Impact of Interactive Multimedia Instruction on Achievement in Photosynthesis among Secondary School Students in Zaria

Najmuddeen Alhassan, Abubakar Ibrahim

Abstract


The research examined the impact of interactive multimedia instruction on academic achievement in photosynthesis among secondary school students in Zaria, Kaduna State, Nigeria. A quasi-experimental design was employed, utilizing an interactive multimedia approach to teaching photosynthesis. The total population of Senior Secondary 2 (SS2) students in 2024 was 8,439, comprising 4,853 males and 3,586 females across 29 schools. From this population, two schools were purposively selected based on gender inclusiveness and the availability of multimedia facilities. The treatment group was exposed to photosynthesis instruction using Microsoft PowerPoint, a courseware package (resources and tools supporting learning in online and blended classroom settings), and YouTube videos. The educational software package and YouTube videos were retrieved online, while the slideshow presentation was prepared by the researchers involved in the study. The comparison group was taught using traditional lesson plans and textbooks. Data collection was conducted using the Students' Achievement in Photosynthesis Test (SAPT). Both selected schools underwent pretesting with the SAPT, and the results were analyzed using Analysis of Variance (ANOVA) at a significance level of 0.05, which yielded no significant difference. Consequently, one school was designated as the Experimental Group (EG), while the other served as the Control Group (CG). Students from two intact classes formed the sample for the study, with 95 students (55 females and 40 males) in the intervention group and 88 students (42 males and 46 females) in the baseline group. The findings revealed a significant difference between students' scores in the post-treatment group compared to those in the post-non-treatment group, with a t-value of -11.741, a mean difference of 20.17, and a p-value of 0.00. However, no significant difference was found between male and female students' scores in the post-treatment group, with a t-value of 0.43, a mean difference of -1.23, and a p-value of 0.41. The study recommends that state governments incorporate multimedia teaching methods into the secondary school curriculum to enhance students' academic performance.


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References


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