ISSN: 2548-0286
Education, Science and
Technology
Effect
of
Multimedia-Based
Instruction
on
Students’
Achievement and Attitude
Tanveer Ahmad, Muhammad Iqbal Majoka, Syed Manzoor Hussain Shah
Hazara University
To cite this article:
Ahmad, T., Majoka, M. I., & Shah, S. M. H. (2019). Effect of multimedia-based
instruction on students’ achievement and attitude. Journal of Research in Education,
Science and Technology, 4(1), 1-13.
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Volume 4, Number 1, Spring 2019, Page 1-13 ISSN: 2548-0286
Effect of Multimedia-Based Instruction on Students’
Achievement and Attitude
Tanveer Ahmad, Muhammad Iqbal Majoka, Syed Manzoor Hussain Shah*
Hazara University
Article Info
Abstract
Article History
Received: 10 January 2019
This study was conducted to explore the effect of Multimedia Instruction on academic achievement and development of attitude of secondary level students towards chemistry. An experiment was conducted with 10th class students studying Chemistry at Government Higher Secondary School Nawanshehr Abbottabad. Multimedia Instruction program was developed by the researchers using text, video and animation mode of presentation, covering four chapters from the text book of Chemistry for 10th class. Pretest post-test control group design was used to carry out this study. The students studying chemistry in selected school were assigned to two groups having 35 students in each group using matched random sampling technique on the basis of pre-test scores. For pre-test and post-test ,an achievement test including one hundred test items of multiple choice and an attitude scale with fifty items on five point Likert type scale were used as data collection tools before and after experimentation. To determine the difference between the mean achievement and attitude scores of Experimental and control group students, t-test was used. Findings of this study revealed that performance of the students of experimental group was significantly better than the students of control group in all the achievement domains i.e. Domain of knowledge, comprehension and application and the development of attitude towards chemistry as well. Multimedia-based instruction proved to be better way of instruction than the conventional method.
Accepted: 03 April 2019 Keywords Effect Multimedia Instruction, Traditional lecture method Academic achievement Attitude
INTRODUCTION
The poor achievement level of students in science subjects has made their parents and teachers anxious. Students’ performance in science courses particularly in chemistry in the previous secondary level exams have been observed poor. Chemistry has a close relation with the other science disciplines and it has broad scope in medical science, biotechnology, industry, environmental sciences, agriculture and pharmacy etc. These subjects cannot be studied comprehensively without the knowledge of chemistry. Researchers pay great attention towards chemistry due to its valuable role in science subjects (Abungu, 2014; Domnariu, 2010). Chemistry has made a vital place in secondary school curriculum due to these factors.
There are many reasons of poor achievement of chemistry students such as lack of trained and qualified science teachers, deficiency of science equipment in school laboratories, overcrowded classrooms, method of teaching, students’ domestic background, individual differences, low standard of primary education etc. There is also a big problem of less time duration for academic activities at school during a year. A suitable method of instruction has its own significance in the area of students achievement in chemistry as well as science subjects (Chien & Chang, 2012; Cranmer, 2006; Kim & Gilman, 2008; Neo & Neo, 2009; Muller, Lee & Sharma, 2008;).
There are many advantages of utilizing technology effectively in the classroom (Doolittle & Altstaedter, 2009). It increases the learning of students and enhances their achievement ratio also by providing them opportunities of interest in the learning process particularly at secondary level. Due to
*
the vast use of computer-based technology in the recent times, now the digital electronic classroom has become the compulsion of the modern era in the field of education (Nwanze, 2014; Guan, 2009). Chang et. all (2004), urge the need of technology in education and state that “Many exercises that go away from the conventional method are accessible on the web (p. 521), even though teachers do not use these facilities absolutely.”
Multimedia instruction enhances students’ learning importantly compared with the conventional lecture method. Koheler et al., (2005) articulate that use of Multimedia instruction is more useful in fact based science subjects but it is not effective in courses like Mathematics where students’ critical thinking power is required to be developed. Teaching through multimedia is a time consuming and pain taking activity compared to the traditional method generally adopted by educators. Adegoke (2010) describes that the academic performance of the students who were taught by traditional lecture method along with the use of computers was significantly better than those who were educated by conventional lecture method only at the college level. Becta (2008) also revealed the similar findings by conducting research in statistics. According to him the performance of students in statistics was significantly different when taught by multimedia mode of instruction than those who were instructed by conventional lecture method in achievement scores in mid-term and final examinations at college level.
