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DEVELOPMENT AND EFFECT OF MULTIMEDIA INSTRUCTION IN THE TEACHING OF BIOLOGY AT THE SENIOR SECONDARY SCHOOL LEVEL IN THREE DIFFERENT SECONDARY SCHOOLS IN LAGOS STATE

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In the light of the recent trends in technological advancement and in science education, it will be beneficial to investigate the development and effect of multimedia instruction in the teaching of biology at the Senior Secondary School level. The place of science in the development and fulfillment of the needs of any country is not in doubt. For instance, major advances in science and technology have helped nations to promote efficiency, reliance and the overall wellbeing of humanity through inventions innovations in telecommunications, transportation, health, agriculture (Oyediji, 2001).

The information age has led to the use of computer and Web-based learning in many fields of study including Biology as one of science subjects. Olawepo (2003) opined that there has been increasing use of microcomputers in various disciplines, and it fosters conducive classroom learning environment which is an impetus for effective teaching and learning.

The introduction of computer, which is the major and most influential technology of the last millennium has however made the impact of technology greatly felt in every sector and the educational sector in particular (Fakeye, 2010).

Multimedia is a term frequently heard and discussed among educational technologists today. Unless clearly defined, the term can alternately mean .a judicious mix of various mass media such as print, audio and video or it may mean the development of computer-based hardware and software packages produced on a mass scale and yet allow individualized use and learning. In essence, multimedia merges multiple levels of learning into an educational tool that allows for diversity in curricula presentation. Multimedia is the exciting combination of computer hardware and software that allows us to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer.

Biology as a subject belongs to science related subjects class, which require the use of telecommunications and computer technology to bring the abstract ideas to concrete realities. In Nigeria, the National Policy on Education (2004) clearly spells out the objective of science teaching from pre-primary to the tertian level.

Multimedia teaching (MM) embraces the use of animation and cartoon style for its effective delivery. Multimedia approach can be used in teaching basic science subjects like Biology, Chemistry, Physics and Mathematics. Multimedia involves the use of two or more different types of animated instructional media in a presentation. Supporting this view, noted that animated teaching involving the use of Video Compact Disc (VCD) Digital Video Disc (DVD), power point or 16mm film. Animation teaching could be in form of lesson presentation, in that, still pmultimediaures; text, graphics, motion pmultimediaure, background sound as well as some narrations are synchronized or combined at the same time in order to enhance learners’ understanding of concepts. It also includes the use of interactive elements such as graphics, text, video, sound and cartoon teaching. On the other hand, since animation is composed of several pmultimediaures displayed in sequence and frame which is available for a short period of time.

Adegoke (2010) affirmed that processing animated information imposes higher cognitive load due to the temporal limits of its working memory. Multimedia allows teachers to integrate text, graphics, animation, and other media into one package to present comprehensive information for their students to achieve specified course outcomes. Multimedia permits the demonstration of complicated processes in a highly interactive, animated fashion and that instructional material can be interconnected with other related topics in a more natural and intuitive way (Crosby & Stelovsky, 1995).

There is a need for change in biology teaching to be in line with the global change in science curriculum arising from knowledge explosion and new wave in science, technological development and demands for qualitative science teaching.

According to Oludipe and Lasisi (2006) the change calls for the provision and utilization of resources which tend to enhance the effective teaching and learning of Biology. Resource materials are all materials, objects and aids that can be used in helping students to learn.

In most of the progressive nations, science and technology have long been adopted as an instrument per excellence for nation building. The essence of this was captured by Fafunwa (1994), when he cautioned that we are living in a world where science and technology have become an integral part of the world culture and any country overlooking this significant truism does so at its peril (Delight and Ukpor, 2012).

Today globalization has brought with it a more intense competitive environment and new requirements for sustainable development and competitiveness, especially in the fields of multimedia. Multimedia is a new prevailing competitive environment that has fuelled the growth of knowledge production by increasing scientific and technological instructions and re-invigorated the need for innovation across disciplines, functions and sectors.

The major objective of this study was to incorporate multimedia instruction in the teaching of biology at the Senior Secondary School level to consolidate retention and proper understanding of the abstract concepts taught in classroom. This project work was also set out to find the development and effect of multimedia instruction in the teaching of biology at the Senior Secondary School level.

1.2 Statement of the Problem

New technologies have the potential to support education across the curriculum and provide opportunities for effective communication between the teachers and students.

Multimedia in education has the potential of being influential in bringing about changes in the ways of teaching: these potentials are not easily realized in Nigerian secondary schools due to the following reasons: the Biology teachers lack the knowledge of computers, due to the nature of economic situation there is lack of adequate funds to purchase Computed Aided Instruction (CAI) facilities in schools which make the multimedia facilities in schools inadequate for teaching and learning, the governments divert educational funds to other sectors of the economy.

There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.

Without the involvement of teachers, most students may not take advantage of all the available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and encourage students by making them responsible for their own learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem “ solving skills (Teo and Wong, 2000).

The state of laboratory and multimedia facilities in our secondary schools are not encouraging. Now that Computed Aided Instruction (CAI) is crucial in every aspect of the modern world, it is important that biology teachers and science students should familiarize themselves with multimedia.

