Effectiveness of Technology-Aided Instruction Using Microsoft Teams in Teaching Arts

Jomar R. Gonzales and Mae Anne P. Gonzales
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Jomar R. Gonzales: Pangasinan State University – Bayambang Campus, Bayambang, Pangasinan, Philippines
Mae Anne P. Gonzales: Pangasinan State University – Bayambang Campus, Bayambang, Pangasinan, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 1315-1322

Abstract: Technology-aided instruction has become an integral component of modern education, responding to the dynamic shifts in teaching methodologies and the increasing reliance on digital platforms. Among these, Learning Management Systems (LMS) like Microsoft Teams (MS Teams) has gained traction for their role in facilitating remote and hybrid learning environments. However, its application in teaching subjects such as the arts remains relatively understudied. This research aimed to bridge that gap by exploring the effectiveness of MS Teams as an LMS in teaching GE 3: Art Appreciation and its correlation with students’ academic performance. The study adopted a quantitative, descriptive-correlational research design, drawing from a sample of 214 students at Pangasinan State University – Bayambang Campus during the First Semester of AY 2023-2024. Data were collected via a validated survey instrument to assess student performance and perceptions of MS Teams’ utility in art education. The findings reveal that the majority of students exhibited average academic performance, with their grades clustering around the mid-range. A smaller proportion of students were categorized as high and low achievers, indicating variability in outcomes. The perceived effectiveness of MS Teams was also rated as moderate by respondents, suggesting that while the platform offers adequate support, there are areas where its functionality, particularly in terms of its integration as a teaching method and strategy could be enhanced. Interestingly, the study found no statistically significant correlation between the perceived effectiveness of MS Teams and student academic performance. This suggests that other factors such as student motivation, teaching methods, and course structure may play a more substantial role in influencing academic outcomes than the LMS alone. These results underscore the need for further integration of innovative teaching strategies and the enhancement of digital tools to better support learning in art-related subjects, potentially improving both engagement and performance.

Date: 2024
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