Effect of multimedia instruction and experiential learning strategy on students’ retention of gas laws in Obio-Akpor Local Government Area, Rivers State.

Experiential learning strategy,

Abstract

This study investigated the effect of Multimedia Instruction and Experiential Learning Strategy on students’ retention of the concept of Gas Laws in Senior Secondary Schools in Obio-Akpor Local Government Area, Rivers State. This study adopted a quasi-experimental pre-test, post-test, and non-equivalent group design. Three objectives, three research questions and three null hypotheses guided this study. One hundred and fifty-four (154) SS2 students drawn from three intact classes in three public Senior Secondary Schools in Obio-Akpor Local Government Area constituted the sample for the study. The instruments for data collection were validated researcher-constructed tests titled ‘Chemistry Performance Test’ and ‘Chemistry Retention Test’. Reliability coefficients of 0.85 and 0.80 respectively were obtained for the instruments using the Kuder-Richardson-21 formula. Mean, standard deviation and percentage were used to answer the research questions while the hypotheses were tested using Analysis of Covariance. The result showed that there is a significant difference among students exposed to Multimedia Instruction, Experiential learning Strategy and Discussion method in their retention of the Gas Laws concept at comprehension and application levels of Bloom’s Taxonomy. Multimedia Instruction and Experiential Learning Strategy enhanced retention more than the Discussion method. The findings further showed that male students retained more than female students at both comprehension and application levels. Multimedia Instruction and Experiential Learning Strategies are therefore recommended for the teaching of scientific concepts such as Gas Laws.