I m pr ovin g Se con da r y Sch ool St u d e n t s’ Ach ie ve m e n t a n d
Re t e n t ion in Biology Th r ou g h Vide o- ba se d M u lt im e dia
I n st r u ct ion
Am osa I siak a Gam bar i, PhD Senior Lect urer in Educat ional Technology
Feder al Univ er sit y of Technology Minna, Niger ia
Ak awo Angw al Yak i, MEd Lect ur er I I in Science Educat ion Feder al Univ er sit y of Technology
Minna, Niger ia
Eli S. Gana, PhD
Senior Lect urer in Science Educat ion Feder al Univ er sit y of Technology
Minna, Niger ia
Queen Eguono Ughovw a, MEd Senior Biology Teacher
Gover nm ent Senior Secondary School Gw agw alada Abuj a, Niger ia
The st udy ex am ined t he effects of v ideo- based m ult im edia inst r uct ion on secondar y school st udent s' achievem ent and ret ent ion in biology . I n Niger ia, 120 st udent s ( 60 boy s and 60 gir ls) w ere r andom ly select ed fr om four secondar y schools assigned eit her int o one of t hr ee exper im ent al groups: Anim at ion + Nar r at ion; Anim at ion + On- scr een Tex t ; Anim at ion + Nar r at ion + On- scr een Tex t or a contr ol group. The pr et est , post t est ex per im ent al, and cont rol gr oup design w as adopt ed. A 50- it em m ult iple- choice obj ect ive t est t erm ed Biology Achiev em ent Test ( BAT) w as used for collect ing dat a. The v alidat ed BAT w as t est ed for r eliabilit y using Kuder Richardson ( KR20) , w hich y ielded 0.89. T- t est , analy sis of cov ar iance ( ANCOVA) , and Scheffe’s post - hoc analy sis w er e used in det er m ining t he significant differ ences am ong t he four groups. The r esult s show ed t hat t her e w as no st at ist ically significant differ ence
am ong t he ex per im ent al groups. Gener ally , st udent s under m ult im edia inst r uct ion perfor m ed bet t er t han t heir colleagues in t he convent ional t eaching m et hod. How ev er , st udent s in conv ent ional t eaching m et hod had bett er r et ent ion t han ot her
groups.
Biology is a nat ur al science t hat deals w it h t he liv ing w or ld: How t he w or ld is st r uct ur ed, how it funct ions and w hat t hese funct ions ar e, how it develops, how liv ing t hings cam e int o ex ist ence, and how t hey r eact to one anot her and w it h t heir env ir onm ent ( Um ar , 2011) . I t is a pr er equisit e subj ect for m any fields of lear ning t hat cont r ibut es im m ensely t o t he t echnological grow t h of t he nat ion ( Ahm ed, 2008) . This includes m edicines, phar m acy , nur sing, agr icult ur e, for est r y , biot echnology , nanot echnology , and m any ot her ar eas ( Ahm ed & Abim bola, 2011) .
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 7 9 I n spit e of t he im por t ance and popular it y of biology am ong Niger ian st udent s, per for m ance at senior secondary school lev el has been poor ( Ahm ed, 2008) . The im plicat ion of t his failur e in educat ion is t hat Niger ia m ay hav e shor t ages of m anpow er in science- and t echnology - r elat ed disciplines. This m ay affect Niger ia’s vision t o becom e one of t he 20 indust r ialized nat ions in t he w or ld by y ear 2020.
Poor t eaching m et hods adopt ed by t eacher s at senior secondar y school level in Niger ia have been ident ified as one of t he m aj or fact or s cont r ibut ing t o poor perfor m ance of st udent s in biology ( Ahm ed & Abim bola, 2011; Kar eem , 2003; Um ar , 2011) . The conv ent ional t eaching m et hod is classr oom - based and consist s of lect ur es and dir ect inst r uct ions conduct ed by t he t eacher. This t eacher - cent er ed m et hod em phasizes lear ning t hr ough t he t eacher ’s guidance at all t im es. St udent s ar e ex pect ed t o list en t o lectur es and lear n fr om t hem . The t eacher oft en t alk s at t he st udent s inst ead of encour aging t hem t o int eract , ask quest ions, or m ake t hem under st and t he lesson t horoughly . Most classes inv olv e rot e lear ning, w here st udent s depend on m em or izat ion w it hout hav ing a com plet e under st anding of t he subj ect . Just passing t he t est s, consist ing of descr ipt ions, m at ching, and ot her for m s of indicat or s, is all t hat m at t er s to com plet e t he cur riculum ( Adegoke, 2011; Um ar , 2011) .
The persist ent use of t his m et hod m akes st udent s passiv e rat her t han act iv e lear ner s. I t does not prom ot e insight ful lear ning and long–t er m r et ent ion of som e abst r act concept s in biology ( Ahm ed, 2008; Ahm ed & Abim bola, 2011; Kar eem , 2003; Um ar , 2011) .
