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Anatolian Journal of Education October 2021 ● Vol.6, No.2
e-ISSN: 2547-9652 www.e-aje.net
pp. 193-206
Citation: Enikanolaye, A. J. (2021). Effects of multimedia instructional strategy on senior school students’
performance and retention in mathematics. Anatolian Journal of Education, 6(2), 193-206.
https://doi.org/10.29333/aje.2021.6214a
Effects of Multimedia Instructional Strategy on Senior School Students’ Performance
and Retention in Mathematics
Ayodeji John Enikanolaye
Department of Science Education, Faculty of Education, University of Ilorin, Ilorin, Nigeria,
enikanolayeayodeji@gmail.com.
Student poor performance in mathematics has been a serious concern to mathematics educators
and all educational stakeholders in Nigeria. The instructional strategies used by teachers in
teaching mathematics have been identified by researchers as one of the problems behind this poor
performance in mathematics. If this poor performance of students in mathematics continues it
could deny the realization of educational goals for scientific and technological development of
the nation. This research therefore, was carried out to examine the effects of multimedia
instructional strategy on senior school students’ performance and retention in mathematics in
Ilorin, Kwara State, Nigeria. The study was a quasi-experimental type of the pre-test, post-test,
non- randomized, control group design. The design is a 2x2×1 factorial design. A sample of 81
senior secondary school II students from two secondary schools in Ilorin south local government
area of Kwara State was involved. The research instruments were; developed multimedia
instructional package. The experimental group was taught using multimedia instructional
strategy, while the control group was exposed to the conventional teaching. Data collected for
analysis were subjected to ANCOVA and t-Test statistics. From the study, findings showed that:
(1) there was a significant difference between the experimental groups taught mathematics using
multimedia and the control group taught mathematics using conventional method (2) both female
and male students were capable of competing in classroom activities when taught with a better
instructional strategy (3) multimedia instructional strategy improve and stimulate students’
retention level thus, multimedia instructional package helps to concretize the learning of
mathematics and makes learning more effective. Based on the findings of this study, it was
recommended that multimedia instructional strategy may be integrated into mathematics
curriculum and also used to arouse students’ interest in mathematics.
Keywords: effects, multimedia, instructional strategy, mathematics, information and communication
technology, gender, retention
INTRODUCTION
Mathematics is a science that have to do with numbers, space and quantity of which geometry,
trigonometry, algebra and arithmetic are branches. Mathematics is one of the most central components
of human thought, it is considered to be one of the oldest fields of study in the history of mankind
(Mohamed, 2010). The researcher stated further that it has been believed for centuries that
mathematics sharpens the human mind, develops their logical thinking; enhances reasoning ability and
spartial power. The teaching and learning of mathematics should be taking seriously, since
mathematics is about solving problems (Akinoso, 2015). The researcher further stated that
mathematics is useful in the following area: keeping of records such as addition, subtraction, division
and multiplication of numbers, money, length, mass and time; vocations such as carpentry, tailoring
and plumbing which need the basic knowledge of geometry involving measurement, angle, symmetry
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Anatolian Journal of Education, October 2021 ● Vol.6, No.2
and plane shapes; mathematics is also useful in other subjects such as science, geography, accounting
and economics. For example, the knowledge of mathematics is needed to calculate population density
and gradient (Akinoso, 2015). This useful nature of mathematics carries with it the assumption that the
knowledge of mathematics is substantive for all members of the society (Enikanolaye, Salman,
Akanmu & Salami, 2017).
Despite the important of mathematics in our daily activities and our educational system with effort
made by researchers and mathematics educators to enhance performance in mathematics, it is very
worrisome that students’ performance in mathematics is still low (chief Examiner Report, 2010-2016).
