JMJ Marist Brothers

Notre Dame of Marbel University

COLLEGE OF EDUCATION
City of Koronadal, South Cotabato, Philippines

TEACHING INTERNSHIP PORTFOLIO

Presented to

The Faculty of the College of Education

Notre Dame of Marbel University
City of Koronadal, South Cotabato

In partial fulfillment of
the Requirements for the Degree
Bachelor of Elementary Education

By

DAVE BREECH B. GREGORY

MAY 2024
GREGORY, DAVE BREECH B,
Bachelor of Secondary Education Major in Social
Studies
PREFACE

This Student Teaching Portfolio was created to compile the different academic

works for Professional Development and serve as an evidence for the requirement in

partially fulfilling the degree of Bachelor of Elementary Education. It contains various

outputs from the different activities involved in the learning experience of the pre-service

teacher.

In addition, this compilation of academic work and other forms of educational

evidence assembled for the purpose of (1) to evaluate coursework quality, learning

progress, and academic achievement; (2) to determine if the students have met the

learning standards for graduation; (3) to help the author reflect on his academic goals

and progress as a learner; and (4) to create an archive of academic accomplishments,

products and other documentation.

As you glance each page of this portfolio, you will observe the hard work that the

pre-service teacher demonstrated in order to meet the requirements for the College of

Education degree. Additionally, it will bring you to a memorable journey, as you examine

various proofs of learning and academic works from the past four years of educational

experience. Each evidence signifies the author's journey for professional growth.
JMJ Marist Brothers
Notre Dame of Marbel University
COLLEGE OF EDUCATION
City of Koronadal, South Cotabato, Philippines

APPROVAL SHEET

This compilation entitled STUDENT TEACHING PORTFOLIO prepared and

submitted by DAVE BREECH B. GREGORY in partial fulfillment of the requirements

has been examined and is recommended for acceptance and approval.

DR. LYNOU R. ZACAL

Supervising Teacher

Accepted and approved in partial fulfillment of the requirements for the degree

Bachelor of Secondary Education Major in Social Studies this May, 2024.

DR. MA. MAGDALENA F. COBRADOR.

Dean, College of Education
Maltana National High School
Maltana, Tampakan South Cotabato

CERTIFICATION
This is to certify that Dave Breech B. Gregory, a Bachelor of Secondary

Education Major in Social Studies student of Notre Dame of Marbel University, City of

Koronadal, South Cotabato has satisfactorily completed fifty (50) hours of actual

teaching, and two hundred (200) hours of class observation and participation as

required in EDEL 103 – Teaching Internship. Given this May, 2024.

MRS. MABELLE B. LEYSA

Cooperating Teacher

MRS. JANE M. BAÑAGA

School Principal
ACKNOWLEDGMENT

I would like to express my heartfelt gratitude to the following individuals who have

played a significant role in the successful completion of my student teaching portfolio:

To God Almighty, the one who gives me strength and inspiration all throughout

my college journey. Your grace and guidance has been my constant companion.

To my Cooperating Teachers, Mrs. Mabelle B. Bagtasos for her support,

guidance, and valuable feedback throughout my teaching internship. Your words greatly

influenced me to continue what I am doing in order to grow as a future educator.

I am also deeply grateful to Mrs. Jane M. Bañaga, the School Principal of

Maltana National High School– Public Basic Education Department for giving me the

opportunity to experience teaching in your institution. Your leadership and support have

been instrumental in my journey towards becoming a competent teacher.

To my Teaching Internship Supervisor, Dr. Lynou R. Zacal, thank you for

sharing your expertise and for providing me with constructive feedback that has helped

me as a future educator.

I also want to express my gratitude to my parents, Mr. Jonathan V. Gregory,

and Mrs. Daly B. Gregory for their unwavering support, encouragement, and believing

in me throughout my academic journey.

To my dear friends and classmates, thank you for the camaraderie, laughter,

and fun memories that we shared. Your presence has made my academic journey a lot

more meaningful and enjoyable.

Once again, thank you to everyone who has been a part of my journey. Your

contributions have been instrumental in my growth and development as a person and

as a student.
Table of Contents

I. Preliminaries Pages
Title i.
Profile (Graduation Picture, Name, and Course) ii.
Preface iii.
Approval Sheet iv.
Acknowledgment v.
Table of Contents vi.

II. Philosophy of Teaching

Prayer of a Student Teacher 1.
Teacher’s Creed Personal 2.
Educational Philosophy 3.

III. Resume 4.

III. Description of the site of practice teaching 5.

Reflection of Site of Practice Teaching 6.
School’s Mission, Vision Statement 7.
Organizational Structure of NDMU-IBED 8.

IV. Pieces of evidence of meeting with the Principal and Cooperating Teachers 9.
Reflection on meeting with the Principal and Cooperating Teachers 10.

IV. Understanding my Learners 11.

Reflection on Understanding my learners 12.

V. Examples of Best Daily Lesson Plan using the creative strategy

with a complete set of materials 13.
Detailed Lesson Plan 14.
Semi-Detailed Lesson Plan 15.
Brief Lesson Pan 16.

V. Pieces of evidence of Service Learning and Community Outreach 17.

Reflection on Service Learning and Community Outreach 18.

VI. Observation and evaluation forms 19.

Reflection on Observation and Evaluation forms 20.

VII. Sample of learner’s work and feedback 21.

Reflection on Sample of learners’ feedback 22.

VIII. PPST Inventory 23.

VIII. Monograph of Classroom-Based Action Research 24.

IX. School Forms 25.

School Form 1 26.
School Form 2 27.
School Form 9 28.
School Form 10 29.

IX. Professional Development or Career Plan 30.

X. Summary of Actual Teaching 31.

Prayer of a student-teacher
Our Heavenly Father,

We praise your name, we lift your name on high. We thank you for your sovereignty

and your faithfulness to us throughout, for your overflowing and unconditional love

to us.

I thank you Lord for the opportunity to serve you and your people, be part in this

school and community. Thank you for the life of my cooperating teacher and the lives

of our students. thank you for bringing us in school safety and satisfying our body not

just by the physical food but also with spiritual food.

I pray for humility as I learn from all these people who mentors me. Help me to speak

them words that would encourage them, make them think critically, help them

explore new things that will always align on your plans lord. Encouraging words that

will just end for a day but will remain for them until the end.

Lord, I also pray for the holy spirit to come to those people who doesn’t know you to

enlighten their minds and heart to bring their path towards your path. May your

words will build their faith on you.

I also pray for those people who already know you to maintain their walk of faith with

you Lord, serving you and your people. Showing what a God centered person is.

