A Survey on The Effects of Using Videos in Biology Lessons on Student Performance

Abstract

A compelling and motivating approach should be supported in the information and communication technology-driven 21st century to aid students in learning more effectively. Due to its beneficial effects on the teaching and learning process, the use of multimedia in education has demonstrated its significance. The study investigated an examination of how the use of multimedia in a biology lesson affected students' performance. Three senior high schools' worth of 200 students were chosen at random, and they were divided into three groups at random. The study's quasi-experimental pre-post-control group design was used. While the control group received conventional care, the experimental groups were trained via multimedia presentations. The course of treatment lasted for 12 weeks. As data collection tools, the Biology Achievement Test (BAT), which was also validated, was examined for dependability using the Crombach alpha, which produced a result of 0.92, and the Validated Attitude Towards Biology Scale (ATBS), which produced a Crombach alpha of 0.86. Both descriptive and inferential statistics were used to analyze the acquired data. The findings showed a statistically significant difference between the forms of instruction and the learning outcomes of the students. Students receiving multimedia-assisted instruction performed better than their peers receiving traditional instruction. Therefore, it is advised that multimedia assisted instruction be implemented in the senior high school biology curriculum to enhance students' learning results.