Effectiveness of Multimedia versus Traditional Teaching Methods on Chemistry Practical Performance among Senior High School Students in Ghana
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 22 August 2023

Effectiveness of Multimedia versus Traditional Teaching Methods on Chemistry Practical Performance among Senior High School Students in Ghana

Raphael Foster Ayittey, Delphine Abla Azumah, Kwaku Darko Amponsah, Priscilla Commey-Mintah

West Africa Senior High School, University of Ghana, University of South Africa, OLA College of Education

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.06.03.768

Pages: 125-134

Keywords: Chemistry Practical, Multimedia Teaching Method, Traditional Teaching Method, Practical Skills, Senior High School

Abstract

This study explores the impact of multimedia teaching on senior high school students' Chemistry Practical performance. With technology increasingly becoming part of the learning environment, multimedia presentations are now utilised in schools to enhance students' learning experiences. Interactive Multimedia Learning, which incorporates visual and audio aids, is a teaching strategy that facilitates faster and easier comprehension of lessons. To compare the efficacy of Multimedia Teaching Method (MTM) and Traditional Teaching Method (TTM), this study was conducted in two senior high schools in Ghana: West Africa Senior High School and Frafraha Community Senior High School. The research design was quantitative, specifically quasi-experimental design and data were collected from 110 SHS 2 students using MTM and TTM. Descriptive and inferential statistics were used to analyse the collected data. The study findings revealed that most of the students taught using multimedia instruction performed significantly better in Chemistry Practical than those taught using the traditional method. These findings indicate that multimedia instruction can improve learning outcomes in chemistry. The study recommends using computers to supplement teacher instruction and not replace it. Teachers should continue to play a crucial role in the teaching process while integrating multimedia technology to enhance the learning experience.

References

  1. Adu-Gyamfi, S., Osei-Tutu, E., & Duodu, E. (2021). The impact of multimedia technology on senior high school students' performance in science subjects in Ghana. Journal of Education and Learning, 10(1), 1-12.

  2. Amponsah, K. D., Boateng, F. K., & Mohammed, S. M. (2021). Pre-service science teachers’ conceptual understandings of electrochemistry at the University of Ghana. African  Journal of Chemical Education (AJCE) 11(2), 129-147.

  3. Amponsah, K. D. (2020). South African twelfth-grade students' conceptions regarding electrochemistry. Journal of Education and Learning (EduLearn), 14(3), 363-369.

  4. Amponsah, K. D., Kotoka, J. K., Beccles, C., & Dlamini, S. N. (2018). Effectiveness of  Collaboration on Low and High Achieving School Students’ Comprehension of Electrochemistry in South Africa. European Journal of STEM Education, 3(2), 1-15. https://doi.org/10.20897/ejsteme/2685

  5. Amponsah, K. D. & Ochonogor, C. E. (2018). Facilitating Conceptual Change in Students' Comprehension of Electrochemistry Concepts through Collaborative Teaching  Strategy. American Journal of Educational Research, 6(6): 596-601. doi  10.12691/education-6-6-3.

  6. Amponsah, K. D. & Ochonogor, C. E. (2016 a). Impact of a constructivist approach to learning on high achieving students' comprehension of electrochemistry concepts. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 210-220. Available: http://dergipark.gov.tr/download/article-file/334053.

  7. Amponsah, K. D. & Ochonogor, C. E. (2016 b). Gender differences in constructivist approach to high school learners’ comprehension of electrochemistry concepts. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 221-231. Available:  http://dergipark.gov.tr/download/article-file/334051

  8. Asiedu-Addo, S. K., Adu-Gyamfi, S., & Duodu, E. (2021). Effects of multimedia instruction on academic achievement of  senior high school students in physics in Ghana. International Journal of Education, Learning and Development, 9(3), 25-38.

  9. Boateng, R., Asiedu-Addo, S. K., & Duodu, E. (2021). The effectiveness of multimedia  instruction on senior high school students' academic achievement in mathematics in Ghana. Journal of Education and Learning, 10(2), 1-10.

  10. Boud, D. (2017). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney, NSW: Australian Learning and Teaching Council.

  11. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

  12. Gire, E., & Vazquez-Abad, J. (2021). Using a DCT-based approach to develop an active  learning module in organic chemistry. Journal of Chemical Education, 98(2), 420-425.

