Multi-Sensory Teaching Materials and Pupils’ Academic Performance

Abstract

The study was undertaken to determine the effects of multi-sensory teaching materials in the academic performance of pupils in Mathematics Vl classes. The developmental method was employed in the preparation and packaging of the multi-sensory teaching materials; the experimental method was used in the try-out of materials to grade Vl pupils. The result of the study revealed that: (1) 21 visual learners composed the experimental class, while 27 visual learners composed the control class. The remaining were auditory learners; (2) the packaging of the multi-sensory materials employed certain procedures; (3)the evaluation resulted to means of 4.75 for standard used and objectives, 4.63 for supporting materials and resources, 4.50 for assessment provided, 4.26 for different activities, and 4.25 for mechanics;(4)in the 40 item post-test, the control class got the mean of 23.20, 5.21 standard deviation, PL of 58.00; experimental class obtain 32.70 mean, 3.33 standard deviation, and 81.75 PL; (5)the post-test results were significantly different, the means of 23.50 and 32.70, t-value of 8.414 and probability value of 0.000;(6)statistical validity of multi-sensory teaching materials was high; (7) time constraint, absenteeism and physical environment were the problems encountered. Conclusions: (1) Grade VI pupils were mostly visual learners; (2) the multi-sensory teaching materials can be developed by following procedures; (3) the multi-sensory teaching materials were curriculary valid; (4) the experimental class performed better than their counterparts in the control class; (5) the experimental class performed significantly higher than the control class; (6) multi-sensory teaching materials were valid along curricular and statistical validity measures; (7) time constraint, absenteeism and physical environment affected the use of multi-sensory teaching materials.