MY TEACHING PHILOSOPHY
As Jordan Peterson said from his book, “Always tell the truth or at least don’t lie”.
As Jordan noted in an interview, it is the hardest rule compared to the eleven rules from
his book. It is true, everybody lies, just be really careful about it. The real essence of the
rule is, when you manifest truth, you can identify truth from fallacies.
As a social studies teacher, we strive for what is true, articulating certain ideas
that will only bring truth to the listeners, free from biases and stereotypes. A social
studies teacher should never impose certain ideologies, especially radical thoughts, into
the minds of young ones to attract supporters and members. A social studies teacher
should also not support propagandas, which can only poison the existing values of
students.
I value freedom of speech, it is an essential path of your journey when seeking
the ultimate truth. For sure, I will encounter ideologies in the future that will be
introduced by my own students. I will try to question such ideologies, and I will let them
question my own political view. I will be open, ready to be offended. Offensive
statements are part of exchanging thoughts, a consequence of the freedom of speech.
How can you discuss an important issue if you wont let yourself be offended anyway. A
healthy discussion starts from breaking the barriers around your own ego and learning
to listen, absorb, and articulate the ideas with your own capacity.
I observed the change in our society, the fluid state of innovation, the proclivity of
new inventions for convenience. But less people monitored the radical changes on the
values that we learned since the beginning of philosophical thought. As a consequence,
it is less-likely that these values retained their real purpose of defining what is a human
being. As a teacher, I will never be ignorant, I will address these issues, I will try my best
to enlighten my students with my own ability to teach, to influence, to seek the ultimate
truth of it all.

My Personal Teaching Creed

I am committed in providing quality education to the young and also to those who are
willing to learn,
I am conditioned to face every challenges that will emerge during the years of my
teaching experience,
I am ready to control my emotions, control what I can control and not let my grievances
get through my discussions,
I will try my best to tell only the truth and what is the truth.
I will impose myself with standards that are near impossible and try my best to achieve
the ultimate perfection.
I will make myself a model to emulate, a professional in every action I make.
I will create an environment, attractive to those who want to learn, a safe haven for
ideas and a hell for fallacies

TEACHER’S RESUME
A Brief of Description of the Site Practice Teaching
This school is a K–12 academic institution located in Maltana Tampakan, South
Cotabato, Philippines. It offered a holistic education program that prepared students for
college and life beyond formal education.
The school is mission dedicated to fulfilling the vision and mission set forth by the
Department of Education that, prioritizing the delivery of high-quality education while
safeguarding students' well-being and advocating for their rights. Within a nurturing and
safe environment, educators guide students' learning and growth, that developed love
for God, fellowmen, country, and environment. it aimed to cultivate an atmosphere
conducive to success and holistic prosperity were individuals aware to contribute to the
development of their communities.

This table presents the Maltana National Highschool- Public Basic Education’s
Vision, Mission, Objectives statement.
We dream of Filipinos who passionately love their country
and whose values and competence enable them to
School’s Vision Statement realize their full potential and contribute meaningfully to
building the nation.

To protect and promote the right of every Filipino to quality

equitable culture-based, and complete basic education
where:
School’s Mission
Statement 1. Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.

2. Teachers facilitate learning and constantly nurture

every learners.

3. Administrators and staff, as stewards of the

institutions, ensure, an enabling and supportive
environment for effective learning to happen.

4. Family, community, and other stakeholders actively

engaged and share responsibility for developing life-long
learners
Maltana National High School aims:

 To continue to promote basic education objectives,

with a focus on the use and extension of learning
instruments, as well as the further investigation and
School’s Goals and acquisition of intellectual, social, moral, and
Objectives physical concepts, ideals, attitudes, and skills that
will help to develop the whole person.

 Identify and develop students' strengths and

interests to prepare them for practical jobs and
higher education.

Reflection:

Maltana National Highschool was not quite familiar to me since my alma mater,

was take place in integrated private education located in our locality near in our
Municipality. I come to realize and found out the disparity and difference between the

private and public school it has been a quite sort of discovery to me, and reflect that

most outstanding students come public school and it not varies to whether the school

was have an well and positive reinforcement of bureucracy or money, facility, and other

related academic things.

Expensive materials and technology was not quite evidence but the how the

school stresses to their responsibility, in promoting their mission in providing good

quality education centered in love of God, humanity, environment and country was

shown. I really appreciate how they integrate values in teaching. The way they deal with

the students with the localization of resources are meaningful that help students to

develop interest in learning and values.

The mission and vision of Maltana National High school also prioritizes the aim

of producing quality individual whom who are not make culprit of the society but whom

are will contributors of the society.

Organizational Structure
Meeting With the Principal
Reflection:

Meeting the school principal filled me with happiness and a sense of blessing as it

provided me with the opportunity to communicate with her in a professional manner. My

emotions were quite mixed; I felt as though I was in the process of applying for a job as

I spoke with her respectfully, discussing various topics and sharing ideas about life and

the profession.

Meeting with my cooperating teacher

Reflection:
Meeting my cooperating teacher, I felt a wave of inexplicable fear. On the day we met,

my nerves were evident. However, as soon as we began to talk, I felt comfortable, and

my positive energy returned. She is a very respectful, straightforward, friendly,

optimistic, and positive person. Day by day, as we spent more time together, we

developed great communication and rapport.

During my first actual rated observation, I didn't expect that she would help me with

strategies for teaching since the school didn't have TVs. She advised me to teach

without digital tools or visuals, using only books and printed materials. I was uncertain

about what she said and doubted it since I hadn't yet experienced teaching without

visual aids. She recommended that I produce tarpaulin presentations for my learning

objectives. The content would only be presented on Manila paper. However, on the

Manila paper, only important words, phrases, or key terms should be presented, without

any explanations or descriptions. Despite having a laptop that I could use to depict

things in class, she suggested this method. Additionally, she advised me to print out

related materials on the subject matter so that students would have a copy in hand.

While presenting facts, students could also refer to the facts on the Manila paper if they

didn't have their own printed copies.

