices (Sulaiman et al., 2021).
Before the use of Multimedia-based instruction, the results of the students' pretest did not exhibit desirable
progress; however, as we can notice, during their performance in post-test activity, the results of the two groups

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have created a gap. It means that the experimental group has improved their learning development very well,
including lots of positive effects in the self-characteristics, such as motivation to an interest in a gradual yet willing
manner and the improvement of weakness spots in enhancing their academic performance in a particular subject, all
because of the successful utilization of the proposed and presented guiding model, the Multimedia-based instruction.
According to Venus, 2020 through Araling Panlipunan, pupils grow in their understanding of knowledge of the
world, including other cultures and their worth in various eras, locations, and circumsThey also; develop a
perspective on their surroundings and development. Araling Panlipunan (AP) is our backdoor to the past, our current
course in the present, and our front door to the future.

4.5 The Difference on the Results between Pretest and Post-test Scores
The table shows that there is an increase of significant difference on the results between pretest and posttest
scores of control and experimental group.

Table 5. Mean comparison between pre-test and post-test scores

Standard
Type of Test Mean t-value p-value Interpretation
Deviation
Pre-Test 13.06 2.62
Pre-test and post-test scores differ
9.563 0.000
significantly.
Post-Test 17.56 2.12
As observed, the pretest scores of the initial performance of the respondents, without using the intervention,
had a slight difference, yet, both failed in grading level. However, after utilizing Multimedia-based instruction as an
intervention for the experimental respondents, their post-test scores escalated, and even the controlled group was
commendable enough for their competitive performance because they still got a satisfactory level despite not having
any intervention. There is a significant difference in the initial and later performances of the respondents toward
their competence in terms of their learning interest because one of the significant factors that contribute to it is the
utilization of Multimedia-based instruction.
According to (Ali & Ahmad, 2015; Mayer, 2017), Multimedia-based instruction (MBI) has been widely
used in education to facilitate learning and engagement among students. This claim is supported by (Mayer, 2017)
and (Salloum et al., 2018), which said that this particular instruction allows students to learn through a variety of
senses, which enhances their understanding and retention of information and enables teachers to provide more
interactive and engaging learning experiences, which can increase students' motivation and interest in learning.
Aside from these, it also gives to their academics in the classroom; MBI can be used in various ways to enhance
student's learning interests. For example, teachers can use videos and animations to illustrate historical events or
cultural practices, providing students with a more immersive learning experience (Salloum et al., 2018).
The excellent progress of the students can only be achieved with the intelligent moves the teacher executes. It
means that the role of the teacher in teaching Araling Panlipunan subject is also important aside from the application
of Multimedia in the class. It was claimed that teachers could significantly affect students' interest in learning Anwer
(2019). In applying Multimedia-based instruction to teach Araling Panlipunan, (Astleitner et al., 2014) stated that in
Araling Panlipunan, multimedia-based instruction strategies can be applied to enhance learning interest and
motivation. For example, interactive multimedia resources such as videos, animations, and maps can provide
students with engaging and immersive learning experiences. The teaching style used will foster critical thinking and
make learners more engaged. Indeed, many factors obstruct the students' competency in learning appropriately,
especially in Araling Panlipunan. Thus, it is necessary to find a practical approach to at least lessen the impact of
this visible problem. In citing this academic problem, Multimedia-based instruction is quite one of the best
interventional options to captivate students’ learning interest in a particular subject area.

4.6 Implication to Araling Panlipunan Education

Academic success depends on interest, a potent motivating factor that drives learning, directs academic and
professional paths, and energizes learning (Tashlanovna, 2022). Multimedia-based instruction is highly suggested to
enhance the student's learning interest because of its numerous positive impacts on the children's learning
development.
Furthermore, the findings of the current study featuring the application of Multimedia-based instruction
point to the following implications for Araling Panlipunan education such as:

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1.Multimedia-based instruction can address attention by creating a more engaging learning experience. It can
be achieved through interactive elements, such as quizzes, games, and simulations, which provide learners with
immediate feedback and promote active learning.
2.Multimedia-based instruction can promote self-regulation by allowing learners to customize their learning
experience. For example, learners can choose the pace at which they complete the instruction or select the
topics most relevant to their learning goals. This approach can empower learners to take control of their
learning and promote greater engagement and motivation.
3.Implementing multimedia-based instruction in teaching the Araling Panlipunan curriculum allows students to
learn through various senses, enhancing their understanding and retention of information.
4.The multimedia-based instruction allows teachers to provide more interactive and engaging learning
experiences, which can increase students’ motivation and interest in learning.
5.The multimedia-based instruction is beneficial in teaching complex topics in Araling Panlipunan (AP), which
requires the integration of different concepts, historical events, and cultural practices.
6.Teachers can use videos and animations to illustrate historical events or cultural practices, providing students
with a more immersive learning experience.
7.The design of the multimedia materials should be carefully planned and based on sound instructional
principles.
8.Teachers need adequate training and support to integrate MBI into their instruction effectively.
9. The availability and accessibility of technology and multimedia resources should be considered, especially
in schools with limited resources.

5. CONCLUSION
Based on the data findings throughout the study, the researchers concluded the following:
1. The application of Multimedia-based instruction to the experiment level of the pretest scores between the
experimental and control groups among Grade 3 pupils in Cateel Central Elementchool both got low scores less than
the passing score.
2.The pretest results between the control and experimental group test are similar because they both have low scores.
3.The experimental and control groups' post-test scores passed among grade 3 pupils in Cateel Central Elementary
School.
4.The post-test results between the control and experimental groups showed a significant difference because the
experimental group got higher results than the control group.
5.The pretest and post-test scores between the control and experimental groups revealed a significant difference in
their performance during and after the intervention implementation.

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