The pict ur e t oday is t hat biology educat ion is failing. The r esult s of t he Senior Secondar y School Cer t ificat e Ex am inat ion ( SSSCE) of biology st udent s in Niger ia as show n in Figur e 1 ar e highly dist ur bing, consider ing t he fact t hat t he st udent s would becom e fut ur e scient ist s.
Figu r e 1 . Pe r for m a n ce of Biology St u de nt s in M a y / Jun e W ASSCE, 2 0 0 7 -2 0 1 1 in N ige r ia a t Cr e dit Le v e l
Source: West Afr ican Ex am inat ion Council 2007 – 2011 Annual Repor t .
Figur e 1 shows t he per centage of st udent s t hat passed biology at t he Senior School Cer t ificat e Exam inat ion ( SSCE) conduct ed by t he West Afr ican Ex am inat ion Council ( WAEC) . As t he t able indicat es, t he num ber of st udent s t hat passed biology at cr edit lev el ( A1- C6) w as consist ent ly less t han 50% for t he past fiv e y ear s ( 2007- 2011) in Niger ia ( West Afr ican Ex am inat ion Council, 2011) .
t echnology for m eaningful lear ning. I n t his 21st cent ur y , a m ot iv at ing and capt iv at ing approach should be encour aged t o help st udent s bet t er lear n, under st and, and r et ain biology concept s and prom ot e t heir fut ur e involv em ent . One of t he pr om ising appr oaches, according t o Adegoke ( 2010) ; Kut i ( 2006) ; May er , Dow , and May er ( 2003) ; and Mor eno and May er ( 2000) , inv olv es m ult im edia pr esent at ions suppor t ed in visual and ver bal for m at s supplem ent ed w it h pict ur es, anim at ions, t ex t s, and nar r at ion.
I n defining m ult im edia lear ning, it is useful t o dist inguish am ong m edia, m ode, and m odalit y. Media refer s t o t he syst em used t o pr esent inst ruct ion, such as a book - based m edium , video- based m edium
or a com put er - based m edium . Mode refer s to t he form at used t o repr esent t he lesson, such as w or ds v er sus pict ures. Modalit y r efer s to t he infor m at ion pr ocessing channel used by t he lear ner t o process t he infor m at ion, such as audit or y ver sus v isual ( Mayer , 2005) . This
st udy focuses on how specific com binat ions of m odes and m odalit ies m ay affect st udent s' learning of scient ific explanat ions; for exam ple, how visual- v erbal m at erial ( i.e., t ex t ) or audit or y - verbal m at er ial ( i.e., nar r at ion) is com bined w it h v isual- non-v erbal m at er ials ( i.e., gr aphics, non-v ideo or anim at ions) . St udent s’ int er est and r et ent ion could be aroused and ret ained t hrough t he use of m ult im edia inst r uct ional approach ( Adegoke, 2010) . St ar bek , Er iav ec, and Pek lai ( 2010) r epor t ed t hat st udent s acquired bet t er k now ledge ret ent ion and im proved com pr ehension sk ills m ore t han t he ot her groups w hen t aught genet ics w it h m ult im edia. Sim ilar ly , Achebe ( 2008) and Gam bar i and Zubair u ( 2008) found t hat st udent s w ho w er e t aught food and nut r it ion at senior secondary school lev el, and pupils t aught pr im ary science at nursery and pr im ar y school levels, per for m ed bet t er and had bet t er r et ent ion t han t hose t aught w it h t r adit ional m et hods r espect iv ely .
Accor ding to Kim and Gilm an ( 2008) , it is necessary t o apply lear ning t heor ies in designing effect ive m ult im edia inst r uct ion. For inst ance, May er and his colleagues propounded six pr inciples of m ult im edia lear ning: ( a) t he m ult im edia pr inciple – st udent s lear n bett er from w or ds and pict ur es t han fr om w or ds alone; ( b) t he spat ial cont iguit y pr inciple - st udent s lear n bet t er when corr esponding w or ds and pict ur es ar e present ed close or next t o each ot her r ather t han far apar t on t he page or scr een; ( c) t he t em por al cont iguit y pr inciple – st udent s lear n bet t er w hen corr esponding words and pict ur es are pr esent ed sim ult aneously rat her t han successively ; ( d) t he coher ence pr inciple – st udent s lear n bet t er w hen ex t r aneous w or ds, pict ures, and sounds ar e excluded r at her t han included; ( e) t he m odalit y principle – st udent s learn bet t er w hen w ords in a m ult im edia are pr esent ed as spok en r at her t han pr int ed t ex t ; ( f) t he r edundancy pr inciple – st udent s lear n bet t er from anim at ion and nar r at ion t han fr om anim at ion, nar rat ion, and on- screen t ex t ( May er , 2001) .
