An investigation into the effects of multi-media resources in teaching physics at ordinary school level: a case of Masvingo High School.
- Author
- MANGONO, B.
- Title
- An investigation into the effects of multi-media resources in teaching physics at ordinary school level: a case of Masvingo High School.
- Abstract
- This comprehensive study explored the effect of multimedia instruction in improving student learning outcomes and teacher attitudes in physics education. A quasi experimental design was employed with a sample of 60 students and 5 teachers assigned to either an experimental or control group. The multimedia group received interactive videos and animations on Newton’s laws of motion while the control group received traditional instruction. Teachers who had received training on multimedia technology and had experience using it in their teaching practices had a more positive attitude towards using multi-media in teaching physics concepts. This is because they have developed the skills and confidence needed to use multimedia tools, and they are more likely to be familiar with the benefits and limitations of using multi-media tools in the teaching of physics at ordinary school level. The results showed that students in the experimental group performed significantly better in the post test, demonstrating a deeper understanding of ordinary level physics concepts. There is a significant difference in the mean scores of the experimental group and the control group. The calculated t-value is greater than the table t-value at a significant level of 5%. There is a significant difference in the achievement scores of the control and experimental groups after treatment. It means that multimedia aided teaching has a greater effect than the traditional method of teaching. Moreover, teachers who received training on multimedia instruction reported more positive attitudes towards technology integration, highlighting the importance of teacher training and support. The study identified key factors that influenced student motivation and engagement, including relevance, feedback and collaboration. The findings suggest that multimedia instruction can significantly improve understanding of physics concepts, but its effect depends on teacher training and support. The study contributes to the existing body of research on technology-enhanced learning, highlighting the potential of multimedia instruction to enhance student learning outcomes and teacher attitudes in physics education. Students reported on how they valued feedback from teachers on their understanding and progress, as it helped them to stay motivated and engaged. Students reported that working with peers on group projects helped them to stay motivated and engaged, as they felt more accountable to their peers
- Date
- 2024
- Publisher
- BUSE
- Keywords
- multi-media resources
- teaching
- physics
- Supervisor
- Dr E.D Mudzamiri
- Media
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MANGONO BATANAI