– Effect of Teaching with Multimedia Model on Academic Performance of Biology Students –
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ABSTRACT
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.
TABLE OF CONTENTS
Cover Page
Title Page
Declaration i
Certification – ii
Dedication iii
Acknowledgement – iv
Table of Contents v-viii
List of Tables – ix
List of Appendices – x-xii
Abstract xiii
CHAPTER ONE: INTRODUCTION
1.1. Background of Study – 1-8
1.2 Statement of the Problem – 8-9
1.3 Purpose of the Study – 9-10
1.4 Research Questions – 10
1.5 Research Hypotheses – 10-11
1.6 Significance of the Study 11
1.7 Delimitation of the Study 12
1.8 Limitation of the Study 12
1.9 Definition of Terms – 12-13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework – 14-15
2.1.1 Jerome Bruner’s Learning Theory (1976) 15
2.1.2 Piaget’s Theory of Intellectual Development (1964) – 16
2.2 Conceptual Framework 16-17
2.2.1 Technological in/of Education 17
2.2.2 Role of Educational Technology in Learning – 18
2.2.3 Concept of Multimedia 19-20
2.2.4 Elements of Multimedia 21-23
2.2.5 Multimedia Kits and Package 23-24
2.2.6 Essential Characteristics of Multimedia Learning Package 24-25
2.2.7 Contents and Multimedia Use 25-26
2.2.8 Context of Multimedia Use – 27-28
2.2.9 Effects of Multimedia on Students Academic Performance 28-30
2.3 Empirical Study Review 30-34
2.4 Summary of Literature Reviews 34-35
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design 36-37
3.2 Area of Study – 37
3.3 Population of Study – 38
3.4 Sample and Sampling Technique 38
3.5 Instrumentation 39
3.6 Validation of Instrument(s) – 39-40
3.7 Reliability of Instrument(s) – 40
3.8 Scoring – – 40
3.9 Research Procedure – 41
3.10 Method of Data Analysis 42
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Results – 43-48
4.2 Discussion of Results – 48-49
4.3 Summary of Findings – 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMEDATIONS
5.1 Summary 50-51
5.2 Conclusion 51-52
5.3 Implication of the Findings 52
5.4 Recommendations 52-53
5.5 Suggestions for Further Study 53
5.6 References 54-58
5.7 Appendices 59-100
INTRODUCTION
1.1 Background to 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).
REFERENCES
Adegoke, B. C. (2010). Effect of a Media-Based Instructional Model on Students’ Conceptual Change and Retention in Biology. Unpublished Thesis. University of Nigeeria, Nsukka.
Adegoke, B. C. (2011). Perspective of Teachers on the use of ICTs in the Biology Class. An Introduction to Educational Technologies in Education. Lagos: Sibon books Ltd.
Ahmed, A. F. (2013). Influence of Gender on Students Learning and Academic Performance. The Social Science, 5(4), 340-345.
Ahmed, I. T., and Abimbola, S. N. (2011). Enriching Science Education. The Place of Multimedia Model in the Classroom. Science Teachers’ Association of Nigeria (STAN) 41st Annual Conference Proceedings.51- 53.
Ahmed, K (2008). Functionality of the Teaching of Secondary School Biology in a Period of Global Depression: Strategies for Salvage. Ibadan: TDE Publisher.
Aiken, L. A. (2006). Attitudes Towards Biology. Review of Educational Research, 40, 551- 591.
Ali, J. C. (2006). Experimental and Quasi-experimental Designs for Research. Chicago: Rand McNally and Company.
Ausubel, J. C. (2008), Essentials of Educational Technology. Teaching Learning. New Delhi: Vikash Publishing House Ltd.
Bartsch, M. W. (2009). Research and Theory Related to Audiovisual Information Transmission. Utah: Bureau of Educational Research, University of Utah.
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