Findings of many previous researches like Wesi (2011), TIMSS (2011), Tekerek and Ercan (2012), disclose that multimedia based instruction is very effective and useful rather than the conventional lecture method. Tatli and Ayas (2013) are of the view that lesson planning for multimedia programs should be made in accordance with the needs and academic environment of the students. Situational analysis is closely linked with the multimedia based instruction. Gender of students also plays an important role for the effectiveness of multimedia teaching as opined by some researchers (Yue, Kim, Ogawa, Stark, & Kim, 2013). In some cases, impact of multimedia is very creative as regards to the development of attitude and achievement in gender differences. Whereas some researchers contradict this like Achor and Kalu (2014), they articulate that multimedia has not specific effects on the gender issue whether the students are male or female in science subjects. Some researchers of the recent times are too interested to examine the effect of multimedia with the gender differences. Chang, Quintana and Krajcik (2010) describe that the participants having less female students showed low index of achievement compared with class where female students were in majority or equal. But Swisher (2007), did not find any meaningful difference in achievement and attitude on the college students of different genders who were instructed by the use of multimedia and online internet sources in mathematics teaching compared to the conventional method. However female college students took a long duration to complete their prescribed science course when multimedia mode of instruction was applied to them as compared to those taught by general lecture method. But Koza and Russel (2005) disclosed the facts in their research studies that there was no particular effect of multimedia instruction on average achievement and attitude gains of both the male and female students of experimental and control groups after treatment with the help of computer software and on line internet sources.
Owolabi and Oginni (2014), reveal that the mean attitude and achievement scores of the secondary level science students were significantly higher when instructed by ordinary lecture method along with multimedia instruction rather than those students taught by traditional lecture method only. Similar researches also endorsed these facts that the performance of multimedia based instruction had a meaningful effect on the students’ performance rather than the traditional pedagogy in the achievement area. Multimedia approach also develops students’ motivation and interest in study of science subjects (Chowcat, et al., 2008). In multimedia instruction text, videos, animations and sounds make the instruction colorful and source of interest for the students while only book, black/white board, chalk etc. are used only in traditional methods (United Kingdom Department for Education, 2013).
But using multimedia instruction approach in a class room is very expensive and somewhat difficult as compared to traditional method (Finnish National Board of Education, 2013). Particularly in our
country educational setting, experience of employing multimedia instruction in our classrooms is very hard and strange for the teachers because lack of financial resources become the hurdle in its way of implementation. Also expertise multimedia teaching staff is not available to practice it effectively. Now science and technology has also made rapid changes in the field of education too. Those times have passed when departments of audio-visual aids were established to obtain encouraging results in achievement level of students (Keter, 2014). Now multimedia is used to a very high quality level in the educational institutions and a great deal of work is to be required in this field in the coming days (Hennessy, Deaney, & Ruthven, 2006). Large quantity of sources is required for the science teachers to become expertise in using multimedia to quench the educational thrust of the science students (Issa, et al., 2011).
Jones (2008) explores that Multimedia is source of providing opportunities to the students simultaneously to get education in schools as well as at homes. Technology provides a number of sources for better instruction in the class room and it has reduced the teaching burden of teachers to a great extent just making their job as facilitators and guide (Onadeko, 2009). Through multimedia instruction, students are provided the sources of learning at home in shape of on line courses and tutorials (Liao, 2010). Teachers have been utilizing the elements of multimedia, video, text, animation, sound etc. in the form of audio-visual aids by some way or the other. Now these elements have been combined together making a powerful tool of instruction providing a great deal of knowledge to the students and teachers, known as multimedia-based instruction (Aslanidou & Menexes, 2008). The basic five components of multimedia that are effectively used in interactive multimedia are animation, graphics, sound, text and video. Taşcı and Soran, (2008) describe that by using multimedia based instruction, teachers and students can easily manage their teaching and learning activities according to the requirements of teaching learning process. Elements of multimedia are tied together like a chain completing the whole process. A variety of options are provided to students and teachers through multimedia to choose their best one. Since computer based multimedia instruction has developed a lot, so it is the requirement of the modern era to organize and plan the curriculum according to the needs of this age. Lowe (2005) reveals that Computer assisted multimedia provides the students and teachers easy approach to world wide website (www) being a huge reservoir of knowledge and information from where every one may get his desired knowledge. Multimedia may be applied at home as PC also in the form of educational games.
