University of the Philippines
Diliman, Quezon City
Science Multimedia Media Resource
Needs Assessment
Submitted by:
Ms. Clarisse Jean V. Tambong
Master of Arts in Education, Major in General Science
Multimedia resource has a vital role in the learning achievement of the students. This includes the
wide array of technologies which can be projected and non-projected in nature and the facility
which can house all these learning tools. These technologies are created to aid teaching and
learning process. Multimedia resource centres are utilized in various educational and academic
institutions to provide the tools necessary in transmitting information.
In this needs assessment, the following objectives are hereby targeted:
1. To assess available Science Media resource existing in the institution;
2. To identify the field of Science that the grade ten students are interested into to provide
enough materials to be utilized;
3. To provide sufficient information in managing and implementing multimedia center
focused in various materials necessary to deliver effective Science instruction;
4. To evaluate the effectivity of various aspects of multimedia resource.
The data were gathered through a survey instrument among Thirty Grade Ten students and the
results were presented through table and graphs. Each table were analysed and provided
implications in the development of a Science Multimedia Centre.
In the needs assessment of a Science Multimedia Resource, the following findings were identified:
There are few grade ten students interested in Physics and Earth Science.
-
The least utilized general materials and resource are flashcards and journals.
-
The least utilized Visual Media are Cartoons and Realia.
-
The least utilized Audio Resource radio and cassette tapes.
-
The most utilized Display Materials are Glass Boards and White Boards; least utilized
are the chalkboards and multimediaboards.
-
The least utilized Electronic Resource are telephone, Digicam/camcorder and VHS.
-
The least utilized 3D Materials are the Dioramas and Lego Bricks.
-
The following services must be improved: number of staff and personnel and the
number of chairs and tables. Two aspects of human resource which must be developed
are the sufficient number of personnel and
Presence of Technical Support
Personnel/Staff. The aspect of the multimedia which is not highly observed is the
visibility of the Personal Knowledge & Training to use the resource and Venue Usage.
INSTRUMENT USED:
Na me:
Age:
Gender:
Speci fic Field i n Science that you are interested:
Bi ology
Phys i cs
Ea rth Sci ence
As tronomy
Chemi stry
General Science
Ava i lable Science related Ma terials/Science Resources used i n school:
Books
News paper
Ma ga zines
Fl a t/Still Pi ctures
Photogra phs
Il l ustrations
Fl a shcards
Journals
Others , Pls. Specify:______________
Vi s ual Media
Pos ters
P
Ca rtoons
Dra wi ngs/Sketches
Di a grams
Cha rts
Gra phs
Stri p dra wings/ Comic Strips
Rea lia
Audi o Media
Ra dio
Mi crophone
Hea dset
Ca s s ette Tapes
Sound Recorder
Spea kers
Porta bl e Lapel Mi crophone
Mega phone
Others , Pls Specify:______________
MATERIALS & SERVICES
OUSTANDING
GOOD
FAIR
Li ghti ng Sys tem
Venti lation System
Ma i ntenance &
Sa nitation
Number of Chairs &
Ta bl es
Number of
Sta ff/Personnel
Gui delines & Pol icy on
the Us e of Educational
Medi a Centre
Suggestions:
_____________________________________________________________________________________
POOR
HUMAN RESOURCES:
OUSTANDING
GOOD
FAIR
Pres ence of Technical
Support Personnel/Staff
Suffi cient Number of
Pers onnel
Pol i te & Consultative
Mul ti media Personnel
CHALLENGES
YES
Equi pment Ava ilability
Equi pment
Ma i ntanance/Upgrading
Technical Support
Pers onal Knowledge & Tra ining to
us e the resource
Venue usage
Suggestions:
__________________________________________________________
NO
POOR
DATA AND ANALYSIS:
TABLE 1: FIELD OF INTEREST IN SCIENCE
35
30
25
20
15
10
5
0
Biology
Physics
Earth Science
Field of Interest
Astronomy
Chemistry
General Science
Number of Respondents
The respondents were asked of the specific field in Science that they are interested into. With all
the six major field identified and with 30 benchmark for each field, the students in Grade 10 were
mostly interested in Biology with 26 responses, followed by Chemistry with 20 responses. General
Science garner the third highest number of respondents with 16 out thirty. Fourth in the rank is
astronomy with 13 responses, second to the last with seven response is Earth Science then lastly
Physics with six out of thirty responses.
Analysis:
Their interest in the various fields in Science might be the result of the Spiral Curriculum eherein
across the level, different discipline is being taught every grading. Interest on each branch of
Science emerges as shown in the variety of choice among the respondents.
Implication:
More resources should be acquired for Biology and Chemistry to cater their interest more on these
disciplines. Provide each field of Science sufficient amount of material to boost their interest in
each branch not just on their specified interest.
