Evaluating the Effectiveness of Multimedia Instructional Resources Utilization in Teaching Science and Technology in Grade 6 in Kenya

Dr. Isaac Situma Macheso and Dr. Edwin Nyongesa Masibo
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Dr. Isaac Situma Macheso: Department of Curriculum and Pedagogy, Kibabii University, Kenya.
Dr. Edwin Nyongesa Masibo: Department of Curriculum and Pedagogy, Kibabii University, Kenya.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 3187-3196

Abstract: Science education plays a critical role in promoting technological and industrial development and attaining of Kenya’s Vision 2030 development goals. Achieving this can be facilitated by using multimedia instructional resources in science. This paper explored the extent of utilization of multimedia instructional resources in Grade 6 science class and its effect on science curriculum implementation. The study was conducted in Trans-Nzoia, Bungoma and Busia Counties in Kenya. It was grounded on Stafflebeam’s CIPP model targeting head-teachers and their respective grade 6 science and technology teachers. Mixed methods research design was used. Cluster and simple random sampling technique was used in coming up with the three counties. Stratified sampling was used to categorize the school into two groups, public and private. In each of the two strata, simple random sampling was used while choosing schools from which participants came from. Simple random sampling was also used in selecting participating teachers in schools with two or more science teachers teaching Grade 6. Questionnaire for grade 6 science and technology teachers and interview guide for head-teachers were used to collect data. The collected data was analyzed descriptively and using Pearson’s correlation. Multimedia utilization recorded a moderate mean (M = 2.8252, SD = 1.1920) implying that multimedia is not used by teachers teaching science in Grade 6 as expected. The study also found a significant moderate positive correlation between multi-media use and Science and Technology curriculum implementation r(244) = .72**, p=.001. This implies that utilization of multimedia in the classroom positively affects science curriculum implementation. The study recommends Kenya Institute of Curriculum Development (KICD) to develop and distribute multimedia resources to schools. Teachers on the other hand to use available multimedia. This study contributes to a deeper understanding of multimedia instructional resources utilization in teaching science and technology in Kenyan context.

Date: 2025
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