Using multimodal instructional approach to improve second year science students’ conceptual understanding and knowledge retention of photosynthesis and mineral nutrition

Abstract

This quasi-experimental research study is aimed at improving students‟ conceptual understanding and knowledge retention in Photosynthesis and Mineral Nutrition in plants using Multimodal Instructional Approach, MIA in Nifa Senior High School. The research also investigated learners‟ perceptions of using MIA in teaching and learning. Fifty second year science students of the school were selected as participants for this study using stratified random sampling technique. The sample size consisted of 24 male and 26 female students. They were assigned into two groups of experimental and control of 25 students per group. The implementation of the intervention lasted five weeks with three 2-hour lessons per week. Research participants in the control group were required to re-examine the lesson making use of question-answer approach and allocation of tasks in the textbook as pieces of assignments. On the other hand, MIA in the forms of educational videos, scientific games and practical activities were used to guide and facilitate the review, reinforcement, motivate and assessment of participants in the experimental group‟s lesson materials. Student t-test was used to analysed quantitative data collected whereas descriptive statistic was used to analysed qualitative data. Analysis of Conceptual Understanding Test and Knowledge Retention Test shows a p-value of 0.0007 and 0.009 respectively. These values revealed a statistically significant difference in respondents‟ conceptual understand and knowledge retention in favour of the experimental group. Again, there was no statistically significant difference in respondents‟ conceptual understanding ascribed to gender variable, p-value = 0.42. The results suggested that MIA promoted students‟ conceptual understanding and was an effective tool in facilitating the retention of new information. Within the context of the research, the perceptions of the experimental group respondents on the use of MIA were established at the end of the intervention period. These views were, in general, positive. The study found the use of MIA to be effective method of reinforcing learning, increasing and sustaining students interest in learning and also provided excellent motivation for learning. The research recommended the use of MIA in teaching Biology and other science subjects in Nifa Senior High School.