A Study on Impact of Multimedia Approach Teaching –Learning Process

International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

A Study on Impact of Multimedia Approach Teaching –Learning Process

1Jyoti Mahawar, 2Dr.Sonia Kaur Bansal

1M.Ed. Scholar, 2Assistant Professor

1School of Education, Suresh Gyan Vihar University Jaipur (Rajasthan, India)

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Itistime’sdemandthatscienceeducationshouldbeprovidedtoallkindofstudentsofthecountryandnostudentshould be deprived from the benefits of it. New methods and techniques in education are having an increasing effect on the traditional approach to teaching and learning, (Ranjana, 2014).In an effort to expand access to the vast majority of residents in developing countries; many tactics have been investigated, including the use of multimedia technologies. In orderto examinehow multimediatechnologieshave proven tobea real strategyforbridgingthegapin theprovisionof unrestricted access to quality education and improved learner performance, this paper provides a systematic review of variousmultimediaapproachesintheteachingandlearningprocesses. Thereviewprocessentailsconductingathorough search of pertinent scientific literature, selecting pertinent studies using predetermined inclusion criteria, analysing the literature,andsynthesising theresultsofthevariousstudiesthathavelookedinto theuseofmultimediainlearningand teachingprocesses

Thereviewlooksatavarietyofmultimediacasestudyreports,theirlimitations,areasofuse, andmethodsofevaluation, technological components,andagegroupsthatthetoolsareintendedfor.Additionally,directionsforfutureresearchare given.Existingtechniqueswerediscoveredtoincludemultimedia elementsincludingaudio,video,animation,and3-Din addition to text and photographs. The study came to the conclusion that the majority of multimedia solutions used for teachingandlearningtargetthepedagogicalcontentofthesubjectofinterestandthesolution'suseraudience, whilethe technologies and components built into the development of each multimedia approach are what make them successful whenusedondifferenttargetgroupsandsubjects.

Keywords: Education,Multimediaapproach, Introduction

Theinvestigator'sprimarytaskistorecollect,duplicate,andprovideasummaryofthefindingsfromtheearlierchapters. The investigator can also include his recommendations for additional research in this chapter's recommendations. This methodincreasestheacademicachievementsofthelearnersandveryhelpfulinindependentlearning,(K,2014)

Enhancing student academic performance is one of education's key objectives. To address the issue of students' low success, alternative educational programmes or instructional strategies must be put into effect. The effectiveness of techniquesclicksandprovesitselfonlywhenboththestakeholdersi.e.,(Bhushan,2012) Theteacherandstudentstry to get best out of it. This must be done while making an effort to create a learning environment and implement a teaching strategy that is appropriate for pupils. The use of the Multimedia Teaching Programme technique is strongly advisedasoneoftheteachingmethodsinthecurrentreformmovementforbiology.Amultimediateachingapproachisan instructionalstrategyintendedtosupportstudents'academicgrowth.Itisoneofthemostcutting-edgemethodsinuseby educatorsworldwide.Formanyofus,thelureofcomputersisapowerfulone.However,manyofusalsorefrainfromusing computers for fear of failure. We want to hone computer skills, but are scared to make the effort because we lack those veryskills.(ShailendraKumarSoni,2016)

In the first step, Pre-test was conducted to check whether the groups were different before the manipulation starts. The intervention was administered to the students of experimental group over a period of 1 month with ten sessions in the week.Inthecourseofentirestudy,thetraditionalmethodsofteachingwereusedcontrolgroup(Chaudhary,2007).

Thecurrentstudyaimstoexaminetheefficacyofmultimediateachingprogrammes forbiologyinstruction.Bycomparing theaccomplishmentlevelsofstudentsintheXIgradeintwogroups(theexperimentalgroupandthecontrolgroup)after

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being taught five specifically chosen topics in biology, the study establishes the efficacy of the multimedia teaching strategy. The students, teachers, and educators are expected to profit from the findings of this study. The present study wasdesignedwiththeimportanceofbiologyinmind.Consideringthatbiologyisoneofthemostimportantsubjectsinthe schoolcurriculum.

Educational Technology

The investigator's primary duty is to review, summaries, and repeat the results from the earlier chapters. The investigator'srecommendationsforadditionalinvestigationsmayalsobeincludedinthischapter'srecommendations.

When we talk about technology in education, we're talking about the availability of hardware and software designed to workwiththathardware.Itgenerallyassumesthattechnologyhastheabilitytoalterthewaythatpeoplelearn.

