Multimedia presentations in fostering active and participatory learning in Basic Education

Abstract

In Elementary Basic Education, the use of multimedia presentations is incorporated as instructional support; however, there is limited situated evidence on how it is associated with active and participatory learning. The objective of the study was to analyze the relationship between the use of multimedia presentations and active and participatory learning in second-grade Elementary Basic Education students, from the perceptions of students and the teacher. The study adopted a mixed-methods approach with a descriptive scope and a convergent non-experimental design; a Likert-scale survey was administered to 25 students and a semi-structured interview was conducted with one teacher. The results show a predominant concentration in higher categories of motivation, perceived comprehension, and classroom participation. The teacher interview described pedagogical practices consistent with these student perceptions. The study provides contextualized evidence on perceptions of the use of multimedia presentations in second grade, highlighting their value as pedagogical support without establishing causal effects on learning.