Several factors have been identified for students’ poor performance in mathematics such as usage and
availability of teaching and learning facilities, teachers’ method of mathematics teaching (Mbugua,
2012). The teaching and learning of mathematics topics has been frustrated by the nature of the topics,
the clumsy method and instructional strategy used by the teacher therefore resulting to students’ poor
performance in both internal and external examinations (Iji, Emiakwu & Utubaku, 2015). Mathematics
has been referred to as the language used to narate issues arising in most branches of sciences and
technology because of its relationship with other school subjects (Agnes, Anthony, & Julie, 2009). The
performance of students in the outcome of mathematics exercise depends on how much interest the
students have in the subject as performance processes have been viewed by; the characteristics of
students and their environment, utilization of teaching-learning models, and instructional materials
among others (Agnes, Anthony, & Julie, 2009). Olive and makar (2010) posited that if mathematics is
considered as a knowlwdge of fixed body to be learned, so the position of technology in this process
would be mostly that of an efficacy tool i.e assisting student in doing mathematics in an efficient way.
However, if teachnological tools is consider as an access which provide new understandings of
purpose, process and relations, then technology position relates to a conceptual construction kit.
Therefore, when technology is integral part of the environment, it is more than just substitute for work
done mathematical with paper and pencil (Merrilyn, 2010). Olive and Makar (2010), asserted that
mathematical knowledge and mathematical practices are in extricably linked, and that this connection
can be strengthened by the use of technologies. Idris (2007) in trying to provide alasting solution to the
ugly situation of poor performance in public examination identified poor teaching and learning
techniques as one of the contributing factors. Therefore, the involvement of students in the teaching
and learning process which is a departure from conventional method of teaching is another means of
ensuring a productive learning. The use of concrete representation of the instructional strategy can
assist to learn a concept in mathematics and allow the use of real-life material that can be seen
(Akinoso, 2015).
This 21st century is being dominated by the use of information and communication technology (ICT).
ICT has made a sudden change from the conventional paradigm of teaching and learning to more
interesting way of teaching and learning. The use of ICT now make people connect to carried out
activities online desired. Tinio (2003) asserted that integration of information communication and
technology into education is in diverse and difficult processes that involves not only technology but
teachers’ competence, instructional readiness, pedagogy and curriculum among others. Researchers
such as Mcintosh, Oliveras, Sullivan and Whitson (1996) stated that with the use of ICT, the role of
teachers would change from being “transferers” of a predefined body of knowledge to being
“managers” and “mentors” of learning. Tinio (2003) stated that ICT components such as mobile
phones, computers and internet among others are potentially important enabling tools to bring about
global educational change and reforms. The researcher further noted that when different ICT are used
appropriately, they facilitate teaching and learning in education by raising the quality of education.
ICT comprises of the medium for information recording like television and radio and communication
through sound and voice or image using loudspeaker, telephone, camera and microphone (Osu,
Udosen & Akpan, 2010).
Enikanolaye 195
Anatolian Journal of Education, October 2021 ● Vol.6, No.2
Albirini (2006) posited that ICT is to be programmed towards the set educational goals. kyriakidou,
chrisostomou and bank (2010) asserted that it is a compulsory issue for experience mathematics
teachers to be confident in using ICT effectively in teaching. ICT is a broad term that encompases
retrieval, storage, gathering and organisation of information that can be in numerical, vocal, textual
and pictorial form or combination of all the forms known as multimedia. Muultimedia involve the
computer-controlled integration of text, drawing, graphics, still and moving images (video), audio and
animation (Kumar, 2013). Multimedia is used in educational sector, mass communication and
advertising. Multimedia such as animation, graphics, video and text which create in interractive
learning environment assist teacher and learner in deep reflective thinking. According to lindstrom
(1994) students remember 40% of what they see and hear, 20% of what they see, but about 75% what
they see, hear and do. Multimedia learning occurs when students use information presented in two or
more formats-such as a virtually presented and animation presented narration-to construct knowledge
(chapman, 2013). The researcher further stated that the use of multimedia in teaching and learning has
the potential to improve instruction by creating a technology based and student centered learning
environment.