Themainobjectiveofeducationaltechnologyistomaketheteachingandlearningprocessmoreeffectiveandefficient.To thisend,asystemsapproachisused.

Multimedia

Thepresentationoftext,graphics,audio,andvideowhileincorporatinglinksandothertoolsthatenableuserinteraction, creation,andcommunicationisknownasmultimedia.

There are two forms of multimedia: linear and non-linear. In this work, the Non-linear category has been applied. The characteristicsofmultimediaincludemultimediapresentations,games,andsimulations.Presentationsusingmanymedia formats can be viewed live on stage, projected, broadcast, or played locally using a media player. Multimedia games and simulationscanbeplayedlocallyonanofflinecomputer,onagamingsystem,orwithasimulator.Theycanalsobeplayed onlinewithotherplayers.

Role of Multimedia based Computer Animation Course Ware in Schools

Themajorityofmultimediaanimationsoftwareismadetomaketeachingandlearningprocesseseasierforbothteachers andstudents. The aidof computeranimationcourseware makesit especiallysimpleto comprehendscientificsubjects. A biology student, for instance, likes and comprehends the parts and every aspect of the operation of the Van de Graaf Generatorwithgreatease. Whenanimatedgraphicsaregiventohighersecondary biologyandchemistrypupilswiththe useofcomputers,theysimilarlyquicklygraspthechallengingtopics.

Multimedia - Its Applications

Advertising, art, education, entertainment, engineering, medical, math, business, and scientific research are just a few of thefieldswheremultimediaisused.

In the field of education, multimedia is used to create reference books like encyclopedias as well as computer-based training courses (often referred to as CBT). Through a CBT, the user can browse through a collection of presentations, texts that discuss a specific subject, and related illustrations in various information formats. Combining education and entertainment, particularly multimedia entertainment, is referred to as "edutainment." The use of multimedia in the classroom can help students learn foreign languages, science subjects like biology, chemistry, and biology, as well as humanitiescourseslikehistory,geography,music,andthearts.

Computer in Education

Computers in Education are revolutionary both in Teaching and Learning processes. Computers allow the development of interactive and individualised relations with the learner and no other technology has this potentiality exept a human teacher. Uniqueness of computers lies in their informational capacity to present the learner a whole world in a capsuleenablingthelearner to interact directly with a domain of knowledge.Computershavebroughta revolution in information technology-composing, communicating, processing, retrieving, preserving and destroying information. It is difficult to decide how to use computers because the technology keeps on changing and new studies induce the teachers to shift their properties for use of computers for the development of skills needed for nationaldevelopment, computers are used in education.

International

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Theinteractivecomputerbasedinstructionchangesthetraditionalteacher based instruction.Computerscanserve as effective, individualised teachers for students because of their systematic nature and capacity for multidimensionality.

Computer Assisted Instruction

An early attempt at computer-managed learning in school was the personally prescribed Instruction project, in which a computer was set up to offer daily quizzes and homework assignments.Teachers who were liberatedfrom keeping records and making decisions on what and how students should study now serve as tutors, assisting the kidsingettingthemostoutoftheircomputer-requiredstudies.

The use of the principles of programmed learning in applications has led to the development of computer assisted instruction (CAI). Games, simulations, problem-solving, drill and practice, and tutorial programmes are a few examplesofthevariousCAIapplications.Theideasoftinysteps,activeresponding,quickreinforcement,self-pacing, andstudentevaluationareamongthepsychologicalconceptsincorporatedintotheCAI.

TheCAIcanbealteredtomeetthediverseneedsofdifferentlearners.Tomeettheneedsofthelearner,adjustmentscan bemadetothetaskdifficultylevel,thescopeofremediation,thepaceofinstruction,thefrequencyofreinforcement,and the usage of motivational components. The application of CAI reveals an improvement in both efficacy and efficiency. Computerscanbeusedtoteachnewconceptsorskills,provideremedialinstruction,enhancelearning,encourageoriginal thought,andsolveproblems,amongotherthings.

Multimedia Based Computer Software in Biology

Threefactors instructionalmethod,screendesign,andhumanfactors areessentialtothecreationofmultimedia-based computer software for biology. Courseware built on a curriculum and centered on these three elements and created by educators can move the teaching-learning process forward with new technological advancements. A quality piece of educational software should stimulate learning as well as impart knowledge. As a result, collaboration between teachers andcoursewavedesignersisnecessarytocreatecurriculum-basedlearningpackages

Theresearchershouldhaveasolidunderstandingofthe+2Biologytextbook andbeabletoidentifythechaptersthatare best suited for the creation of multimedia computer-based teaching and learning packages. While preparing Teaching Learning packages for the Biology subject, he would have also had discussions with biology teachers, computer experts, andeducationaltechnologists.Asaresult,theresearcherchoseonechapter,"Electrostatics,"a+2Biologysyllabus-based contentarea.

