Effect of Teaching with Multimedia Model on Academic Performance of Biology Students (PDF)
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– Effect of Teaching with Multimedia Model on Academic Performance of Biology Students –
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This work was designed to investigate the “Effects of Teaching with Multimedia Model on Academic Performance of Biology Students in Uyo Local Government Area”. Three research questions and three research hypotheses were formulated to guide the study.
A quasi-experimental pre-test, post-test non-equivalent group design was used for the study. A population consisted of all students in senior secondary II.
Both male and female in the 14 public secondary schools in Uyo Local Government and a sample size of one hundred and twenty (120) students were randomly selected for the study.
The instrument used for data collection was Biology Achievement Test (BAT) which was developed by the researcher and was validated by three experts.
Lesson notes were also developed and used in teaching the students in both the experimental and control groups. The data collected during the study were analyzed using t-test analysis at 0.05 level of significance.
1.1 Background of the Study
One of the innovations in the teaching-learning process is the introduction of multimedia applications developed due to advances in information technologies and cognitive theories. Considering the technology available today, it is imperative that the educational system implement information technologies.
The rapid growth of the internet highlights the importance of web-based learning environments and paves the way for teachers to more greatly benefit from multimedia applications.
In defining multimedia learning, it is useful to distinguish among media, mode, and modality. Media refers to the system used to present instruction, such as a book-based medium, video-based medium or a computer-based medium (Dike, 2008).
Mode refers to the format used to represent the lesson, such as words/pictures. Modality refers to the information processing channel used by the learner to process the information, such as auditory/visual (Mayer, 2015). Students’ interest and retention could be aroused and retained through the use of multimedia instructional approach (Adegoke, 2010).
Mayer (2015) emphasizes some of the most significant features of web-based learning environments, including less need for a multitude of devices; accessibility by anyone, anywhere, and anytime; independence of time and space limitations; and worldwide support for communication and cooperation.
Multimedia can be identified as an environment in which text, pictures, sound, animation, video or a combination of these media are used for students to access information (Adegoke, 2010).
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