Teachers’ Attitudes Toward Interactive Multimedia Materials and Traditional Instructional Materials

Effective teaching is shaped not only by what teachers teach, but also by the instructional resources they value and choose to use. This study determined elementary teachers’ attitudes toward interactive multimedia and traditional instructional materials in Clarin South District, Division of Misamis Occidental. It employed a quantitative descriptive-comparative research design involving elementary teachers with experience using both types of instructional materials. Teachers’ attitudes were examined in terms of perceived usefulness, ease of use, interest and motivation to use, effectiveness in enhancing instruction, and suitability for elementary learners. Data were analyzed using mean, standard deviation, and paired-samples t-test. Findings revealed very positive attitudes toward both interactive multimedia and traditional instructional materials across all dimensions. Interactive multimedia was particularly valued for its effectiveness in enhancing instruction, whereas traditional materials were highly regarded for their ease of use. The comparative analysis further revealed no significant difference between teachers’ attitudes toward the two types of instructional materials, indicating that both were similarly valued within elementary instruction. The study concludes that interactive multimedia and traditional materials serve complementary instructional roles rather than competing alternatives. Their purposeful selection and integration according to lesson objectives, learner characteristics, subject content, and classroom conditions can support responsive and meaningful elementary instruction.