Understanding my Learners
Reflection:
During my first observation, my cooperating teacher introduced me to the students
whom I would be handling later on. The class was so respectful; I couldn't have
expected such a warm welcome. The atmosphere was incredibly positive, and I could
feel the energy in the room.
In my first actual teaching session, I observed that some of the students were
intelligent and brilliant in the way they behaved and participated in class. Additionally, I
noticed there were also slow learners who required discussions to be conducted in a
very simple manner for them to grasp the points effectively. I also observed that there
are students who are not serious in academics; they just go to school for nothing, show
no participation, and cannot even answer simple questions. I could not explain what
factors contribute to their lack of seriousness in their studies, but the moment I observed
all of that, I spoke out to myself that I wanted to change them by making them develop
interest and participation in the subject. So, with all of my effort and as a challenge to
myself to motivate them, I planned and made interactive activities that could help them
engage. I also changed my teaching style so that it could supplement the level they are
at.
Understanding that my students have made me realize the need to develop my
personality by discerning what is proper and good for the holistic development of
students, as not all students progress at the same pace and in the same manner.
Therefore, let us be kind to each other and learn to value our differences, seeing them
as unique ways to create meaningful learning experiences.
BEST DAILY
LESSON PLAN

Detailed Lesson Plan

Semi-detailed lesson plan
Brief lesson plan

PANGUNAHING PAKSA: Sinaunang Pamumuhay ng mga Asyano

Tiyak na Paksa: Mga Sinaunang Kabihasnan sa Timog-Silangang Asya
Sanggunian:
Samson, C., Antonio, E., Imperial C., Soriano, C., () Kayamanan Araling Asyano,
(). Sampaloc, Manila: Rex Book Store, Inc.

I. Kompetensi:
● Napahahalagahan ang mga kaisipang Asyano na nagbigay-daan sa paghubog
ng sinaunang kabihasnan sa Asya at sa pabuo ng pagkakakilanlang Asyano

Mga Layunin:
Sa pagkatapos ng Aralin, ang mga mag-aaral ay inaasahang:
1. Natutukoy ang mga Imperyong Naitatag sa Timog-silangang Asya
2. Naiisa-isa ang mga Ambag ng Sinaunang Kabihasnan sa Timog-Silangang Asya
sa pangkasalukuyang lipunan sa Asya
II. Panimula:
Pagbabalik-aral:
● Ano-ano ang mga Importanteng panahon sa mga sinaunang Kabihasnan sa
Korea at Japan?
● Ano-ano ang mga naiambag ng mga sinaunang kabihasnan ng Korea at Japan
sa pag-unlad ng kabihasnang Asyano?
● May nakikita ba kayong epekto ng mga sinaunang kabihasnan ng Korea at
Japan sa pangkasalukuyang panahon? Ano-ano ang mga ito?
Pagganyak:
● Panuto: Hulaan ninyo ang salitang pinapahiwatig ng 4 na larawan sa Pisara.
Activity
● SWOT Analysis
● Panuto: Ang mga mag-aaral ay hahatiin saw along (8) grupo. Sila ay gagawa ng
SWOT analysis ng mga Imperyo sa Timog-Silangang Asya. Ang guro ang mag-
aasign ng imperyo sa bawat grupo. This will be recorded as a part of your quiz!

Ipepresenta ng mag-aaral ang kanilang SWOT analysis sa harapan pagkatapos ng

Sampung minute.

Mga Imperyo/Kaharian/Dinastiya:
• Imperyong Khmer
• Imperyong Srivijaya
• Dinastiyang Sailendra
• Imperyong Majapahit
• Kaharian ng Champa
• Imperyong Annam
• Imperyong Siam
• Imperyong Burma

Rubrics

Excellent – 5pts Fair – 4pts Poor – 3pts

Accuracy Historical Facts are Historical Facts Historical facts

Stated accurately were slightly were not justified
and justified accurate, and with resources
slightly justified

Organization Statements were Statements are Statements were

arranged neatly and arranged less unorganized and
easy to understand neatly and very hard to
understandable understand.
with a little
disorganization

Presentation The SWOT analysis The SWOT analysis The SWOT anaylis
was presented was presented was presented
nicely, with a nicely, with a less poorly, voice was
modulated voice modulated voice not modulated, and
and discussed and some issues in the discussion was
clearly. discussion. unclear.

Assessment
Paper and Pen Test:
Panuto: Tukuyin kung ang pangungusap ay nagsasaad ng Indianisasyon o Sinicization,
isulat sa patlang ang inyong sagot.

_____ 1. Ang Impluwensya ng mga Tsino ay makikita sa mga templo na nakakalat sa

Timog-Silangang Asya.
_____ 2. Ang ibang salita at pangalan sa Cambodia at Thailand ay nagmula sa mga
salitang Sanskrit.
_____ 3. Dahil sa malawakang pangangalakal, abot ng mga Tsino ang Pilipinas.
_____ 4. Halos lahat ng mga lugar sa Timog-Silangang Asya ay may tinatawag na
Chinatown.
_____ 5. Malaki ang Impluwensya ng mga Indiano sa disensyo ng mga templo sa
Angkor Wat at Borobudur.

Assignment
• Magbasa tungkol sa mga unang kabihasnan sa Central Asia.
Reflection:
Creating lesson plans has always been a challenging task for me; both
paperwork and reflections tend to drain my energy. Despite the struggle, I acknowledge
their importance. Developing lesson plans not only helps me grasp the lesson content
thoroughly but also pushes me to think critically about the activities that best suit it.
Interestingly, I've found that the most effective teaching method for history is the lecture.
History should be narrated like a captivating story, allowing students to relate and draw
conclusions.
Another memorable experience was during my actual teaching, when I integrated a
gamified activity called "Snake and Ladder" into the lesson. I didn't expect to integrate it
successfully and smoothly, especially in AP Economics, where injecting interactive
activities can be challenging. It was a great achievement for me to provide fun and
learning activities so that students develop attention and engagement, especially when
the subject content can be perceived as boring. I aimed to change the perception that
AP Economics is boring; it depends on the teacher and how they deliver it in a way that
incorporates or injects learning and fun activities.

Pre-Service Teacher Service Learning Report

Reflection:
In my journey and challenges of fighting myself to discover something, grow, and
develop, to learn new things, and to face my fears, college life was not yet for me to
enhance and develop the things that need to be exercised and practiced. I was quite an
inactive student way back in my college days. In the department, I was not able to join
events and seminars, as well as being active in our club organization, even though I
was a club officer. I was a bit more of a low-key person where I viewed being active as a
waste of time. I just wanted to graduate without experiencing something great. Well,
that’s how I viewed things before. However, when I realized that it is important to
supplement the holistic development of my future self, I changed my view about it and
tended to try events despite having fear and anxiety in facing people.
Hence, when our internship started, I contemplated and looked at my nameplate and
realized that I am far beyond now from what I was before. I view myself now as a
teacher, and students will acknowledge me. Being a teacher is a must skill and ideal
since society expects you to handle children and also being a teacher means not being
afraid to try new things for one's growth, opportunity, and improvement. Therefore, I
challenged myself to join any events in school and to do my best since this was the
training ground for development.
Therefore, when I was invited by one of the faculty members of the school to be a
resource speaker, teacher, or facilitator during the conduct of a CTP class, I tended to
accept it immediately. There was no idea of refusing in my mind. Since I believe this is
the time I should practice more in the field for my preparation in my teaching career. I
also facilitated during the conduct of a clean-up drive for the grade 10 curriculum. I also
had tutorial sessions with my tutee in reading comprehension. During this time, I was
very emotional because there are still students who have difficulty in reading
comprehension, and that's why I am dedicated to teaching him well. I also acted as a
subject teacher in giving honors to grade 9 Neptune during their recognition.
I’ve learned now to value what I am doing because you will never know things when you
don’t have commitment and courage to do things. It is a battle between risk and lost
opportunity or chance. That’s why if there is a chance or opportunity, come grab it until
you know what it is for.