According to Serin (2011), there is great concern of teachers about the development of students thinking skills and problem solving techniques which are the necessary part of this technological society for success. Due to the technological development, many types of teaching tools are developed for effective classroom science instruction. Multimedia is one of the applied tools for classroom teaching. Multimedia is source of providing a huge educational data to the teachers in the form of text knowledge, educational visuals and phonetic sounds (Opara, 2011). Hence the students are capable of taking advantage of available learning techniques. Tabers, Martens, and Van Merriënboer (2004) are of the view that Multimedia provides many types of content knowledge for the students to sort the contents of their choice and utilize. Multimedia instruction fosters the motivation and interest factors among the students in the classroom. Attendance rate of the students is also increased in their lessons and they do their homework with great interest and zeal. Students participate in classroom learning activities with a happy mood. Multimedia develops students creative abilities compared to rote learning only (Olatoye, Aderogba, & Aanu, 2011).
Through multimedia instruction students are able to evaluate their learned skills at any time. It enables the students to select the suitable elements and apply them effectively in an appropriate teaching learning situation (Ndekei, 2011, & Oludipe, 2012). The essential features of multimedia are its hardware and software. Multimedia is a unit of its five elements that enables the students to polish their creative potentialities and share their knowledge with other students. Multimedia use in classroom can be very beneficial for students to learn difficult and abstract concepts in science subjects especially in chemistry.
Statement of the Problem
Science teachers adopt numerous teaching methods for teaching chemistry at secondary level. But it has been observed that most of the teaching methods develop students learning achievement and students attitude towards chemistry. Traditional teaching methods are unable to enhance the achievement level of the students as well as their interest level in learning science subjects at secondary level. Chemistry plays a vital role in science because it has a deep relation with the other science courses e.g. Pharmacy, agriculture, medicine etc. Despite these facts, the achievement level of secondary level students in chemistry is not encouraging at country level as well as in KP. The research studies in this field reveal that the poor academic performance involves many factors such as students and teachers attitudes and beliefs about learning of chemistry, lack of qualified science teachers, learning situation and the most important one is the pedagogy of instruction. Using technology like multimedia in classroom instruction is one of the modern approaches that is applied to enhance the achievement level and development of interest and attitude among the students. However a very little research work has been done in Pakistan and KP regarding impact of computer assisted multimedia instruction on development in achievement and attitude in chemistry. Hence The gap existing in this field of research requires a comprehensive work in this area to enhance students achievement and development of attitude. Therefore this research study was conducted to find the effect of multimedia-based instruction on the achievement and attitude of science students of chemistry class at secondary level.
Objectives of the Study
The objectives for this experimental study were as follows:
1. To investigate the effect of Multimedia-based instruction on academic achievement of secondary level Chemistry students.
2. To explore the significance of difference of the academic achievement between experimental and control group students.
3. To examine development of attitude level among the learners of experimental and control groups.
Research Hypotheses
Underlying hypotheses were examined to achieve the objectives at the significance level of α =0.05. H1: Mean achievement scores of the students of experimental and control groups are not significantly different from each other before experimentation.
H2: Mean academic achievement scores of Experimental group students are significantly greater than the mean achievement scores of Control group students after treatment.
H3: There exists no statistical significant difference between average attitude scores of Experimental and Control group students before experimentation.
H4: Mean attitude scores of experimental group are significantly larger than average attitude tallies of control group students after experimentation.
METHOD
To conduct this study, pretest, post-test control group design was used because Hwang and Chang (2011) propose that this research designs fits well in all the settings where experimental research studies are to be conducted. According to Chang (2001), this research design controls all the sources of interior legality, which may affect the study.
Sample
For the construction and validation of achievement test and attitude scale, all the 120 secondary level male science students of GHSS Nawanshehr Abbottabad belonging to rural as well as urban areas constituted the population for this study.
The sample of 70 students was selected from the population randomly. Sampled students were equally distributed into two equivalent classes of 35 students each according to their achievement marks obtained on conducting pretest.
