Effect of Multimedia Teaching Technology on SSS 1 Student’s Interest and Achievement in Mechanics in Gboko, Benue State, Nigeria

Abstract

This work was carried out to determine the effect of multimedia teaching technology on SSSI student’s interest and achievement in mechanics. 160 students were randomly selected from two secondary schools in Gboko Local Government Area of Benue State. The research design employed for this study was Quasi-Experimentation research of two groups pre-test, post-test control design. The study lasted for the period of one week due to the experimental nature of the research, the pre-test was administered to all the participants in order to sure of their equivalent entry behavior. The treatment was administered to the experimental class with the use of multimedia teaching approach. The pre-test and post-test scores of the students in the conventional and multimedia teaching group were used for the purpose of data analysis. The result were analysed using T-test, four hypothesis were postulated. The result showed that (a) tcal (8.91)>tcritcal (2.83) where the hypothesis is rejected which confirmed that there is no significant difference in the academic interest of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (b) tcal (0.56) tcritcal(2.09) hence the hypothesis is not rejected, this implies there is no significant difference between the mean interest ratings of male and female student taught mechanics using multimedia teaching approach. (c) tcal (9.01) >tcritcal (3.02) the hypothesis is rejected, which implies that there is a significant difference in the academic achievement of student taught mechanics with multimedia method against the students taught mechanics with conventional method. (d) tcal (0.60) tcritcal (2.10) hence hypothesis is not rejected, this implies that there is no significant difference between the achievement scores of male and female student in mechanics who were taught using multimedia. All at 0.05 level of significance. The findings therefore revealed that there is significance difference in the interest and achievement of students exposed to multimedia teaching approach than those that were conventionally taught and also there was no significant difference in the interest and achievement of male and female students taught using multimedia taching approach. It was therefore recommended that the use of multimedia taching approach should be adopted to encourage so as to complement other methods of teaching science in schools and colleges.