Differential Effectiveness of Plain and Multimedia Enriched Sex Education Instructional Materials on Secondary School Student’s Performance in Tanzania
type: CreativeWork
description: This study assessed the differential effectiveness of plain and multimedia enriched instructional materials on students’ academic performance. Using between groups experimental design, three treatment groups were given a variety of enriched instructional materials. The groups comprised of : 54 students exposed to audio visual materials, 54 students were taught by audio aided instructional materials, 53 printed multicolour, and 54 printed plain as a control group. Multiple choice and matching item questions were used in the pre and post tests to assess student’s knowledge of the given set of materials before and after the experimental treatments. The post test result scores were used as dependent variables while multimedia enrichment was the independent variables. Results from the tests showed that differently enriched materials were not equally effective in facilitating academic performance. The audio visual group was found to perform significantly superior (56.76%) than the printed plain (p= 0.001); audio aided group performance was significantly higher (52.31%) than the printed plain (p=0.05); printed multicolour group performed higher (49.57%) than the printed plain group (45.54%) but not statistically significant at (p=0.23). However, the correlation between gender and performance in different multimedia enrichment levels was only significant in the printed multicolour instructional materials in favour of boys. The study recommends the use of multimedia technology in the preparation and use of instructional materials for secondary schools. The study further recommends studies on teachers’ competence in developing, embedding and using multimedia enriched instructional materials.
abstract: This study assessed the differential effectiveness of plain and multimedia enriched instructional materials on students’ academic performance. Using between groups experimental design, three treatment groups were given a variety of enriched instructional materials. The groups comprised of : 54 students exposed to audio visual materials, 54 students were taught by audio aided instructional materials, 53 printed multicolour, and 54 printed plain as a control group. Multiple choice and matching item questions were used in the pre and post tests to assess student’s knowledge of the given set of materials before and after the experimental treatments. The post test result scores were used as dependent variables while multimedia enrichment was the independent variables. Results from the tests showed that differently enriched materials were not equally effective in facilitating academic performance. The audio visual group was found to perform significantly superior (56.76%) than the printed plain (p= 0.001); audio aided group performance was significantly higher (52.31%) than the printed plain (p=0.05); printed multicolour group performed higher (49.57%) than the printed plain group (45.54%) but not statistically significant at (p=0.23). However, the correlation between gender and performance in different multimedia enrichment levels was only significant in the printed multicolour instructional materials in favour of boys. The study recommends the use of multimedia technology in the preparation and use of instructional materials for secondary schools. The study further recommends studies on teachers’ competence in developing, embedding and using multimedia enriched instructional materials.
author: Kessy, Hyasinta Catharine Francis
language: en
keywords: 370 Education
date published: 2016
date modified: 2026-07-24T03:40:41Z
provider: Open University of Tanzania
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The Open University of Tanzania