FIGURE 1: GENERAL MATERIALS/RESOURCE
Flashcards
Journals
6.67 % (2/30) 10% (3/30)
Illustration
60%(18/30)
Photograph
43.33 % (13/30)
Flat/Still Pictures
43.33% (13/30)
Book
100% (30/30)
Newspaper
26.67 % (8/30)
Magazine
73.33% (22/30)
On Figure 1, it shows the distribution of the various general materials available in the media center
in the School of Saint Anthony, Quezon City that were utilized observed being used by the the
student and teacher. . The bulk of the general resource material that they have used and identified
are as follows: Book (30/30), Magazines (22/30), Illustration (18/30), Photography and Still
pictures (13/30), Newspapers (8/30), Journals (3/30), and Flashcards (2/30).
Analysis:
Most commonly used resource material is the book which only adheres to the fact that this has
been the prime media used in the classroom as well. Flashcards and Journals are rarely used and
utilized.
Implication:
More strategic approaches to utilize these media and make guide questions for the journals to be
used and use for recitation the various flashcards or can in a form of game to utilize it.
FIGURE 2: VISUAL MEDIA
Strip/Comics
60% (18/30)
Realia
Posters
Cartoons
6.66 % (2/30) 20% (6/30)
10% (3/30)
Drawings/Sketches
26.66% (8/30)
Diagrams
70% (21/30)
Graphs
70 % (21/30)
Charts
70% (21/30)
In terms of Visual Media, the results on figure 2 show the various visual media utilized in teaching
Sciencce from the most highly used to the least: : Diagrams (26/30), Charts (26/30), Graphs
(22/30), Drawing/Sketches (10/30), Posters(8/30), Cartoons (3/30), and Realia (2/30).
Analysis:
Most commonly used visual media is the diagram which only shows that process is highly analysed
in Science Classrooms and the least used are the Realia or real examples to explain concepts
especially if the lesson is abstract in nature.
Implication:
More strategic approaches to utilize media other than diagrams, charts and graphs. Posters and
Cartoons might be used only when the context/topic is highly appropriate.
FIGURE 3: AUDIO MEDIA
Megaphone 6.67% (2/30)
Portable
Radio 3.33% (1/30)
Lapel/Microphone
10% (3/30)
Microphone
43.33%(13/30)
Headset(6.67% (2/33)
Cassette Tapes
3.33% (1/30)
Speakers 80%
(24/30)
Sound Recorder 10%
(3/30)
The Audio Media is used to relay information and transmit learning through sound. The bulk of
this resource material that they have used are identified as shown in figure 3 which are as follows:
Speakers (24/30), Microphone (13/30), Sound Recorder & Portable Lapel Microphone (3/30),
Headset and Megaphone (2/30), Radio and Cassette Tape (1/30).
Analysis:
Most commonly used Audio resource material is the Speaker followed by microphone while the
least used are the radio and cassette tapes.
Implication:
Due to the emerging technologies, radios are being replaced by playlists downloaded from the
internet even the radio is not present. Cassette tapes are almost obsolete and the students cannot
recognize them anymore.
FIGURE 4: DISPLAY MATERIALS
Multimedia Bulletin Boards
6.66% (2/30)
Chalkboard
20 % (6/30)
Whiteboard
46.66% (14/30)
Glassboard
93.33% (28/30)
Display materials can be in varied form where information are posted, hanged or exhibited to
implore learning. . Majority of the respondents’ most utilized display resources are as follows and
shown in figure 4: Glass board (28/30), Whiteboard (14/30), Chalkboard (6/30), Multimedia
Bulletin Board (2/30).
Analysis:
Most commonly identified display resource is the glass board and the least is the multimedia
bulletin board.
Implication:
Glass boards are highly utilized in the school because all the rooms are installed with such. Other
means of display resources can be maximized as the need arises.
FIGURE 5:ELECTRONIC DEVICES
Digicam/camcorder 6.66% (2/30)
Telephone
6.66% (2/30)
Storage Devices (CD/DVD)
23.33% (7/30)
Smart TV
56.66% (17/30)
Printer
23.33% (7/30)
VHS
3.33% (1/30)
CD/DVD Player
23.33% (7/30)
Laptop
73.33% (25/30)
OHP/LCD Projector
83.33% (25/30)
In the 21st Century Learning mechanism, the advent of electronic devices encourage the teachers
to use wide array of resources. The respondents identified the following electronic devices used in
the institution particularly in Science as follows as shown in Figure 5: Laptop and OHP/LCD
Projector (25/30), Smart TV (17/30), Printer, CD/DVD and storage devices (7/30), Telephone and
Digicam/Camcorder (2//30), and VHS (1/30).
Analysis:
Based on the data gathered, the use of laptop, projector and smart TV garnered the highest number
of respondents and the least was the VHS.
Implication:
The learners are familiar with the common usage of the technology which they are also familiar.
Old electronic devices are rarely observed. These obsolete tools can just be a part of the exhibit to
be used in the evolution of technology and can still be used as a component of the learning space
to be developed.
FIGURE 6: 3D MATERIALS
Specimen &
Objects
53.33 (16/30)
Materials for Contrived Experience
23.33 (7/30)
Books 90% (27/30)
Pop UP 43.33
(12/30)
Model
53.33 (16/30)
Lego Bricks
10% (3/30)
Globe
63.33 % (19/30)
Dioramas 3.33
(1/30)
Three Dimensional Models are used to show the structure of a particular concept being taught at
different views and angles. 3D models are identified by the respondents as follows as shown in
figure 6: Books (27/30) and Globe (19/30), Specimen & Objects and Model (16/30), Pop UP
Models (12/30), Materials for Contrived Experience (7/30) and Dioramas (1/30).