  13. Gormally, C., & Brickman, P. (2019). Effectiveness of active learning in undergraduate chemistry classrooms: A systematic review of the literature. Journal of Chemical Education, 96(5), 935-955.

  14. Huang, Y., Song, W., Wang, H., & Huang, H. (2021). The effect of multimedia learning on academic performance and cognitive load: A meta-analysis. Computers & Education,  168, 104200.

  15. Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37.

  16. Jonassen, D. H., & Land, S. M. (2012). Theoretical foundations of learning environments (2nd ed.). Routledge.

  17. Kelleher, K. M., & Shachar, R. E. (2021). Increasing student engagement in chemistry  laboratory work: A constructivist perspective. Chemistry Education Research and  Practice, 22(3), 948-962. doi: 10.1039/D0RP00172F

  18. Kozleski, E. B., King, K. D., Kozleski, J. E., & Janson, A. P. (2013). Collaborative teaching for inclusive education: A case study. International Journal of Inclusive Education,  17(6), 670-683.

  19. Kwong, T., Wu, P., Wu, T., & Hwang, G. (2019). Multimedia learning approaches to enhance students' learning performance: A meta-analysis and systematic review. Educational Research Review, 27, 229-243. https://doi.org/10.1016/j.edurev.2019.02.004

  20. Liu, T.-C., & Lee, M. H. (2020). Interactive multimedia learning: Where are we and where are we going? Educational Technology & Society, 23(1), 1–16. https://www.jstor.org/stable/26919017

  21. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

  22. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

  23. Mohammed, S. M., Amponsah, K. D., Ampadu, E., & Kumassah, E. K. (2020). Extent of  implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. EURASIA Journal of Mathematics, Science and Technology  Education, 16(12), 1-15. Available: https://doi.org/10.29333/ejmste/9373

  24. Mohammed, S. M. & Amponsah, K. D. (2021a). Junior high school teachers' attitudes toward inquiry-based science teaching: enabling or disabling dispositions? Journal of Education and Training Studies, 9(7), 41-54.

  25. Mohammed, S. M., Amponsah, K. D. (2021b). Teachers’ and educational administrators’ conceptions of inquiry: do they promote or constrain inquiry-based science teaching in junior high schools? Journal of Curriculum and Teaching 10(3), 58-71

  26. Nkrumah, F. K., Osei-Tutu, E., & Duodu, E. (2020). The effects of multimedia instruction on academic achievement of senior high school students in biology in Ghana. Journal of Education and Learning, 9(2), 1-12.

  27. Osei-Tutu, E., Adu-Gyamfi, S., & Duodu, E. (2021). The effects of multimedia instruction on academic achievement of senior high school students in English language in Ghana. Journal of Education and Learning, 10(1), 119-132. doi: 10.5539/jel.v10n1p119

  28. Owusu-Acheaw, M. (2020). Effectiveness of multimedia versus traditional teaching methods on chemistry practical performance among senior high school students in Ghana. Chemistry Education Research and Practice, 21(2), 418-432.

  29. Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of  Psychology/Revue canadienne de psychologie, 45(3), 255-287.

  30. Tandoc, R. P., & Lagarto, J. J. (2020). Students’ misconceptions in chemical equilibrium: An application of constructivist learning environment. Asia-Pacific Chemical Education, 4(3), 1-12. doi: 10.21577/2521-4217-2020-4-3-1-12

  31. Tare, M., & Kumar, M. (2019). Teaching chemical bonding: A constructivist approach.  Chemistry Education Research and Practice, 20(3), 641-654. doi: 10.1039/C9RP00014C

  32. Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.

  33. West African Examination Council. (2018 - 2020). Chief Examiners’ reports. Ghana: WAEC.

  34. West African Examination Council. (2017 - 2018). Chief Examiners’ reports. Ghana: WAEC.

  35. West African Examination Council. (2010). Chief Examiners’ reports. Ghana: WAEC.

  36. West African Examination Council. (2002-2005). Chief Examiners’ reports. Ghana: WAEC.

  37. West African Examination Council. (1994-1996). Chief Examiners’ reports. Ghana: WAEC.

  38. Yeo, J., & Lin, J. (2020). Exploring the effects of dual coding on students’ motivation, engagement, and learning in a flipped classroom setting. Journal of Chemical Education, 97(8), 2445-2452.

bottom of page