Multimedia has a great significant on students’ learning. The availability and surplus of audio visual
and textual content used for teaching and learning can make lessons more attractive and effective.
Also, the self-production of content that ICT offer can assist teachers to come up with an effective
teaching. The use of multimedia could affect teaching and learning positively when properly designed
compared to traditional way of instruction in terms of students’ performance (Akkoyunlu & Yilmaz,
2005). Multimedia packages are very useful resources for teaching and Learning in schools. The
multimedia packages include: encyclopedia on CD-ROM, drill and practice programmes, educational
games, simulations, recreational games, tutorials, educational software such as Microsoft Power point
for making lesson presentation using digital projector (Bharatka, 2006). The conventional way of
teaching and learning is the chalk-and-talk method and the media used is the printed books. This
directional model can be seen in figure 1. The model in figure1 is the popular technique which has
been used for decades as an educational strategy in our institutions of learning. In this model the
teacher delivers the concept and the students listen to their teacher teaching the concept. Thus, in this
learning mode the students have little or no part in the process of learning while the teacher is chief in
command (Orlich, Harder, Callahan & Gibson, 1998).
Figure 1
The traditional instructional model
Source: Neo & Neo, (2004)
However, there is going to be an immediate change of great impact on the conventional system of
education if multimedia instructional strategy is incorporated into the system of teaching and learning.
The instructional materials can be delivered in a multi-sensory environment using the multimedia
elements such as video and sound, animation, graphics and text. New paradigm in educational
technology is being generated by the use of digital multimedia technologies and strategy (Neo & Neo,
196 Effects of Multimedia Instructional Strategy on Senior …
Anatolian Journal of Education, October 2021 ● Vol.6, No.2
2000). Neo and Neo (2000) further stated that multimedia have given a new development mode of
teaching and allowed innovative and new methods to deliver instructional aids to students. The
terminal effective content when content material is fused of content with multimedia can be expressed
in several dimension and made available for the different teaching and learning modes such as the
mixed mode, student-centre and teacher-centre (Neo & Neo, 2000). This is evidence in figure 2.
Figure 2
The technology-enhanced instructional communication process
Source: Neo & Neo, (2004)
Several researchers have investigated issues on learners’ academic performance/achievement. Ibrahim
(2012), Gambari, Yaki and Olowe (2013) and Dubey (2012) examine the effects of multimedia
teaching approach on students’ academic performance on chemistry and biology and in Nigeria. The
result revealed that academic achievement of pupils exposed to multimedia instructional method and
the academic achievement of those exposed to conventional method was significantly difference and
the difference was in favour of the experimental group. Arici and Yekta (2005) in their study on the
effects of multimedia on students’ academic achievement, found no difference between control and
experimental group. Şahin (2000) conducted a study on impact of animated-media instructional
strategy on student’s performance, interest and retention. Findings from this study indicated that the
difference in academic performance of students taught using animated-media instructional strategy and
those taught using conventional method was significant. The findings further revealed that the
difference in the performance of female and male students taught using animated-media strategy was
not significant. This findings contradicted the report of Hsu, Liao and Chen (2001) and Dubey (2012)
and therefore justify the need for the study of gender in the study.
Meaningful learning is the utmost target of education strives. Retention and comprehension are
outcome of an effective and meaningful teaching and learning (Bichi, 2005). Retention is the ability to
re3member things learned by an individual at a particular time. Several factors have been identified to
influence retention. Bichi (2015) posited that learning should enhance retention while things that lead
to interference among learned materials decrease the speed and efficiency of learning. Studies on
instructional strategy and retention have allured the attention of many researchers in dated years. For
instance, Guwam and Gwandum (2017) examined the how effective is elaboration strategy on
students’ performance and retention in mathematics. The findings showed that elaboration strategy
enable students to have better comprehension of concepts taught and retain more knowledge of
mathematics concepts. Ado and Akinbobola (2009) find out the difference in the effectiveness of
constructivist teaching method and the traditional method, making reference to students’ achievement,
retention and attitude. These researchers found that students exposed to constructivist teaching method
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Anatolian Journal of Education, October 2021 ● Vol.6, No.2
have higher cognitive achievement, more positive attitudes and higher retention level more compared
to students taught using the traditional teaching method.