Analysis:
Three Dimensional Models are highly recognized to serve effective transmission of learning. The
highest utilized model is the book, followed by Globe. The least model used are the dioramas.
Implication:
The 3D models can solicit ideas not observed in other form of models. Through the advancement
of technology, Three Dimensional models can be projected through computer generation. Other
existing 3D models can be utilized used in specified topics and if the computers are not available.
TABLE 2: MATERIALS & SERVICES
25
22
21
21
20
18
16
15
14
15
11
9
10
7
7
8
8
5
5
0 0
1
0
0 0
0
0
1
0
0
Lighting System
Ventilation
System
Maintenance & Number of Chairs
Number of
Guidelines &
Sanitation
& Tables
Staff/Personnel Policy on the Use
of Educational
Media Centre
OUTSTANDING
GOOD
FAIR
POOR
In analysing the Media Centre existing in the institution the following factors are evaluated as
shown in table 2: Lighting System, Ventilation System, Maintenance and Sanitation, Number of
Chairs & Tables, Number of Staff & Personnel and Guidelines and Policy on the Use of
Educational Media Centre. Four Rating Scale namely: Outstanding, Good, Fair and Poor are used
to measure to evaluate the services and availability of materials in the media centre.
Analysis:
Based on the data gathered, Guidelines and Policy on the use of Educational Media Centre was
rated outstanding with 21 response out of 30 respondents. Next to this service which garnered
outstanding rating is the maintenance & sanitation with 18 responses, followed by Number of the
lighting system with 11 response, and the least rated service number of chairs and tables and
number of staff and personnel with 7 response.
In terms of the services which was rated good are as follows: Ventilation System (22/30), Lighting
system (21/30), number of chairs and tables (16/30), number of staff and personnel (15/30),
Maintenance & Sanitation (14/30) and guidelines and policy on the use of educational media centre
(8/30).
The following services are rated fair: number of staff and personnel (8/30), number of chairs and
tables (5/30), Ventilation System and guidelines and policy on the use of educational media centre
(1/30).
Implication:
The service which must be improved are those which garnered fair rating scale and least in having
good rating scale. This has to be reviewed and identified how to further improve and implement
as the media centre will be further developed.
TABLE 3: HUMAN RESOURCES
25
20
20
18
15
18
12
10
10
10
5
2
0
0
Presence of Technical
Support Personnel/Staff
Sufficient Number of
Personnel
Outstanding
Good
Polite & Consultative
Multimedia Personnel
Fair
Poor
In analysing the effectivity and needs of a media centre existing in an institution, the number of
attending personnel to cater the service is as equally important as the materials. The following
factors are identified as shown in table 3: Presence of Technical Support Personnel/Staff,
Sufficient Number of Personnel, and Politeness and Consultative Attitude of Multimedia
Personnel.
Analysis:
Based on the gathered data, the presence of polite and consultative multimedia personnel was rated
outstanding by twenty respondents out of thirty. This is followed by the presence of technical
support/staff with eighteen responses and sufficient number of personnel with a rating of ten
responses.
The rating which are marked are as follows: sufficient number of personnel (18/30), Presence of
Technical Support Personnel/Staff (12/30), Consultative Attitude of Multimedia Personnel 10/30).
Two aspects of human resource rated fair which is sufficient number of personnel (2/30) and
Presence of Technical Support Personnel/Staff (1/30)
Implication:
The human resource is a vital component of an effective media centre. The visibility and assistance
rendered by the personnel can enhance the involvement of the students and teachers in the
utilization of the multimedia centre.
TABLE 4: VISIBILITY/CHALLENGES EVALUATION
30
26
25
23
21
20
20
20
15
9
10
5
8
10
10
3
0
Yes
No
The evaluation of the different factors to be considered if the multimedia centre is effective or not
is based on its impact to its client. In table 4, it shows the respondents’ opinion on the various
aspects of the multimedia centre which are as follows: Equipment Availability, Equipment
Maintenance/Upgrading, Technical Support, Personal Knowledge & Training to use the resource
and Venue Usage.
Analysis:
Based on the data, the following are observed in the multimedia center as shown in the table:
Equipment Availability, (26/30), Technical Support (23/30), Equipment Maintenance/Upgrading
(21/30), and Personal Knowledge & Training to use the resource (20/30). However, in terms of
not so observed aspects, the following are identified: Personal Knowledge & Training to use the
resource and Venue Usage gathered the most number of no responses (11/30), followed by
equipment maintenance/upgrading (8/30), Technical Support (8/30) and Equipment Availability
(3/30).
Implications:
Most of the aspects considered for the multimedia’s effectivity are rated visible and observed by
the clients. An orientation to each personnel should be conducted to relay expertise on each media
component and further evaluation can be done to address concerns as it arise. Venues must be
highly utilized depending on the educational objective needing the setting.