Multi-Media Resources on Chemistry Students’ Academic Performance in Environmental Concept in Secondary Schools in Eket Local Government Area, Akwa Ibom State

Abstract

This study investigated the effect of multimedia resources on chemistry students’ academic performance and retention in environmental concepts in secondary schools in Eket Local Government Area, Akwa Ibom State, Nigeria. The study adopted a quasi-experimental design, specifically the pre-test, post-test non-equivalent control group design. The population comprised Senior Secondary School II (SS II) chemistry students, from which a sample was drawn using purposive sampling techniques. The instrument used for data collection was the Environmental Chemistry Achievement Test (ECAT), which was validated by experts and tested for reliability using the Kuder-Richardson Formula 20. Students in both experimental and control groups were taught environmental chemistry concepts. Data collected were analyzed using mean and standard deviation to answer research questions and independent t-test analysis to test hypotheses at 0.05 level of significance. The findings revealed that students exposed to educational videos with animation performed significantly better than those who were exposed to educational videos without animation. Additionally, students in the educational videos with animation group demonstrated higher retention on environmental chemistry concepts compared to their counterparts who were exposed to educational videos without animation. The study therefore concludes that multimedia resources, particularly those with animations are effective instructional tools for enhancing both academic performance and retention in chemistry. It was recommended, among others, that chemistry teachers should integrate multimedia resources into classroom instruction, and that educational stakeholders should provide necessary technological support to facilitate effective teaching and learning of environmental chemistry concepts.