Abstract:
The research examined the impact of multimedia-assisted instruction (MAI)
on students' academic performance in selected Biology topics at Winneba Senior
High, specifically when utilized as a complement to conventional teaching methods.
An action research methodology was employed to collect data for this investigation.
The study involved a single intact Form Two class consisting of 60 students from a
public school in the Effutu Municipality. A cyclical approach to action design was
implemented, along with a purposive sampling technique. Data collection methods
included observation, interviews, and tests to gather both qualitative and quantitative
information. The results indicated a notable improvement in students' performance in
the selected Biology topics when MAI tools were incorporated into the teaching
process. Additionally, the findings revealed that students exhibited a favorable
attitude towards the use of multimedia-assisted instruction in Biology education.
Furthermore, the study highlighted the challenges faced by students in utilizing MAI
for their learning, which included limited access to devices, slow internet
connectivity, software malfunctions, and environmental factors such as distractions,
unsuitable classroom conditions, and inadequate time for the effective use of
multimedia resources. The study concluded that the implementation of MAI tools
significantly enhances students' performance in Biology when integrated with
traditional teaching methods. Consequently, it was recommended that Biology
educators should incorporate MAI tools into their instructional practices
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, to be submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
SEPTEMBER, 2024