Accor ding t o Adegok e ( 2011) , all six pr inciples have been proven r epeat edly in em pir ical r esear ch e.g., May er , Bov e, Br ym an, Mar s, and Tapangco ( 1996) for m ult im edia pr inciple; Mousav i, Low and Sw eller ( 1995) for m odalit y pr inciple; May er , Heiser , and Lonns ( 2001) ; Mor eno & May er ( 2000) ; Tabbers, Mar t ens, and Van- Mer r iëboer ( 2004) for r edundancy pr inciple. How ev er , Thalheim er ( 2004) has r epor ted findings t hat w er e not in consonance w it h May er ’s ( 2001) m ult im edia lear ning principle. For inst ance, Muller , Lee, and Shar m a ( 2008) found t hat t he r edundancy pr inciple did not t r ansfer t o norm al classroom sit uat ions. I n t heir st udy , Muller et al. ( 2008) suggest ed t hat addit ion of int er est ing inform at ion m ay help m aint ain t he lear ners’ int er est in a nor m al classr oom env ironm ent .
The effect iv e use of anim at ion and it s posit iv e r esult s on inst r uct ional m essage design is m ade ev ident by ot her r esearch. For inst ance, Nusir , Alsm adi, Al- Kabi, and Shar dqah ( 2010) found t hat t he com put er anim at ion lear ning cour sew ar e had posit ive effect s on st udent s’ academ ic perfor m ance and achievem ent level ( high and low ) .
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 8 1 Mor eno and May er ( 2000) and Tabbers et al. ( 2004) found t hat lear ning out com es of st udent s w ho lear nt phy sics w it h cour sew are v er sion of anim at ion + nar r at ion w er e bet t er t han t heir colleagues w ho lear nt physics eit her w it h anim at ion + on- scr een t ex t or anim at ion + nar r at ion + on- scr een t ex t . May er and Ander son ( 1991) r epor t ed t hat sim ult aneous present at ion of anim at ion and narr at ion im pr ov ed lear ning. How ever , Gr obe and St r uges cit ed in Saibu ( 2002) found t hat t hose t aught t hrough t he conv ent ional t eaching m et hods achiev ed a m ean post t est scor e slight ly higher t han t hose t aught by t he audio- t ut or ial ( nar r at ion) m et hod.
St udies on anim at ion + narr at ion + on- screen t ex t were m ade ev ident by Mubar aq’s ( 2009) r esult s t hat a st ill pict ur e is
bet t er t han ( sound) w or ds, anim at ion bet t er t han a st ill pict ur e, and sound bet t er t han silence. This w as support ed by Adegok e ( 2010) , Adegok e ( 2011) , and Chuang ( 1999) in t heir st udies w hich ex am ined t he effect of
anim at ion, nar r at ion, and on scr een t ex t - based m at er ials w hen com bined sim ult aneously ; t he r esult show ed t hat st udent s in t he anim at ion + nar r at ion + on-scr een t ext group scor ed significant ly higher on t he postphysics achiev em ent t est t han t heir colleagues w ho wer e in t he anim at ion + nar r at ion only gr oup, as w ell as t hose w ho w er e in t he anim at ion + on- scr een t ext group. These st udies w er e also not in agreem ent w it h t he r edundancy pr inciple. However , Okw o and Asadu ( 2002) r epor t ed t hat t hr ee m edia ( v ideo, audio + pict ur e, and audio) w er e found t o be equally effect iv e w it h no significant difference effect am ong t he m eans w hen used for t eaching phy sics.
From t he foregoing, it is w ell r ecognized t hat m ult im edia r em ains t he k ey t ow ards im prov ing lear ning out com es. Howev er , t he ex t ent t o w hich t his has been achieved has not yet been addressed in biology educat ion. Therefor e, t his st udy inv est igat es im pr ov ing secondary school st udent s’ achievem ent and r et ent ion in biology t hr ough v ideo- based m ult im edia inst r uct ion.
Pu r pose of t h e St u dy
The m ain pur pose of t his st udy w as to inv est igat e w het her v ideo- based m ult im edia inst r uct ion could im prove secondar y school st udent s’ achievem ent and r et ent ion in biology .
Specifically , t he st udy exam ined t he effect s of:
( i) anim at ion + narr at ion, anim at ion + on- screen t ex t , and anim at ion + nar r at ion + on- scr een t ex t pack ages and t hose ex posed t o conv ent ional t eaching m et hod as post t est .
( ii) anim at ion + narr at ion, anim at ion + on- screen t ex t , and anim at ion + nar r at ion + on- scr een t ex t pack ages and t hose ex posed t o conv ent ional t eaching m et hod as delay ed post t est .
Re se a r ch Qu est ions
( i) What are t he differences in t he m ean achievem ent scores of senior secondary school biology student s exposed t o anim at ion + nar r at ion, anim at ion + on- screen t ex t , and anim at ion + on- scr een tex t + nar r at ion inst r uct ional pack ages?
( ii) What ar e t he differ ences in t he m ean r et ent ion scor es of senior secondary school biology st udent s ex posed to t he VBMI inst r uct ional packages?
Re se a r ch H ypot h e se s
The follow ing hy pot heses w ere form ulat ed and t est ed at 0.05 level:
H1: There is no significant difference in t he m ean achievem ent scores of
senior secondar y school biology st udent s exposed t o VBM inst r uct ional pack ages, and t hose exposed t o conv ent ional t eaching m et hod.