In a social context, gender is an attribute which shows the difference between male and female.
Several research have guided to different directions of views on the influence of gender on students’
performance in mathematics. Gender difference has been a reality in education particularly sub-
Saharan Africa (Schaumburg, 2001). Schaumburg (2001) stated among the children who are out of
school, females are more, and they are bereave of any opportunity to acquire Information
Communication and Technology related skills and knowledge in school. Different studies had found
out that female students are not much interested in computer compared to male students (Schaumburg,
2001). Likewise, any occupation related to computer and ICT such as computer scientist, system
analyst and computer engineering are the dominant career choices for males (Derbyshire, 2008).
Anyamene, Nwokolo, Anyachebelu and Anemelu (2012) examined the effect of Computer Assisted
Instruction (CAI) packages on senior school students’ performance in mathematics. The study that
there is no significant difference in the post test score of female and male students when taught using
this CAI package. Idris (2007) have revealed in his study that various packages/straregies and
techniques of teaching mathematical concepts have improve students’ learning and their performance.
Inspite this, the result from public examination bodies on students’ performance are not encouraging.
Thus,there is need to explore multimedia package/strategy that may enhance students’ performance in
mathematics, hence, this study examines if teaching mathematics using multimedia instructional
strategy on senior school students’ will improve their performance.
Statement of the Problem
The federal government of Nigeria is with a strong belief that for the best contribution to be made by
higher institutions to National development, ICT must be a necessary need. Etuk, Maria, and Asukwo
(2013) is of the opinion that the basics of educational system relys on a crux of dedicated, properly
trained, competent and knowledgeable teachers. It was further asserted that students way of think
could assisst the teacher to ponder upon and modify teaching and learning strategies to improve the
performance and understanding of the students. So, to enhance students’ understanding and
performance, the need to use a better instructional strategy that would positively influence students’
performanmce should be given adequate attention.
The quality and effective of mathematics teaching and learning has been a major challenges and
concerns of researchers. This is evidence in students’ performance in mathematics (Chief Examiner
Report, 2010-2016). The great of eduction stakeholders should be the way of ways of improving
teaching and learning of mathematics due to its advantages to individual and to the society as a whole.
The use of multimedia could play an important role in this area. So, to enhance the performance of
student in solving mathematical problems, this study examined the effects of multimedia instrcutional
strategy on senior school students performance and retention in mathematics in Ilorin, Kwara state,
Nigeria.
Purpose of the study
The study was carried out to determine the effects of multimedia on senior school students’
performance in mathematics. Specicically, this study;
i. investigated the difference between the performance of students taught mathematics using
multimedia instructional strategy and those taught using the conventional classroom method;
ii. ascertained the difference between the performance of male and female students taught
mathematics using multimedia instructional strategy;
iii. investigated the interaction effect of treatment on the basis of gender and group of students’
performance in mathematics; and
198 Effects of Multimedia Instructional Strategy on Senior …
Anatolian Journal of Education, October 2021 ● Vol.6, No.2
iv. find out multimedia instructional strategy on students’ retention ability in mathematics.
Research Questions
The following research questions were raised and answered in this study
i. is there any difference in the performance of students’ taught mathematics using multimedia
instructional strategy and those taught using the conventional classroom method?
ii. will there be any difference in the mean gain score of male and female students’ taught
mathematics using multimedia instructional strategy?
iii. is there any interactive effect of treatment on the basis of gender and group of students’
performance in mathematics?
iv. Is there any difference in the retention level of students expose to multimedia strategy and those
expose to conventional method?
