Assessment of multimedia use in improving academic performance of form 2 integrated science students- a case of Assin Manso Senior High School

Abstract

This study investigated the impact of multimedia tools on the academic performance of Form Two Integrated Science students at Assin Manso Senior High School, located in the Assin South District of Ghana's Central Region. The research employed an action research design to explore how the integration of videos, animations, simulations, and interactive presentations could enhance student understanding, retention, engagement, and performance in the teaching of the concept of respiration in humans. A total of 60 students were selected using a simple random sampling technique and grouped into experimental and thirty (30) students put under the control category. The experimental group was instructed using multimedia tools, while the control group received traditional instruction. Data were collected using achievement tests, pre-test, post-test and structured questionnaires. Instrument validity was ensured through expert reviews by Integrated Science educators, and reliability was confirmed through pilot testing with Cronbach’s Alpha coefficients of 0.78 (achievement test) and 0.65 (questionnaire), reflecting acceptable internal consistency. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) version 20. Paired sample t-test revealed a statistically significant improvement in the academic performance of students taught with. Descriptive statistics was used to assess gender-related attitudes, revealing generally positive perceptions of multimedia across both male and female students, with minor variations in preferred modalities and self-efficacy levels. Despite the positive learning outcomes, the study identified several challenges: limited access to reliable internet, a lack of curriculum-aligned multimedia content, insufficient teacher training, poor digital literacy skills among students, and distractions from non-educational media. Notably, while 60% of students had access to multimedia devices, only 40% reported using them regularly for academic purposes. Furthermore, 42% of students cited poor internet access, 33% reported a lack of relevant digital content, and 25% indicated a lack of guidance in selecting credible academic resources. Ethical standards were upheld throughout the study, including obtaining informed consent, ensuring confidentiality and anonymity, and emphasizing the voluntary nature of participation. The research contributes to the broader discourse on digital transformation in education and offers practical insights for policymakers, school administrators, and educators. Future research is encouraged to replicate this study in other regions, subjects, and school types to enhance the generalizability of the findings. Longitudinal studies should also be conducted to explore the sustained impact of multimedia instruction on learner outcomes, self-directed learning, and long-term academic achievement. Ultimately, this study demonstrates that when effectively deployed, multimedia tools hold transformative potential for science education in Ghana and other similar educational contexts.