H2: Ther e is no significant differ ence in t he m ean r et ent ion scor es of senior
secondary school biology student s exposed t o t he sam e inst r uct ional pack ages and t hose ex posed to convent ional t eaching m et hod.
M e t h odology
The r esearch design adopted for t he st udy w as a pr et est , post t est ex per im ent al cont rol group design. The st udy inv olv ed four lev els of independent prim ary variable ( t hr ee tr eat m ent s and a cont rol) on st udent s’ achievem ent in Biology . The design lay out is as show n in Table 1.
Table 1
Resear ch Design Layout
Gr oups Pr et est Tr eat m ent Post t est Ret ent ion Test
Ex per im ent al Group I
Ex per im ent al Group I I
Ex per im ent al Group I I I
Cont rol Gr oup
O1
O4
O7
O10
A + N
A + T
A + N + T
Xo
O2
O5
O8
O11
O3
O6
O9
O12
Ke y : Wher e:
A + N = Anim at ion + Narr at ion A + T = Anim at ion + On- scr een Text
A + N + T = Anim at ion + Narr at ion + On- scr een Tex t Xo = No Tr eat m ent ( Convent ional Teaching Met hod)
The populat ion of t he st udy com pr ised all senior secondar y class t wo ( SSI I ) st udent s. The st udent s’ populat ion consist ed of 2010/ 2011 set obt ained fr om Abuj a Educat ion Board. The choice of SS I I st udent s ensur ed t hat st udent s used for t he st udy wer e alr eady fam iliar w it h t he cour se and not pr epar ing for any ex t er nal ex am inat ion.
A m ult ist age sam pling t echnique w as used for t he allocat ion of schools for t he st udy. At fir st st age, purposiv e sam pling t echnique w as used t o select four co-educat ional secondar y schools fr om Gw agw alada Ar ea Council, Abuj a, Niger ia, t hat hav e com put er s, Liquid Cryst al Display ( LCD) proj ectors, and ot her facilit ies. Second, t he schools w ere r andom ly assigned t o ex per im ent al gr oups and cont rol group ( convent ional t eaching m et hod) t hr ough hat dr aw m et hod. Thir dly , sim ple sam pling t echnique w as used t o select t he 120 SSI I biology st udent s. Ther e w ere four groups and each group had 30 st udent s.
Biology Achiev em ent Test ( BAT) w as used in collect ing dat a for t he st udy. The BAT consist s of 50 m ult iple choice obj ect iv e it em s wit h fiv e opt ions ( A - E) adapt ed from past ex am inat ions of West Afr ican Ex am inat ion Council ( West Afr ican Ex am inat ion Council, May / June, 1988- 2011) and Nat ional Ex am inat ion Council ( NECO, June/ July , 1988- 2011) . BAT w as v alidat ed by exper t s in biology educat ion and t est and m easur em ent , and it s r eliabilit y coefficient det er m ined as 0.79 using Kuder Richar dson ( KR20) . The sam e inst r um ent w as r e- used for t he r et ent ion t est aft er four w eek s.
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 8 3 t he fact t hat t he com m er cially pr oduced inst r uct ional pack ages ar e not dir ect ly r elev ant t o t he t opic or obj ectiv es t o be achiev ed in t his st udy . Thus, dev eloping a VBMI pack age for t his st udy was inev it able.
The VBMI packages w er e validat ed by biology ex per t s and educat ional t echnology specialist s. Four senior lect ur er s fr om Biology Educat ion Depar t m ent , Feder al Univ er sit y of Technology , Minna, Niger ia; four senior lect urers fr om Educat ional Technology , Univer sit y of I lor in, Niger ia; four biology t eachers fr om senior secondar y schools in Minna; and four subj ect ex per t s in t he Test and Measur em ent Depar t m ent , Nat ional Ex am inat ion Council ( NECO) , Niger ia, all validat ed t he cont ent of biology, and t he appropr iat eness and st r uct ur e of VBMI packages. The t hree packages w ere field t est ed on som e select ed st udent s w it hin t he populat ion but out side t he sam pled schools. The com m ent s and observ at ions from valuat or s and st udent s w er e used t o m odify t he packages. The biology cont ent for exper im ent al gr oups w as produced on a CD- ROM and inst alled in t he sy st em , w hile t he cont rol group used t he sam e cont ent , but w as not exposed to VBMI packages.
Ex per im ent al procedur e for dat a collect ion included var ious st ages. The r esear cher s visit ed t he select ed schools and sought t he cooper at ion of t heir st udent s and st aff. The biology t eacher s were t hen t r ained as r esear ch assist ant s in t he use of t he v ideo- based m ult im edia inst r uct ional ( VBMI ) pack ages. Biology Achievem ent Test ( BAT) was adm inist ered to sam ple st udent s as pr et est to ascert ain t he academ ic equivalence of t he st udent s before t he t r eat m ent s. The t r eat m ent w as adm inist ered for four w eeks. The VBMI packages were pr oj ect ed ont o t he screen v ia LCD pr oj ect or . St udent s r ead, list ened, and w at ched t he v ideo of t he lesson based on t he m ode of m ult im edia inst r uct ional approaches t o different groups. Aft er class present at ion, st udent s had oppor t unit ies of int er act ing w it h t he anim at ion by click ing on Nex t , Pr ev ious, Pause, and St op but t ons at t heir conv enience using st andalone com put er .
