Abstract
This study aims to evaluate the effectiveness of multimedia-based learning on the academic achievement of science subjects in junior high school students. The method used in this research is descriptive. This study involved 40 junior high school students in Malaysia. The research sample was divided into two groups, namely conventional (control) and experimental (based on multimedia). Data obtained by providing pre-test and post-test to students. Data collected were analysed using descriptive and inferential statistics. A normality test is performed to determine the distribution of data. Data were analysed with a 5% T-test. The results of the analysis on the pre-test scores indicate that students in conventional and experimental teaching have the same level of knowledge, whereas in the post-test scores there are significant differences between traditional teaching scores and multimedia teaching. The finding of this study also showed that the student-centered learning approach was suitable for learning science subjects for secondary education. Students were found more active in engaging themselves in their learning and contribute to higher academic achievement in the post-test result. In conclusion, the use of multimedia elements in learning materials enables students to learn at their own pace. Through learning with the integration of multimedia-mediated content, student achievement in science subjects is enhanced, and it has helped students to develop a better understanding of science concepts and ideas.
Highlights
Our world had changed in conjunction with the development of Information and Communication Technology (ICT)
This study aims to investigate the academic achievements of students towards science learning by using multimedia learning videos about reproductive topics in science subjects in junior high schools
Based on the research problem, the hypothesis in the study includes: HO1 There is no significant difference between the pre-test scores of students taught with conventional pedagogy and multimedia pedagogy in the reproduction topic of science subjects
Summary
Our world had changed in conjunction with the development of Information and Communication Technology (ICT). The development of ICT allows the public to receive information in a more natural, better, and faster way. The integration of ICT in vocational education is very beneficial for teachers and for students [1]. The development of ICT in the world had brought transformational changes in numerous fields and careers, including the education field. ICT had been known as an invaluable asset and basic knowledge of 21st-century learning [5]. 21st century ICT skills are defined as the ability to use communication tools and other digital technology to solve any obstacles in the information environment [6]. Ministry of Education Malaysia had acknowledged technology, media, and information skills as necessary skills that must be possessed in 21st-century learning
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