Research Hypotheses
The following research hypotheses were formulated and tested in this study.
H01: There is no significant difference in the performance of students’ taught mathematics using
multimedia instructional strategy and those taught using the conventional classroom method.
H02: There is no significant difference in the mean gain score of male and female studnets’ taught
mathematics using multimedia instrcutional strategy.
H03: There is no significant interaction effect of treatment on gender and group of students’
performance in mathematics.
H04: There is no significant difference in the mean retention score of students exposed to multimedia
instructional strategy and those expose to conventional method.
METHOD
The research type employed in the study was a quasi-experimental type of pre-test, post-test, non-
randomized, control group design. 2x2×1 factorial design was employed. The first 2 stand for the two
groups, which are control and experimental, the second 2 stand for gender (male and female) and 1
stand for retention level.
Pre-test and Post-tests were administered to the two groups (control and experimental) before and after
the treatment as shown in table 1. The groups were pre-tested before the treatment to establish
equivalence in ability of the group. Post post-test was administered a week after the post-test to test for
the students’ retention ability.
Table1
Research design layout
Group
Pre-test
Treatment
Post-test Post post-test
Experimental
O1
X1
O2 O3
Control
O1
-
O2 O3
Where: O1 = Pre-test using MPT, O2 = Post-test using MPT, O3 = Post post-test, X1 = Treatment for
Experimental group
The target population of this research was senior secondary school II in Ilorin South Local
government, Kwara state, Nigeria. Senior school students constitute the population because they
wouldn’t be preparing for West African Examination Council at the time of this research. Two intact
classes of SS II students from co-educational schools were engaged in the study in order to observe the
effect of gender on students’ performance. One intact class formed the experimental group exposed to
the treatment while another intact class without exposing to treatment formed the control group.
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Anatolian Journal of Education, October 2021 ● Vol.6, No.2
Eighty-one (81) students were sampled: twenty-two (23) male and eighteen (18) female for the
experimental group and twenty-one (21) male and Nineteen (19) female for the control group.
The instruments used for the study were: "Multimedia Instructional Package (MIP)" and "Mathematics
Performance Test (MPT)". Four mathematics questions were selected for the MPT questions, which
are: logarithm, probability, proportion and circle theorems. "Multimedia Instructional Package (MIP)"
was developed using the five stages of ADDIE model which are analysis, design, development,
implementation and evaluation. The instrument was developed by the researcher, with the help of a
professional computer programme and evaluated by computer analyst. The test instrument,
"Mathematics Performance Test (MPT)" was made up of 25 items multiple-choice objective test with
four options each, selected from validated West African Senior Secondary School Examination. The
Mathematics Performance Test was used to measure the performances of students in the experimental
and control groups for both the pre-test and post-test. The experimental group was exposed to the
treatment using multimedia instructional package. The second group was taught in a conventional
teaching method.
The "Multimedia Instructional Package (MIP)" was validated by experts in the department of
educational technology, University of Ilorin, Ilorin, Nigeria. The researcher ensured the face and
contents validation of "Mathematics Performance Test (MPT)" by given them to experience
mathematics teachers and experts in the department of science (mathematics) education, university of
Ilorin, Ilorin, Nigeria. The experts assisted the researcher to check the contents whether it measures
what it supposes to measure and check if MIP and MPT are of standard. The reliability of the
instruments was done using test retest method of three weeks interval on 30 students of non-
participating schools. The data collected were analysed using Pearson Product Moment Correlation
Coefficient. The value of 0.87 was obtained.
Research question one, two, three and four were answered using mean and standard deviation,
hypotheses one, two and three were tested using ANCOVA statistic while hypothesis four was tested
using t-Test. The students in the experimental group were taught mathematics using “multimedia
instructional package” which had been installed to their school computers while the students in the
control groups were exposed to the conventional teaching method on the same contents. After the
treatment, the items of the instrument were re-shuffled and administered to both experimental and
control group as post- test.
