Effect of Multimedia-Aided Teaching on Pupils' academic Achievement and Attitude Toward Science among Grade 3 Pupils in Libjo Elementary School

Abstract

INTRODUCTION

It has been reported in different studies that Multimedia-Aided Teaching (MAT) improves students' attitudes towards Science. One of the most important promises of multimedia is that learners appreciate multimedia explanations better than just words alone (Meyer, 1999). Through multimedia, students learn better because the instruction presented is in a meaningful way using sounds, pictures, and animations that foster deep learning (Praveena & Srinivasa, 2011). The research aims to investigate the comparative effectiveness of MultimediaAided Teaching (MAT) on students' academic achievement and attitude at the elementary level in teaching Science.

METHODS

Pretest-posttest control group design was used in the study. In this design, a randomly selected sample was divided into two groups: experimental and control group which were tested before treatment. The experimental group is given a new learning strategy while the control group is treated traditionally. Slovin's formula was used to determine the number of participants. Twenty pupils in each group participated in the research. The treatment was given for a period of sixteen (16) weeks. Valid and reliable questionnaires were used as data collection tools. Attitude Toward Science Scale (ATSS) was used to measure the attitude of both groups before and after the treatment. An independent sample t-test was used to analyze the data.

RESULTS

Post-test and pre-test were conducted to track pupils' academic achievement in Science. Pupils were able to learn better and understand the concepts presented using MAT. The lessons presented through this are more effective and attractive because of the animations, sound, and video and audio clips. It also helps pupils develop better comprehension. It also encourages students to think critically and expose to different Science phenomenon. Results revealed that there is a significant difference in post-test scores of the experimental and control groups and in attitude towards the Science of the control group. Therefore, MAT has changed the teaching and learning process.

DISCUSSIONS

The results demonstrate the need for the teachers to adopt MAT in teaching Science at the elementary level. It promotes more effective learning and positive attitude development in Science education. By knowing the pupils' learning styles according to their individual differences, we can motivate students towards learning to improve their attitude. Also, orientation and sufficient training as to how to develop multimedia programs must be given to teachers.