An Explanatory Sequential Study on Multimedia Instruction and English Learning Attitude of Senior High Students

Abstract

This study investigates the significant relationship between multicultural instruction and the English learning attitudes of senior high school students. The research involved a sample of 150 senior high school students from Cluster 4 Public Secondary Schools in Davao City for the quantitative phase, and 10 students were selected for in-depth interviews (IDIs) and focus group discussions (FGDs) in the qualitative phase. Employing a mixed-method research design with an explanatory sequential approach, the data collected were analyzed using mean and Pearson's r correlation analysis. The findings indicated that multicultural instruction was rated as moderately extensive, while the English learning attitude of senior high school students was rated as extensive. Correlation analysis revealed a significant relationship between multicultural instruction and the English learning attitudes of the students. Thematic analysis corroborated the quantitative findings, highlighting increased motivation, alignment with technology skills, and self-directed learning as key factors confirming the significant relationship between multicultural instruction and students' English learning attitudes. The study's findings advocate for further dissemination through publication in reputable research journals.