## 8 Results
### Quantitative Results
#### 8.2.2 Assisted Learning Performance Through Multi-Modalities in Mobile Learning Applications  
Table 4 is based on a descriptive analysis of the learners' responses to the items related to perspectives on multi-modalities. A majority of the students agreed and strongly agreed that they enjoyed using the five individual modalities and perceived that they were very important in enhancing their learning performance. On the other hand, the same percentage of respondents agreed less with the item \"I enjoy using the visual modality (e.g., pictures, images or videos) in learning applications\" (9%, M = 4.11, S*D = 0.71) and the item \"The aural modality (e.g., audio or listening function) in the learning applications is very important to enhance my learning performance\" (9%, M = 4.13, S*D = 0.69). The percentage was also the lowest among the 10 items. However, a slight difference could be seen in the mean score. The highest mean score was on the item where users declared that the aural modality (e.g., audio or listening function) in the learning applications was very important in enhancing their learning performance (M = 4.13, S*D = 0.69), while the lowest mean scores were on the item \"I enjoy using the verbal modality (e.g., speaking or sound-recording function) in the learning applications\" (M = 3.99, S*D = 0.79) and \"The learning applications' writing modality (e.g., word-typing function) is very important to enhance my learning performance\" (M = 3.99, S*D = 0.75). Lastly, the overall mean score was 4.04 (S*D = 0.74). The findings indicate that the visual modality was much more favorable than the other modes, and the aural modality was believed to be more important in improving their learning performance. The verbal modality was less favorable than the others, and the writing modality was less significant in enhancing their learning performance compared to the other four modes. \begin{table}
\begin{tabular}{c c c c c c c c c} \hline \hline \multirow{2}{*}{**Statements**} & \multirow{2}{*}{**N**} & \multicolumn{6}{c}{**Percent (100\%)**} \\ \cline{3-8}  & & **(f)** & **(f)** & **(f)** & **(f)** & **(f)** & **(f)** & **M** & **S*D** \\ \cline{3-8}  & & **SD** & **D** & **LA** & **A** & **SA** & & \\ \hline I enjoy using the visual modality (e.g., pictures, images or videos) in learning applications. & 300 & 1 & 1.7 & 9 & 62 & 26.3 & \multirow{3}{*}{4.11} & \multirow{3}{*}{0.71} \\ \cline{3-8}  & & (2) & (5) & (27) & (186) & (79) & & \\ \hline The learning applications’ visual modality (e.g., pictures, images or videos) is very important to enhance my learning performance. & 300 & 0.7 & 3 & 13.3 & 58.7 & 24.3 & \multirow{3}{*}{4.03} & \multirow{3}{*}{0.75} \\ \cline{3-8}  & & (2) & (9) & (40) & (176) & (73) & & \\ \hline I enjoy using the aural modality (e.g., audio or listening function) in learning applications. & 300 & 0.7 & 2.7 & 12 & 57 & 27.7 & \multirow{3}{*}{4.08} & \multirow{3}{*}{0.75} \\ \cline{3-8}  & & (2) & (8) & (36) & (171) & (83) & & \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Descriptive statistics for perspectives on assisted learning performance through multi-modalities. \begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline \multirow{2}{*}{**Statement**} & \multirow{2}{*}{**N**} & \multicolumn{6}{c}{**Percent (100\%)**} \\ \cline{3-8}  & & **(f)** & **(f)** & **(f)** & **(f)** & **(f)** & **(f)** \\ \cline{3-8}  & & **SD** & **D** & **LA** & **A** & **SA** & \\ \hline Experts or more capable others (my teacher or other peers) & \multirow{3}{*}{300} & 0.3 & 4 & 15.3 & 57.3 & 23 & \multirow{3}{*}{3.99} & \multirow{3}{*}{0.76} \\ always share useful mobile learning applications in or & & (1) & (12) & (46) & (172) & (69) & & \\ \hline Experts or more capable others (my teacher or other peers) & \multirow{3}{*}{300} & 0.3 & 6.3 & 18 & 55.7 & 19.7 & \multirow{3}{*}{3.88} & \multirow{3}{*}{0.81} \\ always instruct me to use his/her recommended mobile & & (1) & (19) & (54) & (167) & (59) & & \\ learning applications in class or after class.