Table 1. Sample of Experimental Study
S.No. No. of students Assignment Mode of Instruction
1 35 Random Multimedia
2 35 Random Lecture Method
Research Instruments
For collecting data from the sampled students, two research tools were prepared. An achievement test from the text book of 10th class Chemistry was developed containing 100 test items of MCQs type covering three achievement areas of knowledge, comprehension and application. Also attitude scale (Likert scal) about chemistry consisting of 50 items on five points rating was constructed to examine attitude tallies of both groups towards chemistry prior and after experimentation.
Validity of Test
To judge the validity of the instruments, theses were handed over to five expert science teachers to express their observations about the language and format of test items.
Pilot testing
These instruments were pilot tested on a group of 25 science students other than the sampled students. On the basis of pilot-testing, the questionnaire items reported unclear or confusing statements were discarded.
Reliability of the Test
To calculate the reliability of test items split half technique was used. Reliability correlation coefficient was measured 0.82 from the data collected by pilot testing which showed both the tests had reliable index.
Procedure of Experiment
From the population, two classes consisting of 35 students each, were constituted equivalent according to the achievement scores of students, forming each one to be an average class size. One of these classes was selected for multimedia instruction through the toss of a coin. This class was termed as Experimental group while the other class was kept for traditional lecture method. This class was named as Control group. This study was organized and planned for a span of eight weeks starting from first day of treatment. The contents of the course that were to be taught were distributed into forty units and proper lesson planning was made for every unit.
Students of control group were instructed by ordinary lecture method while students of experimental group were instructed by multimedia based instruction in It laboratory of school where the necessary equipment such as computers and multimedia projector were properly installed. For instruction of the lessons to experimental group, a laptop, digital multimedia projector, a white board screen and video discs were used. During the all-time of lessons presentation, an IT expert of multimedia remained present in the class. The participants were advised to take their necessary notes during the lesson presentation. Students were actively supervised and guided during the presentation period. At the end, a post-test was conducted from the two classes for comparison of achievement marks. Similarly a post-test of attitude scale was given to students of both experimental and control groups to compare their attitude scores after treatment.
Data Collection and Analysis
To collect data, students responses were obtained on the answer sheets and necessary tables were constructed by using computer software. These responses gave average achievement tallies of students of both classes in accordance with the objectives of the study. T-test was used for comparison of achievement tallies in form of their means and standard deviations.
The main purpose of this study was to explore significant difference among the average academic achievement scores and attitude tallies of the students of both the groups before and after the experimentation. For this purpose, t-test was utilized to analyze and interpret obtained data as under
RESULTS
Treatment Effect on Significance of Students' overall Achievement Level
Effect of treatment with the use of lecture method and Multimedia instruction on the students of experimental and control groups regarding their achievement in subject contents of chemistry is given in following tables.
Table 2. Difference between the Achievement Scores of Experimental and Control Group Students Regarding Significance of t-value on Pre Test
Group N Mean SD t
Control 35 29.20 10.33
0.60
Experimental 35 30.66 9.89
Non significant at 0.05 level Tabulated value of t at 0.05 level=1.96
Analysis of the measurements of the above table indicates that the average academic achievement score of Experimental group students (30.66) is not significantly different from the average academic achievement score of Control group students (29.20) from each other with respect to value of t(0.60) calculated less than tabulated value of t(1.96) at α=0.05 level of significance on conducting pretest of four units of chemistry. Therefore both the groups were equivalent on the intellectual level of students before the experimentation.
Table 3. Significant difference w.r.t. t-value between Achievement Scores of Experimental and Control Group Students on Post Test
Group N Mean SD t
Control 35 37.74 14.45
5.68
Experimental 35 55.94 12.97
Analysis of the measurements of above table indicate that average academic gains of experimental group (55.94) is significantly different from the average academic scores of control group (37.74) in terms of t-value (5.68) found larger than the tabulated value of t (1.96) at the significance level of α=0.05 on taking post test of four units of 10th class chemistry. Therefore academic performance of Experimental group students was higher than students of control group on post test after experimentation in learning mentioned units.
Figure 1. Comparison of Difference between Mean Achievement Scores of Experimental and Control Groups
Effect of Treatment on development of Students' Attitude Level
The effect of experimentation on the gain in attitude tallies of experimental and control group students is explained as under.