FINDINGS
This section presents the analysis and results of data collected through the administration of the
Multimedia instructional package (MIP) and Mathematics Performance Test (MPT).
Research Question 1: is there any difference in the performance of students’ taught mathematics
using multimedia instructional strategy and those taught using the conventional classroom method?
Table 2
Estimated mean score analysis of students taught mathematics using multimedia instructional package
and those taught without
Group
N
Pre-test mean
score
Post-test mean
score
Mean gain
score
% mean gain
score
SD
Experimental
41
30.16
37.62
7.46
24.74
7.05
Control
40
29.47
30.43
0.96
3.26
5.89
Table 2 answered qestion1. Table 2 indicated that the post-test mean score of students taught
mathematics using multimedia package (37.62) was higher than the post-test mean score of students
200 Effects of Multimedia Instructional Strategy on Senior …
Anatolian Journal of Education, October 2021 ● Vol.6, No.2
taught mathematics using conventional method (30.43). Table 2 also, revealed that the mean gain
score of the experimental group is higher (7.46, 24.74%) than the mean gain score of the control group
(0.96, 3.26%). This shows that the experimental group performed better and gain more than the
control group and this could be due the treatment (Multimedia Instructional Package) the experimental
group was exposed to which was not given to the control group.
HO1: There is no significant difference in the performance of students taught mathematics using
multimedia instructional package and those not taught with multimedia instructional package
Table 3
Summary of ANCOVA of post-test performance scores by treatment
Source
Sum of square
df
Mean square
F
Sig.
Corrected M.
12435.65a
2
6216.33
71.54
0.00
Intercept
50136.96
1
50136.96
211.19
0.00
Pre-test
389.68
1
389.68
5.54
0.01
Method
236.46
1
360.36
22.03
0.00
Error
6140.06
78
348.89
Total
436215
81
77.72
Corrected Total
16722.46
80
R. Squared
0.39
Adjusted Rsq.
0.34
Sig. at p ˂ 0.05
The result in table 3 showed that there was a significant difference in the performance of students
taught mathematics using multimedia instructional package and those not taught mathematics using
multimedia instructional package. This was indicated by the calculated F-values F (1, 80) = 22.03; p<
0.05. since the p-value was less than the level of significance (0.05), hypothesis one was rejected. This
means that the performance of students taught mathematics using multimedia instructional strategy was
significantly better than the performance of students taught mathematics using conventional method.
Research Question 2: Will there be any difference in the mean gain score of male and female
students’ taught using multimedia instructional strategy?
Table 4
Analysis of the post-test score of male and female students taught mathematics using multimedia
instructional package
Gender
N
Pre-test mean
score
Post-test mean
score
Mean
gain score
% Mean gain
SD
Male
23
30.59
38.26
7.67
25.07
8.55
Female
18
29.46
37.83
8.37
28.41
6.79
Table 4 gives solution to research question 2. Table 2 showed that the post-test mean score of female
students (37.83) was slightly lower than the post-test mean score of the male (38.26). Table 4 also,
revealed that the main gain score of female students (8.37, 28.41%) is higher than the mean gain score
of male students (7.67, 25.07%). This implies that the female students benefited more from the
treatment than the male students.
HO2: There is no significant difference in the performance of male and female students taught
mathematics using multimedia instructional package.
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Table 5
Summary of ANCOVA of interactive effect of treatment on gender and group
Source
Sum of square
Df
Mean square
F
Sig.
Corrected M.
6264.17a
4
1566.04
123.56
0.00
Intercept
5845.01
1
5845.01
10.41
0.00
Pre-test
326.26
1
326.26
1.31
0.06
Gender
1.6
1
1.6
0.24
0.14
Method
227.23
1
227.23
23.61
0.00
Gender*Group
5.7
1
5.7
1.86
0.00
Error
8995.64
76
118.36
Total
141024
81
Corrected Total
17822.36
80
R2 =.29 (Adjusted R2 = .21)
Gender: Sig. at p > 0.05 Gender*Treatment: Sig. at p < 0.05
Table 5 above showed that there was no significant difference in the performance of male and female
student in mathematics when exposed to multimedia instructional strategy. The F-value of 0.24 was
obtained which is significant at 0.14 that is greater than 0.05 level of significance. Therefore, the null
hypothesis of no significant difference in the performance of male and female students taught
mathematics using multimedia instructional strategy was accepted.
