The impact of multimedia instructional approaches on the academic performance of SHS students in genetics

Abstract

The study examined the comparative effectiveness of teaching through the use of multimedia and conventional teaching methods in biology on student‘s performance of selected biology students in Winneba Senior High School. The pre-test post-test non-equivalent quasi experimental design was adopted for this study. Two second year intact science classes in the Winneba Senior High School which comprised of twenty-three (23) students each who had biology as one of their elective subjects were selected for the study. They were later categorized into control group and experimental group. Students in the experimental group were taught using the multimedia approaches whiles those in the control group were taught using the conventional or traditional approach. Two tests namely, ―Students‘ Knowledge of Genetics Test‖ – SKGT and ―Students‘ Achievement in Genetics Test‖ – SAGT, which were both developed by the Researcher were used as the pre-test and post-test instruments respectively. Questionnaires were also administered to participants of the study to elicit information on participants‘ perception on the use of multimedia instructional approach. The moderating effects of the teaching approaches and gender were also tested. The results showed that there was a statistically significant effect of treatment on students' achievement Genetics in Biology (P < 0.05). Also, gender had no significant main effect on students' performance (P > 0.05). It was therefore concluded that multimedia instructional approaches significantly enhanced students learning of Genetics in biology than the conventional teaching approach, regardless of gender and the preferred learning style of students. Therefore, it was recommended that more multimedia instructional tools should be designed and used by biology teachers in lesson delivery for effective and efficient teaching and learning of Biology.