1.3 Aim and Objectives of the Study

The following are the objectives of this study:

The aims and objectives of this study are to critically analyze the development and effect of multimedia instruction in the teaching of biology at the senior secondary school level in three different secondary schools in Lagos State. The following objectives will also be set to assist the study:

To find the area of correlation between multimedia instruction and the teaching/learning of Biology in Senior Secondary schools.
To examine the effect created by the knowledge of the teachers in utilizing multimedia instruction systems bring about quality instruction in Biology.
To measure the outcomes of learning through using different level of (multimedia instruction systems.
To investigate the current use of multimedia instruction equipment in Senior Secondary schools in the case study area.
To assess the impact of using multimedia instruction on the teaching and learning process.
To evaluate the effects of multimedia instruction incorporation in the teaching and learning of Biology on students’ academic performance.

1.4 Relevant Research Questions

The following are the research questions for this study:

This study was guided by the following research questions:

What are the area of correlation between multimedia instruction and the teaching/learning of Biology in Senior Secondary schools?
What are the effect created by the knowledge of the teachers in utilizing multimedia instruction systems bring about quality instruction in Biology?
What are the outcomes of learning through using different level of multimedia instruction systems?
What are the current use of multimedia instruction equipment in Senior Secondary schools in the case study area?
What are the impact of using multimedia instruction on the teaching and learning process?
What are the effects of multimedia instruction incorporation in the teaching and learning of Biology on students’ academic performance?

1.5 Relevant Research Hypotheses

Based on the specific problems stated, the hypotheses are hereby given:

Ho₁: There is no correlation between multimedia instruction and the teaching/learning of Biology in Senior Secondary schools.

H_1,1: There is correlation between multimedia instruction and the teaching/learning of Biology in Senior Secondary schools.

Ho₂: There is no effect created by the knowledge of the teachers in utilizing multimedia instruction systems to bring about quality instruction in Biology.

H_1,2: There is effect created by the knowledge of the teachers in utilizing multimedia instruction systems to bring about quality instruction in Biology.

Ho₃: There is no significant impact of using multimedia instruction on the teaching and learning process.

H_3,1: There is significant impact of using multimedia instruction on the teaching and learning process.

Ho₄: There is no significant effects of multimedia instruction incorporation in the teaching and learning of Biology on students’ academic performance.

H_4,1: There is significant effects of multimedia instruction incorporation in the teaching and learning of Biology on students’ academic performance.

1.6 Significance of the Study

The problem on the improvement of science education especially Biology could be the immediate recipient of the result. The students, teachers, future researchers, parents: administrators, curriculum planners and the secondary school personnel could benefit more on the findings of this study.

Students- The results of this investigation will be of great help to the students in learning and acquiring knowledge or skills in Biology since this study focuses on the modem technology materials to be used in representing the abstract ideas stated in books.

Teachers- This study will certainly benefit the teachers in teaching the previous subject since they will be more aware of the role of multimedia instruction in making the teaching process more effective and efficient.

Parents- The findings will serve as an eye-opener for parents to realize their significant roles as parents, as well as a deeper understanding of the efforts given by the teachers and schools in making their children become functionally literate in the field of Biology, and indeed as dignified participant in nation building.

School Administrators- The result of the study will provide them with the whole multimedia of the advantages of multimedia materials, hence, it will serve as a basis in formulating policies for better quality of instruction in Biology. This could also be useful in identifying the kind of multimedia instruction materials needed for more effective and efficient Biology class.

Curriculum Planners- The findings of the study would be a basis for them to identify the most appropriate teaching strategies and objectives based on the topic and the multimedia materials to be used.

Government- It will serve as an eye-opener to be very sensitive to the needs of providing sufficient multimedia materials to better enhance the quality of education in Nigeria.

Future Researchers- The result will give information which will be relevant to the future researchers who will pursue a study similar to this.

1.7 Scope and Limitation of Study

This study was primarily based on the development and effect of multimedia instruction in the teaching of biology at the senior secondary school level in three different secondary schools in Lagos State.

The limitation of the research study is as a result of time constraint, distances to cover and restrmultimediaed information by the respondents.

1.8 Definition of Terms

Multimedia: Multimedia is the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving images (Video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally.

ICT: This refers to technologies that provide access to information through telecommunications.

It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication media.

Technology: Technology is often used as the generic term to encompass instruments, machines and devices people develop and use in their homes.

Communication: This is the transmission of information from a source to a destination.

Computer: Computer is defined as a data processing machine which can store and process data based on the logic supplied by the user.

Impact: Coming into forcible contact with another object.

Academic: Of or relating to education and scholarship.

Performance: The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed.

Instruction: It refers to the action of teaching and the job of a teacher.

Teaching: Teaching is the art and practice of imparting to a learner knowledge, skills, values and norms that will be useful to the total development of the individual.

Learning: Learning is defined as an activity that provides a relatively permanent effect on the learner’s activity.

Instructional Material: Instructional materials are to be defined as items that are designed to serve as major tools for assisting in the instruction of a subject or course.

Project Overview

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RESEARCH PROJECT CONTENTS
CHAPTER ONE - INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO – LITERATURE REVIEW
2.1. Introduction
2.2. Conceptual Framework
2.3. Theoretical Framework
2.4 Empirical Review
CHAPETR THREE - RESEARCH METHODOLOGY
3.1 Research Design
3.2 Study Area
3.3 Population of the Study
3.4 Sample Size and Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method of Data Collection
3.9 Method of Data Analysis
3.9 Method of Data Analysis
3.10 Ethical Considerations
CHAPTER FOUR - DATA PRESENTATION AND ANALYSIS
4.1. Introduction
4.2 Demographic Profiles of Respondents
4.2 Research Questions
4.3. Testing of Research Hypothesis
4.4 Discussion of Findings
CHAPTER FIVE – SUMMARY, CONCLUSION & RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
REFERENCES
APPENDIX

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