VIDEO-GRAPHICS MULTIMEDIA INSTRUCTONAL PACKAGE AND STUDENTS’ INTEREST AND ACHIEVEMENT IN BIOLOGY IN RIVERS EAST SENATORIAL DISTRICT

Abstract

This study centered on effect of video-graphics multimedia instructional package on students’ interest and achievement in Biology in Rivers East Senatorial District. The pre-test post-test non-equivalent control group involving quasi-experimental design was used. Specifically, three research questions and three null hypotheses guided the study. The study was conducted using Senior Secondary students. The study population was made up of eight thousand two hundred (8,200) Senior Secondary School Biology students in the Public Secondary School in Rivers East Senatorial Distinct, out of which a sample of one hundred and eighty one (181) was drawn from four schools through a purposive sampling technique. Intact class was used and the schools were randomly assigned by balloting, to experimental and control groups respectively. The experimental group was taught Biology using video-graphics multimedia instructional package, while the control group was taught using the conventional (lecture) method. Biology Achievement test on Ecological Concepts (BATEC) and Biology Interest Inventory on Ecological Concept (BIIEC) were used for data collection. Mean and standard deviation were used to answer the three research questions while t-test and analysis of variance (ANOVA) were used to test the three null hypotheses at 0.05 level of significance. The results revealed among others that there was statistical significant improvement in students’ achievement in Biology after exposure to video-graphics multimedia instruction. Consequently, the study held that there was a statistical significant difference in Biology interest between students exposed to multimedia instruction and lecture methods in Biology in the study area. Based on the finding and the conclusions the following recommendations among others were made that: the use of video-graphics multimedia approach in instructional delivery in Biology should be encouraged, since it stimulate and sustains student interest in learning; training should be organized for Biology teachers to equip them with knowledge and skill in using multimedia instructional method.