Observation and Evaluation Form

Reflection:

We all know that EDEL 103 teaching internship is the most challenging and
experience once event in our life as practice teacher, it teaches us the skilled that we
must acquired in teaching learning in preparation the real world. But this is also the part
that you will realize a lot of things that helps you improve a lot from organizational skills
and planning skills this also test your capability to teach if you required in this course,
this is not also about experience but this is something that you will remember ever as
practice for learning and growth.

During my final demo teaching I am confident and ready not just because I
prepare for it but I am confident because I had already the foundation to make final
demo teaching successful the experience and everyday teaching is quite enough to
established high confidence, and the consistency you practice everyday, I am very glad
and thankful because I have a great cooperating teacher who always teach us me well,
correct my wrong doings helps me always with appropriate and positive feedback
especially in making interactive and meaningful learning lessons, I am not disappoint
whenever she gives me low score in my rated teaching because I view it as sort of
practice to become great teacher because I believe there no perfect teacher who starts
in the first at good but every teacher starts in the end as bad. This lead us to develop
my confidence and improve my teaching.

Sample of Learners’ and Feedback

Reflection:

It's important to provide assessments to your students; this tests whether they've
learned from your discussions and measures how much they've absorbed or if they
need reinforcement. Assessment is the heart of learning, and I appreciate learners who
put effort into pursuing goals, as it leads to wonderful products. When I notice their
efforts, I'm always generous with my praise. I want them to understand that doing good
work is admirable and worthy of commendation. I really want them to excel and not be
passive; they should be active and engaged in discovery.

I ensure that my instructions are clear. If students don't understand, I rephrase them and
provide examples to avoid confusion. A good instruction is one that prompts questions
from students, indicating their understanding and revealing any loopholes. My
cooperating teacher always reminds me to keep my instructions precise and easy to
understand. Demonstrating tasks at the front before students attempt them also helps.
I've learned that some tasks are impractical because they're too complex for students.
That's why I've realized that simply providing simple assessments is more effective,
especially if they demonstrate learning.

For the assessments I provide, I have them answer PNI. They state the positive ideas
or words they've learned for "P," the negative or uncertain ideas or words they don't
understand for "N," and for "I," they write down ideas or words that interest them. It's
quite simple, but it encourages them to think and construct ideas based on our
discussions, ultimately fostering a positive learning environment.

PHILIPPINE
PROFESSIONAL
STANDARDS FOR
TEACHERS
(PPST)

PHILIPPINE
PROFESSIONAL
STANDARDS FOR
TEACHERS
Beginning Teacher

A Portfolio of Remarks and Possible

Sources of Evidences

Dave Breech B. Gregory

Pre-Service Teacher

Bachelor of Secondary
Education Major in
Social Studies
Degree
PPST Inventory
Domain 3. Diversity of Learners
Strand 3.1 Learners’ gender, needs, strengths, interests and experiences
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interests and experiences.

Possible Sources of Evidences

Remarks

Implementing differentiated teaching involves recognizing and addressing

the unique features of learners by customizing training to fit factors such as
gender, individual needs, strengths, interests, and experiences. This methodology
guarantees customized educational encounters, optimizes student involvement,
and facilitates tailored progress and success in the educational setting.
Domain 3. Diversity of Learners
Strand 3.2 Learners’ linguistic, cultural, socio-economic and religious backgrounds
3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic, cultural,
socio-economic and religious backgrounds.
Possible Sources of Evidences

Remarks

Implementing responsive teaching strategies acknowledges

learners' linguistic, cultural, socio-economic, and religious backgrounds. By
incorporating diverse perspectives, language support, culturally relevant content,
and sensitivity to socio-economic factors, educators create inclusive learning
environments. This fosters respect, understanding, and engagement among
students, promoting equity, empathy, and academic success across diverse
student populations.

Domain 3. Diversity of Learners

Strand 3.3 Learners with disabilities giftedness and talents
3.3.1 Use strategies responsive to learners with disabilities, giftedness and talents.

Possible Sources of Evidences

Remarks
Throughout my field study 1 at NDMU-IBED, I consistently
demonstrate proactive engagement in many school events. At Maltana NHS, I had
the privilege of serving as a judge for the product concept presentation as part of
the Entrepreneurship Subject. I was joined by my fellow co-PSTs from various
schools. Serving as a judge is a gratifying endeavor. It facilitates the refinement of
leadership abilities, nurtures innovation, and cultivates connections between
students and teachers.

Domain 3. Diversity of Learners

Strand 3.4 Learners in difficult circumstances
3.4.1 Demonstrate understanding of the special educational needs of learners in difficult
circumstances, including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse and child labor practices.

Possible Sources of Evidences

DAVE BREECH GREGORY

DAVE BREECH GREGORY

Remarks
As a future teacher, you need a strong base to help you find your way in
the exciting and challenging world of education. Webinars on important topics like
sleep deprivation, preventing self-harm, and the teaching of numeracy and
literacy can give you the tools you need to make your classroom a happy and
effective place to learn.

Domain 3. Diversity of Learners

Strand 3.5 Learners from indigenous groups
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.

Possible Sources of Evidences

DAVE BREECH GREGORY GREGORY

Remarks
When a future educator takes their first steps inside a classroom, it marks
the beginning of more than just a job; it also marks the beginning of a
responsibility that goes beyond the realm of curriculum and assessment.
Community extension programs provide us with priceless experiences that mold
us into caring, involved people and future educators.

CLASSROOM-
BASED ACTION
RESEARCH
NOTRE DAME OF MARBEL UNIVERSITY

College of Education May 2024

. Research Monograph No.__

Series of 2024

MULTIMEDIA TOOL PROFICIENCY: A

COMPETENCY NEEDS ANALYSIS
AMONG TEACHERS OF MNHS

Dave Breech B. Gregory

(BSEd-Social Studies 4)

Lynou R. Zacal, PhD

Professor

This Research Monograph is published by the NDMU Research and Publication Center.
This study was conducted by the student in collaboration with his/her professor in EDEL 1O3:
TEACHING INTERNSHIP. No part of this research monograph maybe copied, reproduced or
stored in a retrieval system or transmitted in any form without permission from NDMU or the
authors.
NDMU endeavors to publish completed studies in monographs to announce a solution to a
problem, an innovation, a breakthrough, and an enlightening development in a specific field or to
provide baseline data. The monographs are disseminated to gain a consensus in the scientific
and academic community and to build on the work of others. These are the contributions of
NDMU to the application of existing knowledge and the generation of new knowledge.