An educational self-learning programme should meet the needs of each individual learner and impart conceptual knowledgeatthestudent's own pace.Asyllabus-basedinstructional self-learningpackageusingthetutorial method was thereforesettledupon.

Need for the Study

Computers with multimedia technology are extremely important in our country's classrooms. Technology integration in education was emphasised in the National Education Policy of 1986. A method of education that is gaining popularity is computer assisted instruction (CAI). In schools, teaching and learning may be very challenging for both students and teachers,especiallywhenitcomestobiology.Ithighlightshowcrucialitistocustomisetheinstructionsforeachstudent, andmultimediacomputers canhelp with that.Additionally,theuse ofcomputersandmultimediain theclassroomhasa significantimpactonhowstudentslearnandthink.

Theuseofinstructionaltechniquesisseentobeanefficientmeansofcontrollingstudentlearning,whichraisesacademic accomplishment. There is a large body of research that demonstrates that using multimedia techniques when teaching pupils will enhance their learning. It has been demonstrated that using CAI to teach biology boosts both student achievement and their capacity for self-regulation. Therefore, it is crucial to determine the efficiency of multimedia instructiondeliveredviacomputeranditsimpactonallstudentaccomplishmentcategories.

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Objective

 Compare the mean gain achievement scores of two groups of pupils taught Biology with and without the use of MultimediaTeachingProgrammebeforetheexperimentaltreatment.

 ComparethemeangainachievementscoresoftwogroupsofpupilstaughtBiologywithandwithouttheuseof MultimediaTeachingProgrammeaftertheexperimentaltreatment.

Hypothesis

Intermsofhypotheses,theobjectivesofthestudywouldtranslatethemselvesas:

Hypothesis- Thereisnosignificantdifferencewillbefoundintheacademicachievementofthestudentsbeforeandafter teachingbytraditionalteachingmethodandmultimediateachingmethod.

Technical Terms

Academic Achievement:

Academic achievement is the proficiency of students assessed by school authorities on the basis of their performance in text or exam regularly conducted by school form the content taught in various subjects. But in this study pre-test & posttestexperimentalcontroldesignwillbeusedforEnglishsubject.Themarksobtainedbystudentsinthepre&posttest developmentbyinvestigatorwillbetreatedasacademicachievementofstudentsinpresentstudy.

Multimedia:

“Multimedia meanstheuseofmorethantwomediaof communicationina learningpackageorinstructional procedure.” Multimediacomesindifferentformats.Itcanbealmostanythingyoucanhearorseeliketext,picture,music,sound,video, rewards,films,animationetc.

Teaching approach:

Itisasetofprinciples,beliefs,orideasaboutthenatureoflearningwhichistranslatedintotheclassroom.Anapproach is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroomactivitiesortechniquestohelplearnerslearn.

Biology:

Biology is the branch of Science that deals with the life of living organisms in all forms and phenomena, especially with referencetoorigin,growth,reproduction,structureandbehavior.

Population

A population refers to any collection of specified groups of human beings or of non-human entities such as objects, educational institutions, time units, and geographical areas, prices of wheat or salaries drawn by individuals. Some statisticianscallituniverse.Apopulationcontainingafinitenumberofindividuals,membersorunitsisaclass.

TheSelectedpartwhichisusedtoascertaintheCharacteristicsofthelargegroupiscalledSample.Sampleisasubsection orcrosssectionofthelargegroup.

InthisResearchtheResearcherchooseallthestudentsfromtheschoolofJaipurdistrict.

Sample

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TotalStudentsTakeninExperiment

GROUP-1 GROUP-2 MultimediaApproach TraditionalApproach 30 student’s 30student’ s (ExperimentalGroup) (ControlGroup)

Major Findings: StatisticalAnalysisofdataofthepresentstudyrevealsthefollowingfindings:

Conceptual Hypothesis -Thereisnosignificantdifferencehasbeenfoundintheacademicachievementofthestudents beforeandafterteachingbytraditionalteachingmethodandmultimediateachingmethod.

