Using multimedia techniques to influence first year integrated science students’ academic performance in ecological concepts at new Edubiase Senior High School

Abstract

The study investigated the impact of multimedia techniques among first year Integrated Science students’ academic performance in ecological concepts. Two null hypotheses accompanied the study. The study adopted constructivists’ theory as its underlying framework. Nonrandomized control-group pretest-posttest quasiexperimental design was adopted for the study. The study participants comprised General Arts eighty-two (82) students in New Edubiase Senior High School. Students Achievement in Ecological Concept Test (SAECT) (pretest) and (posttest) with reliability coefficients of 0.89 and 0.77 respectively, and Satisfaction with Multimedia Techniques Questionnaire (SWMT) with reliability coefficients of 0.80 were the instruments designed to gather data. Descriptive statistics (means, simple frequencies and standard deviations) and inferential (t-tests) were used in analyzing the data obtained. The findings indicated positive results, and it showed a significantly improved performance of the students. The results from the questionnaire indicated positive attitude of the students towards the use of multimedia techniques in teaching and learning of Integrated Science. It is therefore recommended that the use of multimedia techniques in teaching and learning should be employed by teachers in New Edubiase SHS. Additionally, the implementation of multimedia techniques in teaching and learning will address different learning styles, and also facilitate students’ learning abilities and thereby help to improve their academic achievement so teachers should readily use it.