… aninstitutionthat cares for theenvironment and humanity.

TABLE OF CONTENTS
Page

Abstract 1

Introduction 2

Statement of the Problem 4

Significance of the Study 4

Definition of Terms 5

Conceptual framework 6

Methodology 7

Research Design 8

Locale 9

Respondents 10

Research Instrument 11

Data Collection and Analysis 11

Results and Discussion 15

Summary of Findings 16

Insights 37

Implications 38

References 40

Acknowledgement 42

Author 43
MULTIMEDIA TOOL PROFICIENCY: A COMPETENCY NEEDS ANALYSIS AMONG
TEACHERS OF MNHS

Gregory, Dave Breech B.

This action research aimed to assess the proficiency level of teachers in using multimedia
tools and develop an intervention plan to enhance their skills at Maltana National High
School (MNHS). The study utilized a mixed-method approach, employing a Descriptive
Research Design to gather both quantitative and qualitative data. The research instrument
consisted of an online survey questionnaire via Google Form, which assessed teachers'
proficiency in multimedia tools and solicited their opinions and suggestions. The findings
revealed varying levels of proficiency among teachers, highlighting the need for targeted
intervention programs. Based on the results, an action plan titled "Multimedia Tool
Proficiency: A Competency Needs Analysis Among Teachers of MNHS" was developed to
address the identified needs. This study provides valuable insights for school administrators,
teachers, researchers, and future educators, emphasizing the importance of ongoing
professional development in utilizing multimedia tools effectively for teaching and learning.

Keywords: Proficiency, Multimedia, teachers, MNHS

INTRODUCTION

In today's digitally-driven world, proficiency in multimedia tools has become

increasingly essential across various professional domains. The integration of multimedia
elements, including graphics, audio, video, and interactive features, has transformed
communication, education, marketing, and entertainment landscapes. As such, individuals and
organizations must continually assess and develop their competencies in utilizing these tools
effectively.
According to Johnson and Valente (2018), the rapid evolution of multimedia technologies
necessitates ongoing evaluation and enhancement of skill sets to ensure competitiveness and
relevance in the contemporary workforce. Moreover, the widespread adoption of multimedia
platforms for both personal and professional purposes underscores the urgency for
comprehensive competency assessments and targeted training interventions (Gibson, 2019).
In the context of the Philippines, used of Multimedia tool is predominantly observed.
Cruz and Santos (2020), the Philippines is experiencing a digital transformation, with multimedia
tools playing a pivotal role in this process. As the country embraces digitalization, there is a
growing recognition of the importance of multimedia skills in driving innovation, enhancing
communication, and fostering creativity. However, despite the increasing reliance on multimedia
tools, there remains a gap between the demand for proficient users and the available skill sets in
the workforce.
With this, the need to become proficient in using Multimedia tool among teachers,
chiefly public teachers becomes an appealing point of discourse. To make teaching more
effective and meaningful teaching learning process, improved and enhanced training programs to
enhance performance and competitiveness in using Multimedia tool.

The use of multimedia has claimed or has been claiming for a significant period of time
as an integral part in the process of imparting as well as perceiving lessons in classroom. The
new teaching method labors to make the lesson visualize by the students avoiding image
construction in brains while receiving pictorial description in a text through listening and
producing. A learner can visualize which enables a lesson more intelligible and durable as
Penuel et al. (2000)
Additionally, according to only (Chen and Liu, 2008; Mayer, 2008). Multimedia or
digital learning resources assist learners to get on well with mental representations with the use
of different media elements, which support information processing. Information, which is made
up of content and sometimes learning activities, are presented with the use of the combination of
text, image, video and audio by digital learning resources. It has been demonstrated, by research
on using multimedia for learning, that there are more positive results observed in learners who
combine picture and words than those who use words only
According to Chen et al. (2009), incorporating technology and making it part of the
educational environment is one of the foremost responsibilities of educators and instructors.
Vanderlinde and Van Braak, (2011) articulated three main directions to bring novelty into the
education system 1) to make use of the content that can be acclimatized 2) to integrate different
teaching skills 3) to get rid of age-old concepts. The modern requirement to question the insights
has been stressed by many scholars. The authors emphasized that cognizance from the people
who are the users of new technological tools is important for forecasting the efficiency of
incorporation in educational setups. Not only this but the educators’ perceptions and insights
towards creativity should be observed. Clark et al. (2013) drew the conclusion that incorporating
creative technological tools in the educational setups automatically calls for the educators to
learn new skills and practices related to it. Karsenti et al. (2013) stated that it has been identified
that numerous educators and instructors only use the technological tools to present the material
in a digital form and barely focus its intellectually nurturing approach. Karsenti and Fievez,
(2013) survey showed that prior to the experimental program 70.2% of teachers had never or
very rarely’ used any kind of technological tool. It also showed that 14.5% had used ICT in the
class ‘sometimes’ and 15.2% regularly used technological tools in class. The abovementioned
facts bring to light the importance of equipping the teachers with effective methods with which
they can add technological tools into their teaching routine.

Statement of the Problem

This study aimed to develop an intervention to boost teachers’ use of multimedia.

Specifically, the researcher sought to answer the following questions:
1. Assess the current level of proficiency of teachers in using multimedia tool; and
2. Identify what plan of action can be developed to improve the multimedia skills of
teachers in Maltana National High School (MNHS).

Significance of the Study

The researcher believes the usefulness of the study's findings will be of great assistance to

the following:

School Administrators. The study provides information to school administrators on the

proficiency level of teachers in using multimedia tools. The level of proficiency experienced by

the teachers in using multimedia tools will be a guide on what actions to take in providing

intervention programs for the teachers.

Teachers. As collaborators in the development of the action plan, this will help them evaluate

the teachers in MNHS Multimedia tool proficiency. Consequently, the action plan can be a
wonderful intervention for teachers to strengthen and identify what action plan can be developed

to improve the multimedia skills of teachers at Maltana National High School (MNHS).

The Researcher. The Researcher. As pre-service teacher, the researcher can use this action

research to keep themselves informed about the use of Multimedia tool as a medium effective

teaching and learning providing efficient way in presenting and implementing lesson. This will

provide them lenses on how to develop their skills in the use of Multimedia tool. This study can

contribute to a more learner-centered curriculum that fosters Multimedia tool as aide in teaching

and learning process knowledge acquisition, providing a more efficient and effective learning

and meaningful experience for students.

