Impact of Multimedia Instructional Strategies on Students’ Achievement and Retention in Basic Science and Technology in Minna, Niger State

B. K. Umar, M. O. Ossom and A. U Egbita
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B. K. Umar: Department of Technical Drawing, School of Technical Education, Niger State College of Education, Minna, Nigeria
M. O. Ossom: University Basic Education Commission (UBEC), Wusse-Abuja, Nigeria
A. U Egbita: Nigerian Education Research and Development Council (NERDC) Sheda-Abuja, Nigeria

International Journal of Research and Scientific Innovation, 2020, vol. 7, issue 6, 150-155

Abstract: This study compared the impact of multimedia instructional strategies on students’ achievement and retention in basic science and technology in junior secondary schools in Niger State. This study was conducted in Minna, Niger State. A sample of one hundred and two (102) JSSII students was involved in the study. The design of this study was quasi-experimental research design as there was no randomization of subjects into classes. Intact classes were used. Four research questions and four research hypotheses guided the study. Research questions were answered using mean and standard deviation while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at 0.05 level of significant. Results from the study revealed that students who were taught basic science and technology using multimedia instructional strategies achieved and retained higher than those taught without instructional strategies. Also students who were taught basic science and technology using multimedia instructional strategies as tool achieved and retained higher than those taught without multimedia as tutor. The study equally revealed no significant difference in the mean achievement and retention scores of male and female students. Some of the recommendations made include; that teachers should pay more attention to using multimedia instruction as tool instead of using it as lecture method for effective teaching and learning of basic science and technology.

Date: 2020
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