MULTIMEDIA INSTRUCTION FOR UNDERGRADUATES IN SCIENCE EDUCATION: A SYSTEMATIC REVIEW OF THE IMPACT ON LEARNING OUTCOMES

Abstract

This paper examined the impact of multimedia instructional strategy in motivating
undergraduates learning outcomes in Science Education in Ekiti University, Nigeria. The
study adopted a quasi-experimental pre-test, post-test, control group design. The
sample consisted of 80 Undergraduates selected through purposive sampling
procedures. The instrument that was used for the study was Science Education
Achievement Test (SEAT). It is a self-designed instrument that consists of information
on bio-data of the respondents and 40 multiple-choice items. Expert judgments were
used to ensure face and content validity. Test-retest method was used to determine the
reliability and a reliability Coefficient of 0.72 was obtained. The data were analyzed
using inferential statistics of t-test. The study found out that there was a significant
difference between the posttest achievement mean scores of students exposed to
multimedia strategy and conventional strategy (Posttest of 12.46 and 8.66 respectively).
It was also revealed in the study that there was a significant difference between the
retention mean scores of students exposed to multimedia strategy and conventional
strategy (Posttest of 30.08 and 28.40 respectively). This indicates that both strategies
have significantly different effects on student performance. Based on this finding, it was
recommended among other things that government should organize seminar/workshops
among the lecturers in Universities on the effective use of multimedia instructional
strategy in their various classes to enhance learning outcomes.

Keywords: Learning outcomes, Multimedia, Retention, Science Education,
Undergraduates