Multimedia-Based Instruction in Bachelor of Technology and Livelihood Education (BTLED) Home Economics

Abstract

This research determined what multimedia the home economics professors prefer in teaching the competencies needed in the BTLEd home economics program. Also, it shows what competencies students need in the identified areas of home economics and the challenges students encounter in using various multimedia for instruction. Data was retrieved from (N=42) BTLEd Home Economics students' day and evening sessions and the (N=7) professors teaching home economics subjects. The study made use of mixed-method research. For the quantitative part, students and professors completed a questionnaire using Google Forms. Where Students Needed Competencies in the Identified Major Areas in Home Economics was presented, followed by the Preferred Multimedia-Based Instruction Used by the Home Economics Professor. A qualitative research design was used to determine the challenges encountered by the students in using multimedia in the identified major areas in Home Economics. Thematic analysis using Braun and Clarke's (2006) model was applied to analyze the qualitative data on the challenges encountered using multimedia in Home Economics. Findings revealed four major themes of student challenges encountered in multimedia: no internet access, lack of computers and gadgets, lack of familiarity with multimedia, and computer Illiterate. To ensure that every student has fair access to digital resources and the necessary skills to use them, the school has to develop a comprehensive Digital Inclusion Program. The school will be able to handle internet access, device shortages, and digital literacy in a thorough and organized way by putting this approach into place. Providing students with the necessary skills and resources for multimedia-based learning would also promote an inclusive and fair digital learning environment.
 
 Received: 1 October 2023 / Accepted: 29 February 2024 / Published: 5 March 2024