Research Question 3: is there any interactive effect of treatment on the basis of gender and group of
students?
Table 6
Analysis of interactive effect of treatment on gender and group of students’ performances in
mathematics
Group
Gender
N
Pre-test mean
score
Post-test mean
score
Mean
gain score
% Mean
gain
SD
Experiment
Male
23
30.59
38.26
7.67
25.07
8.55
Female
18
29.46
37.83
8.37
28.41
6.79
Male
21
28.57
31.46
2.89
6.43
4.54
Control
Female
19
29.49
30.59
1.10
5.08
4.12
Table 6 above revealed that the post-test mean score of male students in experimental group was
38.26 with a mean gain score of 7.67 while the female students in the same group had a mean score of
37.83 with a mean gain score of 8.37. Also, in the control group, male students had a post-test mean
score of 31.46 with a mean gain score of 2.89 while female students in the same group had a mean
score of 30.59 with a mean gain score of 1.10. The gap between the male and female students in the
experimental group is very slim (0.7) compare to the gap between the male and female students in the
control group (1.79). This shows that there is an interactive effect of treatment on the basis of gender
and group of students’ performances in mathematics. Therefore, multimedia instructional strategy can
bridge gender gap recorded in mathematics.
HO3: There is no significant interaction effect of treatment on the basis of gender and group of
students.
Table 5 above showed that F-value of 1.86 which is significant at 0.00 is lesser than 0.05 level of
significance. Therefore, the null hypothesis of no significance interaction effect of treatment on the
basis of gender and group of students was rejected. This means that treatment interact according to
gender and group to cause differences in performance among the students.
Research Question 4: Is there any difference in the retention level of students expose to multimedia
strategy and those expose to conventional method?
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Anatolian Journal of Education, October 2021 ● Vol.6, No.2
Table 7
t-Test analysis in the retention level using post-post test score of experimental and control group
students
Variable Group
N
Mean
SD
Df
t-value
p-value
Experimental
41
37.76
5.45
Retention
79
6.47
.00
Control
40
32.63
3.44
P>0.05significant
Table 7 reveals that there was a difference in the mean retention scores of students exposed to
multimedia instructional strategy and those exposed to conventional method with experimental group
having higher mean (37.76) with the control group had the lower mean (32.63). This shows that
multimedia instructional strategy yields permanent and meaningful learning that is readily retained and
remembered at will by the learner
H04: There is no significant difference in the mean retention score of students exposed to multimedia
instructional strategy and those expose to conventional method.
Table 7 also showed that there was a significant difference in the retention level between the
experimental and control group, t(79) = 6.47, p = 0.00. Since the p-value was lesser than the level of
significance (0.05), hypothesis two which states that there is no significant difference in the retention
level of students expose to multimedia strategy and those expose to conventional method students
taught mathematics using multimedia instructional package was rejected
Summary of Findings
From the data analysed and the interpretation of the results, it is evident that the academic performance
of students taught mathematics using multimedia instructional package was better than those not taught
using the package and gender had no significant influence on students performance when exposed to
treatment. The findings also revealed that multimedia package improve students retention level though
the performance of the control group was improved during the retention period. This could be due to
their familiarity with the questions. There is an interactive effective of multimedia instructional
strategy on the basis of gender and group of students’ performance in mathematics and the interactive
effect was significance.
