Abstract—This study primarily investigated the teacher’s
level of 21st Century instructional practice in terms of
multimedia approach in geographically isolated and
disadvantaged areas (GIDA) in 2nd district of Capiz province. A
sample of 159 out of 263 teachers in 61 GIDA barangays served
as respondents. Data were statistically treated with univariate
measures for the profile characteristics, Student’s t test, F-test
(ANOVA), Mann Whiteny U test and Kruskal Wallis H test
were utilized in measuring significant differences on scores
among and between independent groups, and binary logistic
regression for exhausting the predictor variables for level of
multi-media approach as 21st Century instructional practices of
the teachers.
Elementary school teachers in GIDA barangays of the 2nd
district of Capiz sometimes use multi-media approach as 21st
Century instructional practice. There are significant mean
differences on the extent of use of multi-media approach of
teachers when their responses were grouped according to their
age and grade level handled, and barangay’s land area and
distance (km) from town proper.
Some of teachers’ profile variables (age, sex, subjects taught,
and grade level handled) and GIDA barangay’s profile (distance
(km) from town proper and mode of transportation)
significantly predicts teacher’s extent of use of multimedia
approach as 21st Century instructional practice.
Index Terms—21st century instructional practices,
geographically isolated and disadvantaged areas (GIDA),
multi-media approach, rural areas.
Cleo S. Villanueva is with Capiz State University, Pontevedra, Spain
(e-mail: villanueva.cleo@gmail.com).
Jasmin D. Niguidula is with Technological Institute of the Philippines,
Philippines (e-mail: jasniguidula@yahoo.com).
Cite: Cleo S. Villanueva and Jasmin D. Niguidula, "Teachers’ Extent of Using Multimedia Approach as 21st Century Instructional Practices in Geographically Isolated and Disadvantaged Areas (GIDA)," International Journal of Information and Education Technology vol. 9, no. 8, pp. 564-569, 2019.
Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).