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Abstract

This paper examined the impact of multimedia instructional strategy in motivating undergraduates learning outcomes in Science Education in Ekiti University, Nigeria. The study adopted a quasi-experimental pre-test, post-test, control group design. The sample consisted of 80 Undergraduates selected through purposive sampling procedures. The instrument that was used for the study was Science Education Achievement Test (SEAT). It is a self-designed instrument that consists of information on bio-data of the respondents and 40 multiple-choice items. Expert judgments were used to ensure face and content validity. Test-retest method was used to determine the reliability and a reliability Coefficient of 0.72 was obtained. The data were analyzed using inferential statistics of t-test. The study found out that there was a significant difference between the posttest achievement mean scores of students exposed to multimedia strategy and conventional strategy (Posttest of 12.46 and 8.66 respectively). It was also revealed in the study that there was a significant difference between the retention mean scores of students exposed to multimedia strategy and conventional strategy (Posttest of 30.08 and 28.40 respectively). This indicates that both strategies have significantly different effects on student performance. Based on this finding, it was recommended among other things that government should organize seminar/workshops among the lecturers in Universities on the effective use of multimedia instructional strategy in their various classes to enhance learning outcomes.

Keywords

Learning outcomes, Multimedia, Retention, Science Education, Undergraduates