DISCUSSION
The discussion of findings was presented here in line with the related literatures;
The results as indicated in table 2 and 3 revealed that multimedia form of instruction has an effect on
students’ performance in mathematics. The result revealed that students taught mathematics in the
experimental group have a better mean score than the student’s taught mathematics in the control
group. This could be due to the treatment (multimedia instructional strategy) administered to
experimental group which is not administered to the control group. The findings showed that there was
an effect of multimedia instruction on senior school students’ performance in mathematics and the
effect was significant. This agrees with the view of Ibrahim (2012), Gambari, Yaki and Olowe (2013)
and Dubey (2012) who conducted a study on effect of multimedia on student achievement. The
findings revealed that there was a significant difference between the performance of student taught
with multimedia and student taught without multimedia. The study was in disagreement with the study
of Arici and Yekta (2005) who found no significant difference between the experimental and control
group but found multimedia as neutral effective on the academic achievement of students.
The study revealed that there was a difference in the performance of male and female students when
taught mathematics using multimedia instructional strategy. The finding revealed that female students
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benefited more than the male students on the multimedia instructional strategy with a better mean gain
score. Though the result showed that male students performed better than female students when
exposed to multimedia instructional strategy but the difference between the performance of male and
female students was not significant. Also, the findings revealed that there is an interactive effect of
multimedia instructional strategy on gender and group of students’ performances in mathematics and
the interactive effect was significant. This is an indication that multimedia instructional strategy
minimizes gender differences in academic performance. This is in agreement with the study of Vale
(2009) who stated that there is no difference between male and female students when better
instructional strategy is being employed in mathematics classroom. The finding is in line with the
study of Şahin (2000) and Anyamene, Nwokolo, Anyachebelu and Anemelu (2012) who reported that
no significant difference in the achievement of male and female students when exposed to animated-
media strategy. However, this study contradicted the report of Hsu, Liao and Chen (2001), Dubey
(2012) and Idris (2007) who found significant difference between male and female students’
performance when taught using multimedia instructional strategy.
The study revealed that there was a difference in the retention level of students exposed to multimedia
instructional strategy and those not expose to multimedia instructional strategy. The difference was in
favour of students exposed to multimedia instructional strategy. The finding was in agreement with
Guwam and Gwandum (2017) and Ado and Akinbobola (2009) who stated that teaching instruction
strategy improve and stimulate students’ retention level. This showed that multimedia instructional
package is very helpful package in teaching and learning mathematics and stimulate students interest
and in turn improve their performance in mathematics. Finally, the study showed that students in the
control group have a slight improved mean score during their retention period and this could be due to
familiarity with the questions because the same Post post-test was readministered to the two groups
(experimental and control) after a week of post-test.
CONCLUSION
Based on the findings from the analyzed data the researcher concludes that;
1. There was an effect of multimedia instruction on senior school students’ performance in
mathematics and the effect was significant. This means that the use of multimedia is a good
instuctional strategy that could improve the performance of students in mathematics;
2. There was a difference in the performance of male and female students when taught
mathematics using multimedia instructional strategy with female students having a better mean
gain score than male students. This means that no matter the gender, students can equally
perform better when exposed to a better instructional strategy;
3. there was significant interactive effect of multimedia instructional strategy and gender on
students’ performance in mathematics. This means multimedia is able to reduce the gender gap
between the female students and male students between the group; and
4. There was a difference in the retention level of students exposed to multimedia instructional
strategy and those not expose to multimedia instructional strategy and the difference was in
favour of students exposed to multimedia instructional strategy
RECOMMENDATIONS
In order to enhance the performance of students in both internal and external examination,
mathematics teachers should adopt the design and use of multimedia instructional package in
teaching and learning.
Male and female students should be given equal opportunity to participate in classroom activities
through the use of multimedia instructional strategy in teaching and learning mathematics. This
reduce the gender gap in mathematics performance.
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Further study should be carried out to determine the effect of multimedia instructional strategy in
teaching and learning of calculus and logic. And also, student ability, school type and school
facility should be look into as a variable,
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