Impact of Multimedia Instructional Strategies on Academic Performance of Chemistry Students in Senior Secondary Schools in Lokoja Metropolis
DOI:
https://doi.org/10.63561/fnas-jmse.v7i2.1087Keywords:
Academic Performance, Chemistry, Multimedia, Schools, StrategyAbstract
This research examined the Impact of multimedia instructional learning strategy on academic performance of chemistry students in senior secondary schools in Lokoja metropolis. A quasi-experimental pre-test, post-test control design was used for the research with a population of 122 Senior Secondary School two chemistry students from four (4) Schools in Lokoja metropolis of Kogi state were acquired via random sampling method. The instrument designed to steer the research was hydrocarbon chemistry performance test (HCPT), which includes a 20-item multiple objectives questions used to collect data for both pre-test-post-test in the control and experimental groups. The instruments received validation by experts in department of Educational technology and science education. Kudar-Richardson 20 method which give rise to a reliability coefficient of 0.75. To guide the investigation two research questions and two null hypotheses were formulated. Mean were calculated to answer the research questions while Analysis of Covariance (ANCOVA) tested the hypotheses at 0.05 level of significance. The findings from the research indicated a substantial advantage between chemistry students taught hydrocarbon using multimedia instructional strategy when compared with those taught traditional instructional strategy. It was further indicated that gender did not produce a significant difference when taught chemistry using multimedia instructional. Accordingly the study recommend that to boost students’ academic performance, educators should employ the application of multimedia instructional strategy in teaching chemistry and opportunities must be distributed equally, free from any gender disparity.
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