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Multi-Media Integrated Instruction Among Learners in Inclusive Classroom Setting

Gerardo Ty, Cecilia Elena Delos Reyes, Honorio Anora, Lilibeth Pinili
Abstract
This study explores the effectiveness of multimedia-integrated instruction in inclusive classroom settings at Concord Technical Institute, specifically focusing on learners with special educational needs (LSENs). Utilizing a descriptive correlation methodology, the research examines the relationship between teachers' technological confidence and training and the effectiveness of technology integration in teaching. Data gathered through a structured survey highlights a general positive reception of technology use among teachers, with particular strengths in basic operational skills. However, disparities in more specialized technological skills and training indicate areas needing enhancement. The findings reveal a significant, albeit weak, positive correlation between the extent of teachers' technological training and the effectiveness of multimedia use in the classroom, underscoring the importance of comprehensive professional development in improving educational outcomes. This study emphasizes the potential of multimedia tools to enhance learning experiences for LSENs, advocating for increased training and support for teachers to fully leverage these technologies in diverse educational settings. https://doi.org/10.22015/wjher.4.2
Keywords
multimedia integration, inclusive education, special education needs, teacher training
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Journal: World Journal on Education and Humanities ResearchVolume (Issue): 4(2)DOI: https://doi.org/10.22015/wjher.4.2Pages: 168-179Published: 06-24-2024Copyright: Copyright (c) 2024 Gerardo Ty, Cecilia Elena Delos Reyes, Honorio Anora, Lilibeth PiniliOpen access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to CiteTy, G., Delos Reyes, C.E., Anora, H., Pinili, L. (2024). Multi-Media Integrated Instruction Among Learners in Inclusive Classroom Setting. World Journal on Education and Humanities Research, 4(2), 158-167. https://doi.org/10.22015/wjher.4.2