Influence of sports betting on academic work among Teacher-Trainees of Bagabaga College of Education, Northern Region, Ghana.

Abstract

This research explores the impact of integrating multimedia tools into cognitive load theory (CLT) learning strategies to improve the teaching and understanding of fluid mechanics among Senior High School students. The primary objectives were to assess students’ pre-existing knowledge of fluid mechanics, evaluate the effectiveness of multimedia-enhanced CLT strategies in fostering conceptual change, and understand students' attitudes toward this instructional approach. The research focuses on the challenges students face in grasping fluid mechanics concepts and aims to design educational interventions that reduce cognitive overload while enhancing student engagement. Employing a mixed-methods research design, the study gathered data from students at Asamankese Senior High School in the West Akim Municipality, Eastern Region of Ghana, using the Fluid Mechanics Conceptual Test (FMCT), Physics Student Attitude Questionnaire (PSAQ), and Physics Student Semi-Structured Interview (PSSI). The findings reveal that students' prior conceptions of fluid mechanics fell into three categories: correct, alternative, and null conceptions. Initial assessments showed a significant number of students at Asamankese SHS held alternative or null conceptions, coupled with negative attitudes towards fluid mechanics. This highlighted the need for targeted educational interventions. Post-intervention results indicated notable improvements in students' understanding and attitudes. The study emphasizes the role of multimedia tools - such as text, visuals, simulations, and diagrams - integrated with cognitive load theory principles like segmentation and modality to enhance understanding of fluid mechanics at Asamankese Senior High School. The research concludes with recommendations for educators and policymakers to refine fluid mechanics instruction through these strategies, contributing to the advancement of physics education and setting the stage for future studies in this field.