Table 4. Significant difference w.r.t. T-value between the average attitude scores of experimental and control group students on Pre Test
Group N Mean SD t
Control 35 65.51 16.42
0.16
Experimental 35 64.20 18.67
Non significant at α=0.05 level Tabulated t-value=1.96
Analysis of the calculations of the above table indicates that the mean attitude development score of Experimental group students (64.20) is not significantly different from the mean attitude development score of Control group students (65.51) from each other with respect to value of t(0.16) calculated less than the tabulated value of t(1.96) at α=0.05 level of significance on conducting pretest of attitude scale of chemistry. Therefore both the groups were equivalent on the attitude level of students before the experimentation in development of attitude towards chemistry.
Table 5. Significant Difference w.r.t. t-value between Achievement Scores of Experimental and Control Group Students on Post Test
Group N Mean SD t
Experimental 35 96.60 24.52
4.54
Control 35 72.03 21.02
Significant at α= 0.05 level *Tabulated value of t at 0.05 level=1.96 0 10 20 30 40 50 60
Pre test Mean achievement Scores Post test mean achievement scores
Difference between mean achievement scores of Experimental and Control groups
Analysis of the measurements of above table indicate that mean attitude score of experimental group (96.60) is significantly different from the mean attitude score of control group (72.03) in terms of t-value (4.54) found greater than the tabulated t-value of t (1.96) at the significance level of α=0.05 on taking post test of attitude scale of chemistry. Hence the attitude development of Experimental group students was better than the students of control group on post test after experimentation.
Figure 2. Comparison of Difference between Mean Attitude Scores of Experimental & Control Groups
Effect of treatment on three domains of achievement and attitude level
Difference between the mean scores of achievement and attitude in three areas before and after treatment is given below.
Table 6. Significance of Difference between Mean Scores of Experimental & Control Groups in Three Domains of Achievement on Pre Test
Domain of learning No. of items Mean SD t E C E C Knowledge 40 12.42 13.48 4.26 4.33 0.46 0.58 0.51 Comprehension 32 9.57 9.31 4.01 3.51 Application 28 7.51 7.68 3.74 3.28
Analysis of the above table indicates that the mean score of experimental group(12.42) is not significantly different from that of control group(13.48) w.r.t. value of t(0.46) less than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in knowledge area on conducting pretest.
Analysis of the above table indicates that the mean score of experimental group(9.57) is not significantly different from that of control group(9.31) w.r.t. value of t(0.58) measured less than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in comprehension area on conducting pretest.
0 10 20 30 40 50 60 70 80 90 100
Pre test Mean Attitude Scores Post test mean Attitude scores
Difference between mean Attitude scores of Experimental and Control groups
Analysis of the above table indicates that the mean score of experimental group(7.51) is not significantly different from that of control group(7.68) w.r.t. value of t(0.51) measured less than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in application area on conducting pretest.
The above analysis shows that both the groups were at the same level of equivalence in achievement area before the treatment.
Table 7. Significance of Difference between Mean Scores of Experimental and Control Groups in Three Domains of Achievement on Post Test
Domain of learning No. of items Mean SD t E C E C Knowledge 40 21.45 16.14 5.27 4.57 5.92 5.84 5.31 Comprehension 32 17.65 11.58 5.51 4.32 Application 28 15.11 9.71 4.98 3.64
Analysis of the above table indicates that the mean score of experimental group(21.45) is significantly different from that of control group(16.14) w.r.t. value of t(5.92) measured greater than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in knowledge area on conducting post-test.
Analysis of the above table indicates that the mean score of experimental group(17.65) is significantly different from that of control group(11.58) w.r.t. value of t(5.84) measured larger than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in comprehension area on conducting post-test.
Analysis of the above table indicates that the mean score of experimental group(15.11) is significantly different from that of control group(9.71) w.r.t. value of t(5.31) measured greater than the tabulated value of t=1.96 at α=0.05, regarding their performance in the domain of achievement in application area on conducting post-test.
The above analysis indicates that the students of experimental group out classed the students of control group regarding their achievement scores in post-test.