Group test N Mean S.D. t-ratio Levelofsignificance Controland Experimental Pre-test 30 22.15 3.78 6.3 6 Significantat0.05 Post-test 30 28.6 3.68 df=(N1+N2-2)=(30+30-2=58) Significantvalue1.98atthe0.05level

The table shows the descriptive statistics of pre and post- test scores of achievement test in 11th Biology between 30 underachieversofcontrolgroupand30underachieversofexperimentalgroup

Figure-1Differencebetweenstudentsbeforeandafterteachingbytraditionalteachingmethodand multimedia

Discussion of Results:

The goal of the current study was to compare the efficacy of a multimedia instruction package and a programmed instructionpackageforteachingbiologytohighersecondaryschoolstudents.Thestudy'sconclusionsmadeitveryevident that a multimedia teaching approach may raise pupils' achievement levels. Since it improves educational quality,

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International Research Journal of Engineering and Technology (IRJET)

e-ISSN: 2395-0056

Volume: 09 Issue: 08 | Aug 2022 www.irjet.net p-ISSN: 2395-0072

educationistsmusthaveamorein-depthunderstandingofthesystemsthatallowmultimedialessonstobedirectlylinked to aspiring teachers. The comparison of multimedia with other teaching strategies and methods has been the subject of numerousstudies.Themajorityofthemhavecometotheconclusionthatmultimediainstructionhelpsstudentslearnand succeedbetterthanotherteachingstrategiesormethodologies

InthepresentstudynosignificantdifferencewasfoundinPre-testachievementscoresofBiologystudentsofControl Group, Experimental Group but significant difference was found in Post- test Achievement scores of Biology students of ControlGroup,ExperimentalGroup.

TheBiologystudentsofExperimentalGroupwhoweretaughtthroughMultimediaInstructionPackageachievedmore thanthoseGroupsofBiologystudentswhoweretaughtthroughTraditionalandProgrammedInstructionalPackage.The finding of the present study was in conformity with the findings of the following previous studies results which were conductedonEffectivenessMultimediaInstruction.

Findings- A significant difference between the accomplishment scores of the two groups was discovered when the post-testbiologyachievementscoresofthecontrolgroupandexperimentalgroupwerecompared.

Major Findings



Because the two groups' levels of intelligence have not significantly differed, the control and experimental groups werehomogenous.

Sincetherewasnodiscernibledifferencebetweentheachievementscoresofthecontrolgroupspre-andpost-testsin biology,itcanbesaidthattraditionalteachingmethodsdidnotsuccessfullyteachbiology. 



Theuseofmultimedia inbiology instructionwassuccessful,asevidencedbythefactthatunderachieversinscience performedbetteronachievementtestsfollowingthepost-test. 

Asubstantialdifferencebetweentheachievementscoresofthetwogroupswasdiscoveredwhenthepost-testscores ofachievementinbiologyforthecontrolgroupandexperimentalgroupwerecompared.



Multimediabasedteaching methodprovedtobebetter thantraditional directmethodofteachingBiological science toclassIXunderachieversinscience.

Conclusion

Theadoptionandapplicationofmultimediainbiologyinstructionhasafavourableeffectonstudents'biologylearning results. Multimedia lessons are more effective and easier for pupils to understand. It is superior to the traditional approachintermsofhowwellbiologystudents'attitudesandcognitivedevelopmentarebeingdeveloped.Theutilisation of multimedia in the classroom is more appealing and encourages students to have a positive attitude toward learning biology,whichenhancesstudentperformance.

References



Anupam. K, Development and Validation of Mathetics Style Programme in Mathematics For Grade IX Students.

International Journal on New Trends in Education and Their Implications , July 2014 Volume: 5 Issue: 3 Article: 14 ISSN1309-6249

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Bhushan, Bharat, and Sethi,Vikesh. Use of Multimedia in Higher Education: Learners’ and Teachers’ Perspective, InternationalJournalofAdvancedResearchinComputerScienceandSoftwareEngineering.September,2012;Volume 2,Issue9, 

Chaudhary, M.S. A Comparative Study of Programmed Learning and Computer Assisted Learning on ‘Direct-Indirect Speech’fortheStudentsofStd-IXinEnglish.M.Ed.,HemchandrachayraNorthGujaratUniversity,2007. 

GuptaRanjana,ImpactofProgrammedLearningonScienceAchievementof8thClassStudents.Internationaljournal onInnovativeResearch.2014,vol:3issue:8,.pp30-33