Ex per im ent al Gr oup I: Anim at ion + Nar r at ion only : Thir t y st udent s in t his group w at ched t he video w hich show ed anim at ions depict ing t he explanat ions of t he fungi concept s along w it h concur r ent nar r at ion by a fem ale v oice.
Ex per im ent al Group I I: Anim at ion + On- Scr een t ex t only : The st udent s in t his gr oup w at ched t he video w hich show ed anim at ions depict ing concept s of yeast , fungi, and pr oduct ion of bread, w it h concur rent present at ion of on- scr een t ex t . To r educe cognit iv e load, t he corr esponding w or ds and pict ur e w er e pr esent ed next t o each ot her on t he page.
Ex per im ent al Gr oup I I I: Anim at ion + On- Scr een Tex t + Nar r at ion: Thir t y st udent s w er e in t his gr oup. The st udent s w at ched t he v ideo, w hich showed anim at ions depict ing t he explanat ions of concept s of y east , fungi, and pr oduct ion of br ead v ia narr at ion by a fem ale voice along w it h concurr ent on- scr een t ex t .
Cont rol Group: Convent ional Teaching Met hod: The cont r ol gr oup w as ex posed t o lect ur e m et hod. The subj ect t eacher pr esent ed t he lesson using char t s, dr aw ings, and pict ur es t o explain t he concept of y east , fungi, and pr oduct ion of br ead. The st udent s list ened and wr ot e dow n som e key point s dur ing pr esent at ion.
I m m ediat ely aft er four w eek s of t r eat m ent , BAT w as adm inist ered as post t est to m easur e t he achievem ent of differ ent gr oups. Four w eek s aft er t he post t est , BAT w as r eshuffled and adm inist er ed as a r et ent ion t est . The scor es obt ained w er e subj ect ed t o dat a analy sis based on t he for m ulat ed hy pot heses. Analy sis of cov ar iance ( ANCOVA) and Scheffe’s post - hoc analysis w as em ployed. The significance of t he var ious st at ist ical analy ses w as ascer t ained at 0.05 alpha level. The r esear ch design adopt ed for t he st udy w as a pret est , post t est ex per im ent al cont rol group design. The st udy inv olv ed four lev els of independent prim ary variable ( t hr ee tr eat m ent s and a cont rol) on st udent s’ achievem ent in Biology . The design lay out is as show n in Table 1.
Re su lt s
H y pot h e sis On e: There is no significant difference in t he m ean achievem ent scores of senior secondary school biology st udent s ex posed t o anim at ion + nar r at ion, anim at ion + on- screen t ext , and anim at ion + on- scr een t ex t + narr at ion inst r uct ional pack ages, and t hose ex posed t o conv ent ional t eaching m et hod. To det erm ine w het her t here w as significant difference in t he post t est m ean scores of t he st udent s in exper im ent al groups w it h VBM inst r uct ional packages and t hose in cont r ol gr oup ( conv ent ional t eaching m et hod) , dat a wer e analy zed using t he analy sis of cov ar iance ( ANCOVA) . Table 2 cont ains t he r esult of t he analy sis.
Table 2
ANCOVA Post t est on Exper im ent al Gr oups I , I I , I I I and Cont r ol ( CTM) Group
Source of Var iat ion
Sum of
Squar e df Mean Squar e F
Significance of F
Cov ar iat e
( Pr e- t est ) 114.767 1 114.767 1.930 0.167
Main Effect ( Tr eat m ent )
19672.072 3 6557.357
110.299 0.000
Model 19672.467 4 4918.117 82.726 0.000
Residual 6836.833 115 59.451
Tot al 26509.300 120
Table 2 show s t hat an F ( 1, 115) = 110.299, p = 0.000 for t he m ain effect ( t r eat m ent ) w as significant . This indicat es t hat t he m et hod of inst r uct ion pr oduced a significant effect on t he post t est m ean scor es of st udent s w hen covar iat e effect ( pr et est ) w as cont r olled. The r esult indicat es t hat t her e w as significant difference bet w een t he st udent s ex posed t o VBMI ( anim at ion + nar rat ion; anim at ion + on-scr een t ex t ; and anim at ion + on- on-scr een t ex t + nar r at ion inst r uct ional pack ages) and t hose exposed to convent ional t eaching m et hod ( CTM) . Hence, H1 w as
r ej ect ed. Therefore, t her e is significant differ ence am ong st udent s t aught biology w it h VBMI pack ages and convent ional t eaching m et hod. Scheffe’s post - hoc analysis w as fur t her car r ied out t o det er m ine t he area of differ ences in Table 3.
