1.1 Introduction
Multimedia Based Learning (MBL) is a teaching and learning method that applies a blend of interactive media and accompanied by text, static images, dynamic images and or video in the delivery of the subject matter (Nazir, et al, 2012). In addition, through the MBL, teachers can deliver more innovative materials and motivate students to study harder (Nazir, et al, 2012). Delivery of teaching materials through the MBL, it would be much more effective than just the teacher delivering a lecture course material (Osamah, et al, 2010). Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation. To make chemistry concepts comprehensible to students, chemistry teachers must employ creative teaching methods and be prepared to respond to queries and explain concepts in an atypical manner (Nbina, 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Effective teaching and learning is done with multimedia based learning instructional materials; Nachias (2000), Owo (2009) and Nwagbo and Ugwuanyi (2015) observed that innovative pedagogical practices using technology and improvisation enhance teachers effectiveness chemistry concepts cannot be fully achieved without the use of multimedia based learning instructional materials. The teaching of chemistry without multimedia based learning instructional materials will certainly result to poor performance in the course. Franzer et al. (1992) stressed that;a professionally qualified science teacher no matter how well trained would be unable to put his ideas into practice if the school setting lacks the equipments and materials necessary for him or her to translate his competence into reality. Basssey (2002) described multimedia based learning instructional materials media as system component that may be used as part of instructional process which are used to disseminate informative message and ideas or which make possible communication in the teaching-learning process. Experience over the years has shown that teachers have been depending on excessive use of words to express, convey ideas or facts in the teaching-learning process. This process is termed the ‘chalk-talk’ method. Today advances in technology have made it possible to produce materials and devices that could be used to minimize the teachers’ talking and at the same time, make the message clearer, more interesting and easier for the learner to assimilate (Onasanya, et al. (2008).According to Soetan et al. (2010), graphics including charts, posters, sketches, cartoons, graphs and drawings. Graphics communicate facts and ideas clearly through combination of drawings, words and pictures. The use of graphics in teaching creates definitiveness to the materials being studied. They help to visualize the whole concepts learned and their relationships with one another. Hands-on multimedia based learning instructional materials show, rather than tell, which increase information retention. A truism often heard in teaching is that if you have not learnt, I have not taught. A reasonable conclusion then is that the importance of multimedia based learning instructional materials in teaching and learning science is most efficient illustrated through student achievement result.
Samba and Eriba (2011) see improvisation as the act of using alternative materials and resources to facilitate instructions whenever there is lack or shortage of specific first hand teaching aids. The authors see improvisation as the choice of the best instructional material which enables the teacher to achieve some carefully specified educational objectives. Stiggins (2008) added that there are various methods used to increase class participation and performance among students. The researchers hope that improvisation of instructional teaching materials could be one of them. Recent models of teaching and learning view learning as a social activity in which children construct knowledge with the teacher and other children (Kerry, 2002).
Therefore, in Delta State where the research was carried out, the activities that was conducted is to know the Multimedia and Problem Based Learning and Student Academic Performance in Chemistry.
1.3 Statement of Problems
Investigation revealed that most parents are not educated so they have no idea about the subjects but want their children to become nurses or doctors so they impose subjects, which have positive influence on their children's achievement; another major contribution to the failure in poverty on the part of parents. Most parents find it difficult to provide school materials like textbook, reading materials and sometimes-good meals for their children (Pillay, 2004; Mji and Mbinda, 2005).
The transmission of facts, ideas and information from the teacher to the students in a systematic order or procedure is referred to as teaching. During this process instructional material otherwise known as teaching aids meant to make instruction more meaningful, clear and much more interesting to students are brought in display. There is a general impression that science education is not achieving the desired objectives especially with high incidence of students’ poor performance in chemistry and other science subjects at senior secondary certificate examination (SSCE).
The failure of educational system to provide adequate and appropriate teaching-learning aids in order to improve academic performance of students is of a great concern to government, educational institutions and other concern citizens. It is believed that if adequate multimedia based learning instructional materials are made available to school and are used appropriately in teaching-learning process, a better performance could be achieved. Hence, the motivation of this study seeks to find out the Multimedia and Problem Based Learning and Student Academic Performance in Chemistry.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Multimedia and Problem Based Learning and Student Academic Performance in Chemistry. In achieving this aim, the following specific objectives were laid out as follows to:
- Find out the influence of multimedia based learning on academic performance of senior secondary school students in chemistry.
- Examine the relationship between multimedia based learning and student academic performance in chemistry
- Examine the impact of multimedia based learning in teaching and learning of chemistry in secondary school
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does an instructional material influence multimedia based learning on academic performance of senior secondary school students in chemistry?
- Is there any relationship between multimedia based learning and student academic performance in chemistry?
- What is the impact of multimedia based learning in teaching and learning of chemistry in secondary school?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no statistical significant relationship between the academic performance of chemistry students and the use of multimedia based learning instructional materials in Teaching-learning
- H1: There is a statistical significant relationship between the academic performance of chemistry students and the use of multimedia based learning instructional materials in Teaching-learning
Hypothesis Two
- H0: An multimedia based learning instructional material does not have any impact in teaching and learning of chemistry in secondary school
- H1: An multimedia based learning instructional material has an impact in teaching and learning of chemistry in secondary school
1.7 Significance of Study
This study will help to:
- Steer Government and Proprietors of schools to recognize the need to adequately equip their schools with current and appropriate multimedia based learning instructional materials.
- Prove the worth of multimedia based learning instruction materials in teaching learning processes.
- Inculcate in teachers the habits of using multimedia based learning instructional materials appropriately in teaching learning process to arouse interest and determination among students.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The study focuses on the Multimedia and Problem Based Learning and Student Academic Performance in Chemistry using Delta Career College in Warri, Delta State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Chemistry: Chemistry is an exact and a core science subject in Nigerian secondary schools. Its teaching often requires creativity and improvisation.
Multimedia Based Learning (MBL): MBL is a teaching and learning method that applies a blend of interactive media and accompanied by text, static images, dynamic images and or video in the delivery of the subject matter (Nazir, et al, 2012).