The future researchers. The study serves as a contribution to the needed information in

conducting the same study and as a basis for formulating related research studies. It assists them

in modifying the research for their own school to analyze the level of proficiency of teachers in

using multimedia in designing a plan or tool for enhancing the use of multimedia, practice, and

development of resources.

Definition of Terms

The following are key terms used in the study and are accordingly defined within the
context of this research.

Multimedia- is a digital learning materials that facilitate learners in effectively utilizing mental

representations by employing various media aspects that enhance knowledge processing. Digital

learning tools utilize a combination of text, images, videos, and audio to provide information,

including content and learning exercises.

Role of technology- this refers to the role of technology in teaching and learning

Teachers- refer to the individuals who facilitated or used and observed the multimedia tool to

impart practical skills, contents, and theories.

Teacher challenges- these refer to the challenges of teacher experience in using multimedia or

technology that hamper even the start of implementing technologies and applications. These

challenges could be as basic as not having electricity or classrooms without electricity or they

can be without any educational technology or Wi-Fi

MNHS-

Proficiency- this refers to proficiency level of teacher who used multimedia tool in teaching and
learning

Conceptual framework

The researchers utilized the Input-Process-Output framework in developing the action plan

based on the results obtained from the conducted online survey using Google Form. For the input

phase, the researchers conducted an online survey using the Google Form Survey Questionnaire

to assess the level of multimedia skill proficiency among teachers at Maltana National High

School (MNHS). The results of the survey were then analyzed and used as the basis for

designing the action plan. Finally, as an intervention and output of the action research, the
researchers developed an action plan titled "Multimedia Tool Proficiency: A Competency Needs

Analysis Among Teachers of MNHS."

INPUT PROCESS Output

-Conduct an online -Analyze the -Concrete plan of action
survey using the interpreted results of on Multimedia tool
Google Form Survey the online survey Proficiency: A
Questionnaire among COMPPETENCY
the MNHS teachers to -Design and develop NEEDS ANALYSIS
assess their level of an action plan for AMONG TEACHERS
proficiency in using improving the OF MNHS
Multimedia tool Multimedia tool
proficiency level of
the teachers in MNHS

Figure 1. Conceptual Framework

METHODOLOGY

Research Design

This study is a mixed method study. Specifically, it used the Descriptive Research Design that

aimed to obtain the objectives of this study. The Descriptive Research Design was a combination

of quantitative and qualitative research design which the researchers used to generate data that

determine and assess the current level of proficiency of the Social Studies students in Filipino

language skills. Also, this design will identify the action that can be developed to improve the

Multimedia skills of Teachers in MNHS.

Locale of the Study

Figure 2
Location Map of the Study

The action research will be conducted and implemented inside the premises of Maltana

National high School. A Public school institution associated with DEPED

This study was conducted in the Barangay Maltana National High School Municipality of
Tampakan, Province of South Cotabato.

Participants of the Study

The respondents of the study were the teachers from the Maltana National High School (MNHS)

who are currently facing inefficiency in using Multimedia tool

Research Instrument

This study employed online survey questionnaires via Google Form to gather data. The survey

questionnaire comprised only two questions generated from the study's objectives. A question

regarding quantitative design that employed a straightforward four-point rating system. The four-
point Likert scale is a type of rating scale that researchers employ to collect responses from

participants. It is designed to exclude the option of a neutral response, so encouraging

participants to provide more detailed and decisive answers.

The second question pertains to the qualitative design, which involved collecting

opinions and suggestions from the teachers of MNHS. These opinions and proposals were then

analyzed to produce the study's findings. An analysis of the competency needs among teachers at

MNHS in using multimedia tools.

Data Gathering Procedure

In collecting the data for this study, the researchers conducted a survey through an online

platform, specifically through Google Form to assess the current level of proficiency of students

wherein it will be a basis for an action plan to be designed by the researcher. The survey was

given to the teachers of Maltana National High School (MNHS)

The study utilized the results of the online survey questionnaire in the analysis and interpretation

of the data. The results in the first question which utilized four-point Likert Scale were treated

using mean and frequency to find out the level of Multimedia tool Proficiency of the teacher of

Maltana National High School. Further, the results in the second question were analyzed and

interpreted by the researcher and provided them the information on what program and/or

activities to be implemented in improving the Multimedia skills proficiency of the teacher in

Maltana National High School

Table 1 shows the results of the assessed level of teacher Multimedia tool proficiency in Maltana

National High School.

Tabulation of the Level of Multimedia tool Proficiency:

Total Percentage of Population Who Assessed

the Level of Their Filipino Language Proficiency = No. of Persons Answered
-------------------------------- X 100
Total Population of
Teachers in Maltana NHS

Table 1: Level of teacher proficiency in using Multimedia tool in Maltana NHS with the

Description of Each Level

No. of Description
Persons who 4 3 2 1
Answered
Each Level
1 point means
the level of
proficiency is
low, Teachers
cannot even
use
0 / Multimedia
tool as to
facilitate
teaching and
learning
process.
2 points mean
the Teacher
can use
Multimedia
tool as to
facilitate
teaching and
learning
process.
however, can
20 / use only basic
knowledge and
skills on
implementing
Multimedia
tool
3 points mean
that teachers
are skilled to
used
Multimedia
tool and can
utilized it well
in teaching-
learning
process with
13 / confidence and
eloquence;
however, they
have problem
in technology
pedagogical
skills relevant
to used of
Multimedia
tool
4 points mean
the teacher
displays
proficiency in
the used
Multimedia
1 / tool in
teaching-
learning
process, are
skilled in
using it as a
medium,
displays no
inefficiency.
Total Population of Secondary Teachers in MHS=34

RESULTS AND DISCUSSION

This section discusses the analysis and interpretation of the data obtained from the participants.
The study utilized the results in the analysis and interpretation of the data. The results

were treated using mean and frequency to identify teachers’ proficiency level in using a

multimedia tool in Maltana National High School

Level of teacher proficiency in using Multimedia tool in Maltana NHS based on Four Point

Likert Scale

The table presents the summary and conclusion derived in the conduct of the study

entitled “Multimedia tool Proficiency: A Competency Drive among Teachers in Maltana National

High School.” It also provides recommendations that can be pursued by the teacher, faculty and

staff of Maltana NHS.

Table 2: Summary of the Results of Four-Point Likert Scale Conducted among Teachers in

Maltana NHS

First Question: As a teacher, how would you rate your proficiency level in using

Multimedia tool? 1 as the lowest and 4 as the highest.

