Impact of Multimedia-Based Instruction on Mathematics Learning Outcomes among Secondary School Students

Abstract

The use of multimedia in mathematics education has become a focus of attention since it is hoped that it will improve the learning outcomes and motivation of students. The present study examines how mathematics learning outcomes of secondary school students are affected by using multimedia-based instruction. A quasi-experimental pre-test–post-test control group design was used and 60 secondary school students were used with 30 students in experimental group and 30 secondary students in the control group. The instructional intervention used was based on multimedia, which was applied for four weeks. Mean and standard deviation were used to analyze data and independent sample t-test was used. The pre-test results showed that there was no differences between the groups (t=0.34, p > .05), which indicated that the groups were equivalent in the beginning. However, significant differences were observed in favour of the experimental group in mathematics achievement (t=5.87, p < .01), conceptual understanding (t=5.45, p < .01), problem-solving ability (t=5.10, p < .01), retention (t=4.92, p < .01), and engagement (t=5.60, p < .01). The study results indicate that the use of multimedia in instruction is an effective strategy that can be used to enhance the learning outcomes of mathematics in secondary school. The effects of using the multimedia instruction can be researched in the future for long term effects in various grade levels, subject domains, and various education environments to larger and more representative samples. The use of multimedia in mathematics education is recommended to be used by teachers and decision makers to make the learning environment interactive, engaging and learner-centered.