This study examined the “Implementation of Instructional Multimedia in Teaching-Learning Process and Its Implications to the Existing K-12 Curriculum of Grade Five Teachers and Selected Grade Five Pupils at Em’s Signal Village Elementary School”. It determine the extent of implementation of instructional multimedia used in the teaching-learning process; how often do the teachers integrate instructional multimedia in the subject areas; the level of significance in the integration of instructional multimedia; the significant relationship in the perception of pupils with regard to the integration of instructional multimedia and their academic performance, and the difference between the perception of the pupils and teacher with regard to the integration of instructional multimedia.
The study used descriptive research as survey method where a questionnaire-checklist was used to gather the needed data. The questionnaires were given to Grade Five teachers and selected grade five pupils at EM’s Signal Village Elementary School (EMSVES). The main body of the study is to implement technologies in teaching-learning process in accordance to the existing curriculum namely K-12 curriculum. Participants were selected 250 students and 22 Grade Five teachers of EMSVES. Purposive method will be used to gather data of the study.
Based on the findings driven as assessed by the student and teacher-respondents: lapels, mobile phones and laptops were the top three instructional multimedia commonly used inside the classroom. They used only the instructional multimedia that are practically available and easy to use, and the instructional multimedia that can be used in the learning process are significant for the pupils. It revealed that the instructional multimedia enhances and develop lifelong learning. The perception of the practically depends upon on what they experienced and on what they didn’t yet experience in integrating instructional multimedia.
This study revealed that the integration of the instructional multimedia has no relationship between the perceptions of the pupils in their academic performance because it is not only the technology that makes the teaching more effective and efficient. It depends on the approaches and strategies employed by the teacher on how he/she utilizes to develop a lifelong learner. In EM’s Signal Village Elementary School implementation of instructional multimedia was integrated but limited. They are used for the productivity of the students as well as the teachers.