Points/Level based on Numbers of Teachers Percentage out

4-Point Likert Scale Who Have Assessed of the Total Description
Their Level of Population
Proficiency in using
multimedia tool
1 0 0% Level of proficiency is
low; Teachers cannot
even use Multimedia
tool as to facilitate
teaching and learning
process.
2 20 58.8 % Teachers can use
Multimedia tool as to
facilitate teaching and
learning process.
however, can use only
basic knowledge and
skills on implementing
Multimedia tool.
3 13 38.2 % Teachers are skilled to
used Multimedia tool
and can utilized it well
in teaching-learning
process with confidence
and eloquence;
however, they have
problem in technology
pedagogical skills
relevant to used of
Multimedia tool
4 1 2.9 % teacher displays
proficiency in the used
Multimedia tool in
teaching-learning
process, are skilled in
using it as a medium,
displays no inefficiency
Total Population= 34

The table shows the result of four-point Likert scale. This simply demonstrates that the

teacher have low to moderate level of proficiency in terms of using Multimedia tool as for

teaching-learning process. 58.8 % or 20 out of 34 assessed their level of used of Multimedia tool

proficiency as two (2) point which means that teachers can use Multimedia tool for their teaching

and learning confidently; however, can use only basic knowledge and skills on implementing

Multimedia tool

In addition, 38.2 % or 13 out of 34 assessed their level of proficiency in using multimedia

tool as three (3) points which indicates that teachers are used to used Multimedia tool and can

utilized it well in teaching-learning process with confidence and eloquence; however they have

problem in technology pedagogical skills relevant to used of Multimedia tool 2.9 % or 1 out of
34 assessed his level of proficiency in Using Multimedia tool as perfect four (4) and none

assessed himself as zero (0).

These results states that the Teachers of Maltana NHS are not proficient enough when

using Multimedia tool for their teaching and learning, this emphasized that they are more likely

prefer traditional way of teaching such as use of visual aide and book based that much like

teacher centered approach. The use of Multimedia tool concern which has a great impact to the

society. Like the Philippines, it tries to respond to the demands of globalization that involves

transmission of culture through used of Multimedia tool or technology. Technology experts,

lawmakers and educators are finding ways to improve quality implementation or delivery of

teacher lesson through multimedia tool where students are expected to be learned effectively

with the shift to technology. especially teacher who were behind to technology because of

challenges encountered and problem must be highlighted to effectively enhance the teaching-

learning process and can help escalate the students’ academic performance (Gorgonio, 2012).

Table 3: Results on the Second Survey Question Regarding the Suggestion of the Teachers

on Improving the used of Multimedia tool proficiency

Second Question: What plans can you recommend to further enhance your proficiency

level in Using Multimedia tool?

Respondents Recommendations/Suggestions
1 Attend more trainings and seminars to enhance more our skills specially in
multimedia tool.
2 Attend relevant trainings.
3 Expose yourself in different classroom strategies and activities that requires
multimedia tools such as power points and other applications. Attend
trainings that provide hands on activities.
4 The school must provide more multimedia tools for each teacher. Also, we
need trainings regarding the current trends in using and navigating
multimedia tools.
5 Attend trainings for using new platforms, apps and programs for facilitating
learning
6 Training and seminar workshop for the different multimedia tools that can
enhance more the students learning
7 to increase the effectiveness of learning using multimedia tool the teacher
must: divide the class into groups that view/read/listen to different material,
make a learning activity through gamified approach, and get only the
important thing from the video or presentation being presented to the
students/learners.
8 Television in every classroom
9 Workshop
10 Intensive training and explore
11 attend webinars and workshops, application of more multimedia tools in
educational setting, benchmark in areas or schools with proficient users
and consumers of multimedia, follow socmed pages and sites about
multimedia use, checklist and evaluation tool to follow in the use of
multimedia tool
12 Attending trainings and seminar about multimedia tool
13 More trainings in line to new developed tools that are adaptable to school
setting
14 Attend seminars, multimedia proficiency training and drills to further improve
my multimedia proficiency
15 I can recommend is to find opportunities to engage in exploration with
technology contents
16 One way is to integrate multimedia to the lesson is to encourage use it in
presentation
17 Attend more seminars
18 I think, teacher should practice more different multimedia tools
19 As teacher I should engaged Multimedia through practicing it in day-to-day
basis such as using it in presentation of lesson
20 Implement seminars and even proficiency training among teachers to
strengthen their Multimedia proficiency
21 Get NCII in ICT for basic knowledge in technology
22 Get NCII in ICT for basic knowledge in technology
23 Enroll a course or NCII for ICT to improve knowledge on Multimedia
24 Strengthen the teacher organization and implement Multimedia
trainings/workshops
25 Attend seminars/workshops that aims to improve multimedia proficiency
26 Additional Multimedia program or subject focused on multimedia and
technology
27 I suggest conducting seminars or webinars promoting multimedia proficiency
skill enhancement.
28 Add new courses or programs in the curriculum which primarily focus on the
use of Multimedia tool
29 Encourage teacher to use different multimedia tool for their of implementation
of lesson
30 Add Multimedia courses for teachers that focused on technological content
skills and use of Multimedia
31 Implement curricular activities for instance, simulation computer room which
encourage further enhancement and discovery with the use of Multimedia tool
32 Introduce curricular activities, such as a simulation computer room, that
promote additional improvement and exploration through the utilization of
multimedia tools.
33 Advocate for teachers to utilize diverse multimedia tools in their lesson
implementation.
34 Introduce specialized courses for teachers that specifically target the
development of technological content abilities and the utilization of
multimedia.

This table shows the results on the second question from the research instrument of the

researchers which is the done through survey questionnaire. This indicates that the teachers

mostly suggest workshops, trainings, seminars, webinars, to improve their proficiency in using

Multimedia tool. Some even suggested that teacher who are low proficient in using multimedia

tool must be explore and discover other platform or application not only use common multimedia

tool to improved medium of instruction and delivery primarily teachers who are behind with the

advent change of modernity.

Furthermore, they recommend also that the school should add more facilities or

technology equipment to intensify their proficiency in using Multimedia tool most particularly in

the delivery of Content pedogogical knowledge. As Beqiri and Mazreku (2020) stated, training

and other development programs help people and organizations to have better performance. This

professional development programs or activities also affects the working environment of

individuals and even, their work productivity, and improved their personal and professional life.