Table 3
Scheffe’s Post - hoc Analysis of t he Groups Mean Scor es
Gr oups Mean
Scor es
Gr oup I ( A+ N)
Gr oup I I ( A+ T)
Gr oup I I I ( A+ N+ T)
Gr oup I V ( CTM)
Gr oup I 73.33 0.130 0,981 * 0.000
Gr oup I I 69.40 0.130 0.110 * 0.000
Gr oup I I I 73.73 0.981 0.110 * 0.000
Gr oup I V 42.93 * 0.000 * 0.000 * 0.000
* The m ean differ ence is significant at t he 0.05 lev el.
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 8 5 A+ N+ T ( X= 73.73) and CTM ( 42.93) in fav our of ex per im ent al gr oup I I I . This
im plies t hat exper im ent al gr oups out perfor m ed t he cont r ol group.
The per for m ances of st udent s in t he four groups w er e fur t her com pared based on t he m ean gain scores bet w een t he pret est and post t est for each group, and t he r esult s ar e show n in Table 4 gr aphically illust r at ed in Figur e 2.
Table 4
Mean Gain Scor es for Treat m ent and Cont rol Gr oups
Groups Pr et est Post t est Mean Gain
Scor e
Anim at ion + Narr at ion ( A + N) 42.57 73.33 30.76
Anim at ion + Tex t ( A + T) 40.53 69.40 28.87
Anim at ion + Nar r at ion + Text ( A + N + T)
42.30 73.73 31.43
Convent ional Teaching Met hod ( L) 40.77 42.93 2.16
From Table 4 it w as obser ved t hat all t he groups had im pr ov ed perfor m ance in post t est ing. For inst ance, anim at ion + nar r at ion + on- scr een t ext had t he highest m ean gain score of 31.43, follow ed by anim at ion + nar r at ion w it h t he m ean gain scor e of 30.76; t hen, anim at ion + t ex t w it h t he m ean gain scor e of 28.87, w hile t he conv ent ional t eaching m et hod had t he least m ean gain scor e of 2.16. This im plies t hat all t he gr oups benefit ed fr om t he t r eat m ent , w it h anim at ion + narr at ion + on- scr een t ex t hav ing t he best achiev em ent , as illust r at ed in Figur e 2.
Figu r e 2 . Gra phica l I llu st r a t ion of St u de nt s’ Post t e st Ach ie v e m en t in Biology Using An im a t ion + N a r r a t ion , An im a t ion + Tex t , An im a t ion + N a r r a t ion + Te x t a n d Conve n t ion a l Te a ch ing M e t h od
H y pot h e sis Tw o: Ther e is no significant differ ence in t he m ean r et ent ion scor es of senior secondar y school biology st udent s exposed t o VBMI packages, and t hose ex posed to convent ional t eaching m et hod.
Table 5
ANCOVA Post t est on Exper im ent al Gr oups I , I I , I I I and Cont r ol ( CTM) Group
Source of Var iat ion
Sum of
Squar e df Mean Squar e F
Significance of F
Cov ar iat e
( Pr et est ) 142.121 1 142.121 2.384 0.125
Main Effect
( Tr eat m ent ) 3629.919 3 1209.973 20.292 0.000
Model 3697.721 4 924.430 15.504 0.000
Residual 6857.079 115 59.627
Tot al 323900.000 120
Table 5 shows t hat an F ( 1, 115) = 20.292, p = 0.000 for t he m ain effect ( t r eat m ent ) w as significant . This indicat es t hat t he m et hod of inst r uct ion pr oduced a significant effect on t he r etent ion m ean scor es of st udent s w hen covar iat e effect ( pr et est ) w as cont r olled. The r esult indicat es t hat t her e w as significant difference am ong t he st udent s ex p osed t o VBMI ( anim at ion + narr at ion; anim at ion + on-scr een t ex t ; and anim at ion + on- on-scr een t ex t + nar r at ion inst r uct ional pack ages) and t hose exposed to convent ional t eaching m et hod ( CTM) . Hence, H2 w as
rej ect ed. Therefor e, t here is significant difference in t he ret ent ion t est am ong st udent s t aught biology w it h VBMI pack ages and conv ent ional t eaching m et hod. Scheffe’s post - hoc analysis w as fur t her carr ied out t o det er m ine t he area of differ ences in Table 6.
I n or der t o est ablish t he dir ect ion of significant differences am ong t he four groups, Scheffe’s post - hoc analysis w as em ploy ed as show n in Table 7.
Table 6
Scheffe’s Post - hoc Analyses of t he Gr oups’ Mean Scor es
Gr oups Mean
Scor es
Gr oup I ( A+ N)
Gr oup I I ( A+ T)
Gr oup I I I ( A+ N+ T)
Gr oup I V ( CTM)
Gr oup I 51.27 0.888 * 0.020 * 0.000
Gr oup I I 52.87 0,888 0.132 * 0.000
Gr oup I I I 57.67 * 0.020 0.132 * 0.001
Gr oup I V 42.60 * 0.001 * 0.000 * 0.000
* The m ean differ ence is significant at t he 0.05 lev el.