Table 8. Significance of Difference between Mean Scores of Experimental and Control Groups in Three Domains of Attitude Development on Pre Test
Aspects of Attitude No. of items Mean SD t E C E C Interest 20 57.42 58.65 10.11 9.72 0.39 0.31 0.35 Career choice 13 48.36 50.01 8.71 10.02 Activities 17 59.25 58.34 8.35 10.21
Analysis of the above table indicates that the mean attitude score of experimental group(57.42) is not significantly different from that of control group(58.65) w.r.t. value of t(0.39) less than the tabulated value of t=1.96 at α=0.05, regarding their development of attitude in the domain of “interest”area on conducting pretest.
Analysis of the above table shows that the mean attitude score of experimental group(48.36) is not significantly different from that of control group(50.01) w.r.t. value of t(0.31) measured less than the tabulated value of t=1.96 at α=0.05, regarding their attitude development in the domain of “career choice”area on conducting pretest.
Analysis of the above table reveals that the mean attitude score of experimental group(59.25) is not significantly different from that of control group(58.34) w.r.t. value of t(0.35) measured less than the tabulated value of t=1.96 at α=0.05, regarding their attitude development in the aspect of “performing activities”area on conducting pretest.
The above analysis shows that both the groups were at the same level of equivalence in attitude area before the treatment.
Table 9. Significance of Difference between Mean Scores of Experimental & Control Groups in Three Domains of Attitude Development On Post Test
Aspects of Attitude No. of items Mean SD t E C E C Interest 20 94.25 69.14 13.12 15.41 5.56 4.89 5.23 Career choice 13 85.69 60.32 11.21 12.65 Activities 17 79.54 59.78 14.21 17.32
Analysis of the above table indicates that the mean score of experimental group(94.25) is significantly different from that of control group(69.14) w.r.t. value of t(5.56) measured greater than the tabulated value of t=1.96 at α=0.05, regarding their attitude development in the aspect of “taking interest”area on conducting post-test.
Analysis of the above table indicates that the mean score of experimental group(85.69) is significantly different from that of control group(60.32) w.r.t. value of t(4.89) measured larger than the tabulated value of t=1.96 at α=0.05, regarding their attitude development in the aspect of “career choice”area on conducting post-test.
Analysis of the above table indicates that the mean score of experimental group(79.54) is significantly different from that of control group(59.78) w.r.t. value of t(5.23) measured greater than the tabulated value of t=1.96 at α=0.05, regarding their attitude development in the aspect of “performing activities”area on conducting post-test.
The above analysis indicates that the students of experimental group out classed the students of control group regarding their attitude scores in post-test.
DISCUSSION & COCLUSIONS
The main objective of the study was to explore the effect of treatment on the performance of experimental and control group students regarding their achievement in chemistry and development of attitude towards chemistry.
H:1 Mean achievement score of experimental group (30.66) was not not found significantly different than the mean achievement score of control group (29.20) on pretest in terms of t-value (0.60) less than the critical value (t=1.96). Therefore both the groups were equivalent on the intellectual level of students before experimentation. These results endorse the supposition of hypothesis.
H:2 Significant difference was found between the mean achievement score of experimental group (55.94) and that of control group (37.74) regarding t-value (5.68) comparatively greater than the critical value (t=1.96). This showed that the performance of experimental group was better than that of control group related to achievement in chemistry on post test after treatment.
H:3 No significant difference was found in between the average attitude score of Experimental group (64.20) and the Control group (63.51) regarding value of t (0.16) less than the tabulated value of t(1.96). Therefore both the groups were found equivalent on the attitude level before treatment.
H:4 Also there was found a significant difference between mean attitude score of experimental group (72.03) and that of control group (59.60) regarding measurement of t(4.54) comparatively greater than the tabulated value of t (1.96) on α=0.05 level of significance. Hence the performance of the students of experimental group was better than the control group students on post test which validates the hypothesis.
These results are in line with the findings of the previous research works such as Adegoke, (2010), Wanjala (2007), Acha (2009), Kuti (2010) etc. From the above findings, the following conclusions are drawn. Computer assisted multimedia based instruction is more effective than the traditional teaching methods. Students learning is developed quickly and their involvement and interest in their lessons is enhanced remarkably. Students take part in learning activities with great interest and motivation as compared with traditional teaching strategies.
It is recommended that multimedia instruction might be introduced at secondary level to promote students achievement level and interest particularly in science subjects like chemistry. Teachers may be provided necessary training in this regard to execute multimedia instruction effectively in their class rooms and the government at national as well as KP level should take steps to establish such departments which may provide sufficient training to the science teachers.
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