Innovation, Intervention, and Strategy

This study created an action plan entitled Multimedia tool Proficiency: A Competency

Drive among Teachers in Maltana National High School. This action plan aims to develop the

Proficiency skill of the use of Multimedia tool of the teachers of Maltana NHS for S.Y. 2024-

2025. In this action plan, the teachers will undergo workshops, trainings, seminars, and webinars

on how can them enhance their used of Multimedia tool

Multimedia tool Proficiency: A Competency Drive among Teachers in Maltana National

High School

The teachers will participate in a workshop program called " Multimedia tool

Proficiency: A Competency Drive among Teachers in Maltana National High School”. The

decision to organize this workshop was based on the assessment mean scores of the teachers,

which revealed a lack of proficiency in using Multimedia tool as their medium of instruction or

Delivery.

The workshop program will consist of several components, including a Program

Overview, an Action Plan, Workshop Designs, Workshop Matrixes, and Sample Application.

These elements have been carefully formulated by the researcher to address the identified need

for intervention and support the development of the teachers' used of Multimedia tool basis for

proficiency

The importance of Multimedia tool proficiency cannot be overstated, especially for the

teachers where they will need to have an effective learning delivery and instruction in teaching,

as it serves as their medium of instruction and delivery. The Maltana National High School

recognizes the needs for enhancing proficiency in using Multimedia tool in locality, especially in

Using Multimedia Tool for proficiency as it helps in fostering effective lesson delivery and
instruction. Also, it is a significant skill for an effective communication and pedagogical content

knowledge among the teachers in Maltana National Highschool.

The decision to initiate this Competency Drive Program focuses on enhancing the use of

Multimedia tool proficiency is formulated according to the assessment mean scores of the

teachers in Maltana National Highschool. The result shows the significant gap in proficiency and

inefficiency levels, indicating the need for intervention.

Maltana National Highschool seeks to close this gap by providing teachers with the

technology skills they need to successfully engage students in learning. A more immersive and

meaning interactive learning environment will result from their ability to explain ideas, concepts,

effectively with the aide of Multimedia or technology proficiency.

CONCLUSION

Based on the findings I made, the following conclusions I made:

Most of the teacher of Maltana National High School are not good in using Multimedia

tool. Majority of the teachers assessed their proficiency level in using Multimedia tool as 2.

Some teachers assessed themselves as 3, and only two teachers assessed theirselves as 4 which

means they are the only one who displays proficiency in Multimedia tool in teaching-learning

process, are confident in using it as a medium, displays no inefficiency.

The highest percentage of identified level of proficiency is two summing up 58.8 % or 20

out of the total population 34 is 3. This means most of the teachers have low level of proficiency

in using Multimedia tool. Therefore, the teacher must undergo seminars, webinars, and workshop

or training programs that will help the proficiency level of the teachers in Notre Dame of Marbel
University in using Multimedia tool as a medium of instruction and delivery in teaching and

learning process.

RECOMMEDATION

The Multimedia tool Proficiency: A Competency Drive among teachers in Maltana National

High School can be of great help in improving the proficiency level in using Multimedia tool of

all teacher and faculties in the said academic institution. As a promoter of rapid change of

modernity and advent used of technology, this can help the Maltana National High School to

recognize the needs for enhancing the use of Multimedia tool, especially in technology

proficiency as it helps in fostering Content technological Skills. Also, it is a significant skill to

aide and delivery of lesson and expand skills in using variety tool of Multimedia in Teaching and

learning process among the teachers in Maltana National High School.

Based on the findings and conclusions of the study, the researcher concluded the

following recommendations:

The Teachers, may look into the possibility of implementing training and workshop

programs that can be used to improve the used of Multimedia tool proficiency of Teachers at

Maltana National High School (MNHS) Workshops program or training has many forms; it

could be done through presentation and content technological skills in Technology proficiency

that will be moderated by Resource skilled Instructor, and it could be done collaboratively by

professional teachers in secondary schools that are perceived to be of great instructor in

improving Multimedia tool proficiency of the Teachers in MNHS. These programs are effective

enough to address the level of proficiency of the teachers in using Multimedia tool that could
also supplement and strengthen the content technological skills of teachers in MNHS as well as

can improved or expand their knowledge in technology.

The MNHS teacher should also be encouraged to strengthen their self-paced or self-

instruction learning. The researchers believe that it is one of the effective strategies to develop

students' knowledge through providing them spaces wherein they can access and manipulate

technology contents that presents appropriate used of technology, Power Point Presentation, MS

word, Canva and other learning materials that can be maximized to improve their Multimedia

proficiency.

Experiential learning, demonstration and simulations of use Multimedia tool in

instructional implementation of teacher inside the classroom can be a great course of action as

well to consistently practice the used of Multimedia tool proficiency of teachers of Maltana

National High School.

Administrators may look at the possibility of conducting workshops, training, seminars,

and webinars in the different areas across different used of Multimedia tool, knowledge on ICT

and technology Education can help them improve their Multimedia skills.

Future researchers should use this to conduct more research on how to improve

technology proficiency among teachers and use this as their reference or basis in implementing

or modifying workshops, training, seminars, and webinars to improve the used of Multimedia

tool in all areas and disciplines.

ACTION PLAN

Objective:

To implement an interactive seminar and workshop program entitled, Multimedia tool

Proficiency: A Competency Drive among Teachers in Maltana National High School
Stages Persons Time frame Resources Success
involved Indicator
I. Discuss the Researcher, June 2024 Bond paper, The result of the
Result school head and Laptop, and analysis on the
to the school head teacher Google Form proficiency level
or moderator and organization on the used of
officers in charge Multimedia tool
of Maltana of the teachers
National High of MNHS were
School disseminated to
the teacher
organization and
moderator of
Maltana
National High
School
II. Discuss Researcher, June 2024 Bond paper, The result of the
Result school head and Laptop, and analysis on the
to the teachers teacher DLP proficiency level
of Maltana organization on the used of
National High Multimedia tool
School of the teachers
of MNHS of
were
disseminated to
the concerned
Teachers
III. Discuss the Researcher, June 2024 Bond paper and Letter of
Proposed school head and Laptop permission had
Implementation teacher been signed
of the organization and approved
Seminar/Webinar by the teacher
and organization and
Workshop/ School head
Training
Program to the
teacher
organization and
school head of
Maltana National
High School
IV. Discuss the Researchers, June 2024 Bond paper Letter of
Proposed students, and permission had
Implementation Social Studies been signed
of the coordinator and approved
Seminar/Webinar by the teacher
and organization
Workshop/ coordinator
Training
Program together
with the teacher
organization and
school head of
Maltana National
High School
V. Submit Researcher June 2024 Bond paper Copy of the
Copy of the research was
Study submitted to the
to the teacher the teacher
organization and organization and
school head of school head of
Maltana National Maltana
High School National High
School

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SCHOOL
FORMS
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CAREER PLAN