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 8 7 The achievem ent s of st udent s in t he four groups w er e fur t her com par ed based on t he m ean gain scor e bet w een t he post t est and r et ent ion t est for each group. The r esult s ar e show n in Table 7 and gr aphically illust r at ed in Figur e 3.
Table 7
Mean Gain Scor es for Treat m ent and Cont rol Gr oups
Gr oups Post t est Ret ent ion
Test
Mean Gain Scor e
Anim at ion + Narr at ion ( A+ N) 73.33 51.27 22.06
Anim at ion + Tex t ( A + T) 69.40 52.87 16.53
Anim at ion + Narr at ion + Tex t ( A + N + T) 73.73 57.67 16.06
Convent ional Teaching Met hod ( L) 42.93 42.60 0.33
Table 7 showed t hat t he groups’ achiev em ent dr opped aft er four w eek s of t r eat m ent . For inst ance, t he m ean gain scor e of 22.06 was obt ained by groups in anim at ion + nar r at ion; 16.53 by anim at ion + t ex t ; anim at ion + nar r at ion + t ex t had 16.06, w hile t he conv ent ional t eaching m et hod had m ean gain differ ence of 0.33. This im plies t hat conv ent ional t eaching m et hod r et ained m ore t han Anim at ion + Nar r at ion, follow ed by Anim at ion+ Tex t , t hen by Anim at ion + Narr at ion.
Figu r e 3 . Gra phica l I llu st r a t ion of St u de nt s’ Re t e nt ion Ach ie v em e n t in Biology Using An im a t ion + N a r r a t ion , An im a t ion + Tex t , An im a t ion + N a r r a t ion + Te x t a n d Conve n t ion a l Te a ch ing M e t h od
D iscu ssion
H1: There is no significant difference in t he m ean achievem ent scores of senior
secondary school biology st udent s exposed t o anim at ion + nar r at ion, anim at ion + on- scr een t ex t , and anim at ion + on- scr een t ex t + narr at ion inst r uct ional pack ages and t hose ex posed to convent ional t eaching m et hod.
The result s of Hypot hesis One revealed t hat t here w as in fact significant differ ence am ong st udent s’ achievem ent s in favour of t he exper im ent al gr oups against cont rol group. The result s indicat ed t hat st udent s exposed t o anim at ion + nar r at ion out per form ed those ex posed t o
conv ent ional t eaching m et hod; sim ilar ly , t hose ex posed t o anim at ion + t ext perfor m ed bet t er t han t hose ex posed t o conv ent ional t eaching m et hod; finally , t hose exposed t o anim at ion + nar r at ion + on- screen t ex t per for m ed bet t er t han t hose t aught w it h conv ent ional t eaching m et hod.
The r esult s concur red w it h t he findings of Okw o and Asadu ( 2002) , w ho r epor t ed t hat t hr ee m edia ( v ideo, audio + pict ur e, and audio) wer e found to be equally effect iv e w it h no significant difference effect am ong t he m eans w hen used for t eaching phy sics. This also agr ees w it h Saw san et al. ( 2011) w ho found t hat t he com put er anim at ion lear ning cour sew ar e had posit iv e effect s on st udent s’ academ ic perfor m ance and achievem ent level ( high and
low ) and t heir lear ning sty les.
How ever , t he findings cont r adict s t hose of Gr obe and St r uges cit ed in Saibu ( 2002) , w ho found t hat t hose st udent s t aught t hr ough t he conv ent ional t eaching m et hod achiev ed a m ean post t est score slight ly higher t han t hose t aught by t he audio- t ut or ial ( nar r at ion) m et hod.
The r esult s of t his ex per im ent failed t o v alidat e May er ’s ( 2001) m ult im edia r edundancy pr inciple. They also disagree w it h t he findings of Chuang ( 1999) , Adegok e ( 2010) , and Adegoke ( 2011) , w ho found t hat st udent s in t he anim at ion + on- scr een t ex t + narr at ion per form ed bet t er t han t hose in anim at ion + on- screen t ex t , anim at ion + narr at ion and lect ure m et hod. These findings ar e not in consonance w it h t he findings of Mor eno and May er ( 2000) and Tabber s et al. ( 2004) , w ho found t hat learning out com es of st udent s w ho lear nt physics w it h cour sew ar e ver sion of anim ation + nar r at ion w er e bet t er than t heir colleagues w ho lear nt physics eit her w it h anim at ion + on- screen t ex t or wit h anim at ion + nar r at ion + on- scr een t ex t .
H2: Ther e is no significant difference in t he m ean r et ent ion scores of senior
secondary school biology st udent s exposed to VBM inst r uct ional packages and t hose ex posed to convent ional t eaching m et hod.
