Published Article

ABSTRACT

The study investigated the effects of multimedia instructional strategy and traditional instructional strategy on upper Basic Pupils’ achievement in Basic Science. The researcher asked two research questions and formulated two hypotheses to guide the study. The study adopted quasi-experimental research design. The area of this study is Imo State of Nigeria. Sample size of 80 sampled from a population of 41,996 Upper Basic two pupils in Imo State public education system using purposive and simple random sampling techniques were used to sample two Basic Schools. A researcher-made Basic Science Achievement Test (BSAT) for pre-treatment and post-treatment tests was used for data collection. Reliability coefficients of 0.89 and 0.79 were obtained for BSAT for Pre-treatment and BSAT for Post-treatment respectively. To answer the research questions the researcher used mean and standard deviation, while the hypotheses were tested using ANCOVA F-ratio. The major findings of the study are: pupils taught using multimedia instructional strategy (MIS) performed better in the Researcher-Made Basic Science Achievement Test (BSAT) than those taught using traditional instructional method; gender had no significant influence on the Basic Science achievement of pupils as measured by their mean score in the Basic Science achievement test (BSAT). Based on the findings, one of the recommendations was that teachers of Basic Science should always adopt multimedia instructional strategy for teaching their pupils due to the fact that the strategy is able to improve pupils’ achievement in Basic Science and this will enable the pupils to cater for themselves in their classrooms and hence improve their learning outcomes.

KEYWORDS: Researcher-Made Basic Science Test, multimedia instructional Strategy, Traditional Instructional strategy, post-treatment test, male and female pupils, Imo State