ABSTRACT
This study explored the experiences of teachers in using multimedia in science instruction in a mountain school, serving as a basis for enhancement program at Igbita– Tigmalapad Elementary School during the School Year 2025-2026. Findings revealed that multimedia is a catalyst for meaningful science learning, tool for differentiated and inclusive instruction, strategy for enhancing engagement and interaction, and springboard for teachers' professional growth. Challenges included limited internet connectivity, insufficient multimedia equipment, difficulty in selecting appropriate multimedia resources, and professional development gap in multimedia. Teachers coped through alternative and localized instructional materials, preparation of offline multimedia resources, collaboration and peer support among teachers, and instructional flexibility and professional expertise. Based on these results, a Multimedia Integration Enhancement Program (MIEP) was proposed to improve teachers’ multimedia competence, provide training in low-cost and offline resources, and support effective science teaching in mountain schools.
Keywords: Enhancement, Mountain school, Multimedia, Science Instruction, Teachers Experiences
INTRODUCTION
Multimedia instructional resources that embed text, audio, video, animation and interactivity are widely used as an instructional tool to help improve student learning outcomes based on evidence from different learning environments (Abdulrahaman et al., 2020). Instructional resources are intended to ease engagement and support the learning of complex content and diversity of learning styles. The use of multimedia, when appropriately used and aligned with learning objectives, has been shown to be effective in increasing motivation and the retention of information (Abdulrahaman et al., 2020; Staneviciene et al., 2025).
Despite the evident benefits of using multimedia in raising engagement and improving learning outcomes, the integration of such technologies into science instruction remains unequal, particularly in resource-constrained or rural settings. Studies in rural schools have highlighted persistent challenges—limited infrastructure, insufficient training, and lack of digital support—which hinder effective multimedia adoption by teachers (Stanley & Marsden, 2018; Enterieva, 2025). In rural contexts, the absence of robust technological infrastructure often limits teachers’ ability to leverage digital resources, reducing opportunities for students to benefit from diverse learning modalities that multimedia offers (Tyler-Wood et al., 2018; Enterieva, 2025).
At a national level, research from the Philippines reveals that multimedia technology is increasingly integrated into classroom practice, yet significant obstacles persist. A study on the use of multimedia technology in teaching shows that while teachers often utilize multimedia in instruction, the effectiveness of such use varies with teacher characteristics and professional preparation (Generalao, 2025). Moreover, research on technology utilization in science instruction in select Philippine districts, such as Sarangani in Davao Occidental, indicates that science teachers are only moderately skilled in using multimedia resources, and that training and support for technology integration remain limited (Arellano & Lumogdang, 2025).
Locally, although studies on multimedia integration in rural or mountain schools are sparse, evidence points to broader gaps in teacher preparedness, resource availability, and contextualized strategies for multimedia use in science classrooms. Existing research emphasizes that teachers in rural or underserved schools face distinct challenges—including lack of infrastructure, limited professional development opportunities, and contextual constraints unique to their environment—that can influence their experience and effectiveness in integrating multimedia into instruction (Enterieva, 2025; Tyler-Wood et al., 2018).
Since the success of multimedia in teaching depends heavily on teacher competency and contextual alignment, examining teachers’ lived experiences in a mountain school provides valuable insights to inform enhancement strategies tailored to similar environments. These insights may contribute to narrowing the gap between multimedia potential and its practical application in science instruction, particularly where technological and geographical barriers exist, enhancing both teaching practice and student learning outcomes.
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