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Full Project – MULTIMEDIA TOOLS’ EFFECT ON TEACHING AND LEARNING IN SECONDARY SCHOOLS

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MULTIMEDIA TOOLS’ EFFECT ON TEACHING AND LEARNING IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Science is the backbone of a nation’s success in this era of science and technology. Science education is critical to a country’s progress. Science is a required subject in Nigeria up to the primary level (Grade I to Grade VIII). Our various education strategies (1972; 1979; and 1998-2010), according to Iqbal (2000) (as referenced in Barwell, 2007), stressed science instruction “to ignite students’ curiosity in scientific inquiry and comprehension of scientific ideas and processes” (p. 13). Nigeria’s science education has deteriorated to an all-time low, and it must be corrected (Memon, 2007). Our existing teaching methods have failed to improve pupils’ problem-solving abilities, curiosity, and critical and logical thinking. For effective learning, it is necessary to transition from old ways to more creative information and communication technologies (ICTs) infused approaches. Both instructors and students face problems in today’s fast-paced, diversified, and technologically advanced environment. MULTIMEDIAs have become a key part of the teaching and learning process. The term “multimedia,” which is made up of the words “multi” – which means “multiple expression techniques” – and “media,” which suggests technical terms like “computer,” “dialogue,” and “digital,” has evolved through time. Multimedia is a platform that combines analogue data in various forms, such as text, graphics, and audio-visual resources, into a single digital data stream and relays it via several (multi) vehicles (media). It’s a system that enables people to connect to high-speed information transmission networks with ease (Iqbal, 2000). All media may now be combined into one and all essential multimedia equipment can be managed by a single computer system as information gets digital. Multimedia is an exciting mix of computer hardware and software that allows you to create outstanding presentations using video, animation, music, graphics, and testing tools on a low-cost desktop computer. Fenrich et al., 1997. The inclusion of text, images, music, animation, and video, some or all of which are structured into some logical program, characterizes multimedia (Phillips, 1997). Text, graphic art, sound, animation, and video components are all meticulously intertwined into today’s multimedia. Multimedia is defined as the combination of several media components (audio, video, images, text, animation, and so on) into a single synergetic and symbiotic whole that provides more benefits to the end user than any single media element can deliver separately. The Multimedia Approach’s nature and characteristics include the use of a variety of media, equipment, and strategies in the teaching and learning process. The multimedia method is the result of studies and experiments in educational technology that have been used to improve the teaching-learning process. The goal of using a multimedia approach is to provide relevant learning experiences. Choose your medium carefully so that none of them interfere with or diminish the impact of the others, i.e. each media must work in tandem. Sequentially and judiciously use media. Then they might be put to the best possible use while being cost-effective. Multimedia-assisted teaching (MAT) is a technique of delivering training that is typically used in conjunction with traditional teaching methods (Gray, 2011). It’s a multimedia presentation of words, sounds, and visuals that’s intended to help people learn more effectively (Mayer, 2005). In scientific education, multimedia features are extremely important (Altherr, 2004). We may use multimedia to vividly show various events and processes, replicate complicated information, and convey various degrees of abstraction. This aids in the development of meaningful and real learning. MAT is extremely beneficial when students lack enthusiasm and prior knowledge (Singh, 2003). “The inclusion of text, graphics, music, animation, and video, some or all of which are structured into a cohesive program, characterizes multimedia” (Phillips, 1997). Mujibi (2004) stated that technology is altering teaching and learning, whether it is middle-school students investigating a scientific concept through a fourth-grade simulation. Living far apart living separate collaborating on a study of local weather patterns using electronic mail technology is that without excellent leadership, not every student will benefit from technology. Without a well-thought-out strategy and a commitment to support cutting-edge technology in schools, the interests of children, parents, and the community will be jeopardized, and schools will fall farther behind the society in which they operate (Wagner, 2001). Technology plays an essential role in preparing students to live, learn, and work in the digital world. New technology-based teaching and learning methods have the potential to enhance educational results dramatically. As a result of many individuals wondering how to scale up the dispersed, successful “Islands of motivation,” instructional technology has enabled widespread improvements in schools, aided by considerable shifts in normal educational procedures. Implementing “systematic reform” (long-term, large-scale simultaneous motivation in curriculum, pedagogy, assessment, professional development, administration, incentives, and learning partnerships among schools, businesses, homes, and communities) necessitates policies for small-scale educational improvement (Eckert, 2003). Systematic changes are not achievable without harnessing the full capacity of high performance computing and communications to assist the reshaping of schools, and technology-based innovations present unique difficulties and opportunities in this scaling up process. However, the high expense of technology, its fast advancement, and the specialized knowledge and skills required of its users all offer significant obstacles to its efficient usage.

1.2 STATEMENT OF THE PROBLEM

Things are changing globally, and there are different and modern ways of doing things, so if the goal of educational policy is to produce manpower that can cope with the ever-changing modern world and be a part of the global village, the “chalk and talk method” must give way to the use of innovation and technology-driven methods that ICT provides (Singh, 2003). The anomalous and endless erosion of educational quality at all levels is one of the most striking elements of today’s educational systems and institutions. The results of the West African Examination and the National Examination Council have consistently aroused this stark fact, which requires immediate correction (Mahi, 2000). Thus, the purpose of this study is to provide a template on which the educational system can be revived, as well as to determine the impact of multimedia tolls on secondary school teaching and learning through the use of ICT, and to investigate the problems associated with the use of multimedia in the teaching and learning process.

1.3 OBJECTIVE OF THE STUDY

The primary goal of this research is to determine the influence of multimedia technologies on secondary school teaching and learning. The following is the precise goal that will lead our investigation:

i. Determine the extent to which students and teachers have been exposed to various multimedia technologies.

ii. To determine the impact of multimedia technologies on students’ performance.

iii. To determine the impact of multimedia on a teacher’s performance while instructing.

iv. To learn about the many and most prevalent multimedia technologies used in classrooms.

1.4 RESEARCH QUESTIONS

i. What are the extents to which students and teachers have been exposed to various multimedia technologies?

ii. What are the impacts of multimedia technologies on students’ performance.

iii. What is the impact of multimedia on a teacher’s performance while instructing?

iv. What are the many and most prevalent multimedia technologies used in classrooms?

1.5 SIGNIFICANCE OF THE STUDY

Technology is advancing at a breakneck speed. It has transformed the way we work, study, socialize, and use our free time. Computers and information technology have radically altered almost every area of life. Technology should assist lead the way in improving teaching and learning in our schools, which is both logical and anticipated. Technology allows for new means of teaching and learning, as well as new opportunities for educators to be transparent with parents, communities, and students (National Research Council, 1995). This study, on the other hand, will expose students, lecturers/teachers, parents, government at various levels, and the general public to the effects of using multimedia tools in teaching and learning, as well as the national development on the suggestion that, if implemented properly, will reduce teacher workload while also facilitating teaching and learning activities.

1.6 SCOPE OF THE STUDY

This study focuses on a few chosen secondary schools in Jigawa’s Buji local government region.

1.7 DELIMITATION OF THE STUDY

The most significant challenge encountered throughout this study is time; the researcher has a limited amount of time to finish the research, as well as inadequate funds to support the project and visit more than one school.

1.8 DEFINITION OF TERMS

Impact is a term that refers to a strong effect or influence.

Multimedia is a platform that combines analogue data in a variety of formats, including as text, graphics, and audio-visual resources, into a single digital data stream and relays it using several (multi) vehicles (media).

Teaching: Educating/instructing or actions that entail giving information or expertise to learners or animals.

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