The r esult s of Hypot hesis Two show ed t hat t her e is significant differ ence in r et ent ion achiev em ent of st udent s t aught biology w it h v ideo- based m ult im edia inst r uct ional pack ages. St udent s in anim at ion + nar r at ion, and t hose in anim at ion + nar r at ion + on- scr een t ex t groups had bet t er r et ent ion t han t heir colleagues in anim at ion + on- scr een t ex t and convent ional t eaching m et hod. These r esult s agr ee w it h t he findings of Gam bar i and Zubair u ( 2008) and Achebe ( 2008) ; Moreno and May er ( 2000) ; Tabber s et al. ( 2004) ; and St ar bek et al. ( 2010) , w ho found t hat st udent s t aught genet ics w it h m ult im edia acquir ed bet t er know ledge, r et ent ion, and im pr ov ed com pr ehension sk ills t han ot her groups.
Con clu sion
This paper has ex am ined t he m ult im edia, t heor et ical fr am ew or k for designing effect iv e m ult im edia for biology at secondary school lev el, and r elev ant st udies on m odes of m ult im edia. I t is t he v iew of t he aut hor s t hat t her e is st ill a w ide gap t o be br idged in t he ar ea of t eaching and lear ning. The innovat ive t echnology using video- based anim at ion seem s t o be t he answ er and t he br idge. The concurr ent use of anim at ion + nar r at ion + on- screen t ex t in an inst r uct ional int er face w as m or e effect iv e in t eaching t he biological concept s of fungi. However , it did not im pr ov e st udent s’ r et ent ion.
…st u de nt s e x pose d t o a n im a t ion + n a r r a t ion ou t pe r for m e d t h ose e x pose d t o conv e nt ion a l t e a ch in g m e t h od…
Te a ch e r s sh ou ld e x pose biology st u den t s t o v ide o-ba se d m u lt im e dia
I nSigh t : A Jou r na l of Sch ola r ly Te a chin g 8 9 Re com m e n da t ions
Based on t he m aj or findings of t his st udy , t he follow ing r ecom m endat ions ar e offered. Teacher s should expose biology st udent s t o video- based m ult im edia inst r uct ional st r at egies so as t o pr om ot e effect iv e and act ive lear ning, m ot ivat ion, lear ning by doing, and learning by exper ience am ong st udent s. Also, t eacher educat ion pr ogr am m es in Niger ian t er t iary inst it ut ions should be im proved upon t o pr epare t eacher s w ho can apply innov at iv e approaches ( m ult im edia inst r uct ional st r at egies) t hat w ill pr om ot e effect iv e t eaching and lear ning. Also, inst r uct ional designer s and inst r uct ional m at er ial developer s should develop r elevant video- based inst r uct ional packages for use w it hin t he Niger ian school syst em s.
I n addit ion, t his st udy est ablished t hat conv ent ional t eaching m et hod im pr ov ed st udent s’ ret ent ion bet t er t han v ideo- based m ult im edia pack ages. Ther efore, fut ur e r esear ch should be conduct ed focusing on t he t echnology-enhanced inst r uct ional set t ings r at her t han on conv ent ional t eaching m et hod on t he r et ent ion of st udent s in lear ning pr ocesses should be conduct ed.
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Am osa I siaka Gam bar i, PhD, is a Senior lect urer in Educat ional Technology Depar t m ent , School of Technology Educat ion, Feder al Univ er sit y of Technology , Minna, Niger ia. He r eceiv ed his NCE ( Tech. Edu) , BEd, M.Tech., PhD in Educat ional Technology . His r esearch int er est s ar e I nfor m at ion and Com m unicat ion Technologies ( I CTs) Applicat ion in Educat ion, I nst r uct ional Design, Dist ance Educat ion, Mobile Lear ning, Cooper at ive Lear ning, and Problem - Based Lear ning. He is pr esent ly t he Coordinat or , Cent r e for Open and Dist ance Lear ning, Univ er sit y of I lor in, Niger ia. He is a m em ber of m any professional associat ions, and he has m any int er nat ional publicat ions t o his cr edit .
Akaw o Angw al Yaki, MEd, is a Lect ur er I I in t he Science Educat ion Depar t m ent , School of Technology Educat ion, Feder al Univ er sit y of Technology , Minna, Niger ia. He r eceived his bachelor and m ast er s’ degr ees in Biology Educat ion fr om FUT, Minna and Univ er sit y of Abuj a, Nigeria. He is cur r ent ly pursuing his Doctor al Degr ee ( PhD) at Univ er sit y of Malay a, Malay sia. His r esear ch int erests ar e Com put er - Assist ed I nst r uct ion, Discov er y and I nquir y Based Lear ning, and Vir t ual Labor at ory .
Eli S. Gana, PhD, is a Senior Lect ur er in Science Educat ion Depar t m ent , School of Technology Educat ion, Feder al Univ ersit y of Technology , Minna, Niger ia. He r eceiv ed his NCE ( Mat hem at ics Educat ion) , bachelor degree ( BEd) in Mat hem at ics Educat ion, m ast er ’s degr ee ( MEd) in I nst r uct ional Technology and doct or of philosophy ( PhD) in Educat ional Technology . His r esear ch int er est s are Educat ional Technology , Com put er in Educat ion, and I nst r uct ional Design. He is a m em ber of m any professional associat ions and has sever al publicat ions t o his cr edit .
