Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Teaching

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

Use of Traditional Teaching Methods and Multimedia Techniques in Classroom Teaching

1Jyoti Mahawar, 2Dr.Shruti Tiwari, 3Dr.Sonia Kaur Bansal

1M.Ed.Scholar, 2Principal, 3AssistantProfessor

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

Abstract

It can be difficult for teachers to engage students in their learning while still delivering the necessary knowledge to improve learning results. Technology has a lot to offer when it comes to teaching and acquiring communication skills: TV, CD Rom, Computers, the Internet, Electronic dictionaries, Email, Blogs, Audio Cassettes, PowerPoint, Videos, DVDs, or VCDs. Due to the advent of technology, the educational landscape has undergone a revolution over the past two decades. This revolution has affected how individuals interact and work in society as well as the dynamics of educational institutions. The quick rise and development of information technology have provided a stronger framework for investigating a new teaching approach. The purpose of this study is to determine how learners' performance concerning presenting skills and effective writing is affected by multimedia-supported education. This chapter covers the need for multimedia technology in education, the issues that motivated the proposed study, its goals, and its significance.

Keywords- TraditionalTeaching,MultimediaTechniques,ClassroomTeaching,Students

Introduction

It has proven difficult for many instructors to teach subjects relating to science, technology, engineering, and math. Effective students effectively utilise their teachers' knowledge, concepts, and wisdom as well as practise learning materials. Consequently, creating authoritative learners is a key job of teaching. (P Kumari, 2015) The majority of teachers in science classrooms still use traditional teaching techniques, which have repeatedly presented difficulties for both students and teachers over time. One of the basic fundamental science subjects to which students are exposed to prepare them for subsequentscientificinvestigationsandundertakingsisbiology,whichisacrucialcomponentofscience.

Online learning has numerous advantages, such as it helps in saving time and expenditure or the probability of learning anytimeandanywhere(Singh,Roma&Tiwari,DrShrut;2021) Multimediaischangingthefaceofeducationallovertheworld andisrecognisedasatechnologythatcanimproveeffectiveandefficientteachingandlearning.Althoughtechnologyiswidely employed in many affluent countries for computer-based narrated animations, observations have indicated that using a computertoteachsecondaryschoolstudentsisdeveloping.

These days, experimental research has expanded to include the investigation of a wide range of issues that fall under the purview of numerous disciplines, including sociology, psychology, physics, chemistry, biology, and medicine (Bansal, SignificanceofExperimentalResearchInEducationalTechnology:AReviewStudy,2020) Despiteresearchshowingthevalue of computer technology in education, their implementation has faced significant obstacles, leading to students' dismal performanceinmanycourses,particularlythesciences.Therefore,thisstudyexploredswitchingfromthetraditionalteaching approach to one based on computers to determine the impact of computer-based multimedia instructional packages on students'academicachievementinBiology.

In the series of these inventions, the use of the "multi-media approach in classroom teaching-learning" occupies a very important place. In the present scenario, it has influenced the field of education and it has made an important place in educationandhumanlife.

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What is multimedia and the Use of multimedia in education?

Multimedia is a cutting-edge technology that enables the digital fusion of text, data, images, graphics, audio, and video animation. It offers fresh approaches to better the way information is delivered and how it affects the user. The information exhibitedinpictureandsoundformisreferredtoasmultimediaanddoesnotjustrefertosimpletext.Asaresult,itcontains images,audio,andvideothathavebeenrecordedandconvertedtodigitalformbyinputdevicessothatthedataisreadyfor computerprocessing.

Acomputercanstoremultimediadatainsomecommonformats.Onoutputdevices,wecanshowmultimediainformation.

Multimedia education use:

Educationissignificantlyimpactedbymultimedia.

Manycollegesanduniversitiesemployvariousformsofmultimedia-basedcomputer-basedteachingsoftware.

Itisnotrequiredthattheteacherbepresentinclass. 

Students in engineering institutions use interactive multimedia presentations to learn the fundamentals of electronics,puttheirdesignsintopractice,andalterthem. 

Using multimedia technology, CBT (Computer Based Training/Tutorials), also referred to as training and classroommultimediateachesacademicmaterial.

The elements of the multimedia application in education

Multimedia applications may have a straightforward definition, but putting them into practice can be challenging. Utilizing instructional multimedia computer technologies, we must comprehend how to place each multimedia component together. Every component utilised in multimedia apps has been around before. When used by professors, lecturers, and students, educationalmultimediaapplicationscombinethesecomponentstocreateapotentnewtool.Applicationsthatusemultimedia can be found in a variety of settings, including workplaces, homes, and public spaces. Students can use multimedia programmes to examine a range of information for a deeper comprehension of educational objectives. Applications for educational multimedia are used to increase learning efficiency. To facilitate learning, a multimedia learning environment includesavarietyofcomponents.Therearesixmainelementsinmultimediaapplicationsforeducationalpurposeswhichare texts,images,audio,video,animationsandusercontrol.

Advantages of using educational multimedia applications

Thegoalofeveryteacherorlectureristoimprovelearningoutcomesfortheirpupilsbyfindingmoreengagingtechniquesto engagetheiraudience.Wordsalonedonotteachaswellaswordscombinedwithimages.Therefore,educationalmultimedia applicationsuseavarietyofmultimediaelementstoshowstress-specificthemesonly,makingthemmoreeffectivebecauseit is simpler for students to focus on them than on static printed learning materials. When given information that must be focused on but is distant from one another or is provided simultaneously at two different sites, students frequently divide theirattention.Asaresult,learningoutcomesareimprovedwhenrelatedinformationisdeliveredinbothwordsandpictures at the same time. According to research, when professors or lecturers incorporate multimedia elements into the learning process,studentswillparticipateinthecoursemoreactivelybecausetheywillpaymoreattentionasthelesson becomesmore fascinating. For instance, kids are more easily understood, and the information can be promptly ingested into long-term memory when the animation and narration are provided at the same time. An illustration of a multimedia application is a presentationthatcanhighlightcertaininformationthatlecturersorteacherswanttoconvey.

Applicationsusingmultimediaareusedtopiquestudents'interestandholditthroughoutthelearningprocess.Thestudent's perspectiveonthesubjectmatterandlearningmaybeimproved.Whencomparedtothetraditionalteachingmethodsusedby professors and lecturers, multimedia applications help pupils remember more information and promote deeper learning. Applicationsusingmultimediaineducationcanalsomakelearningenjoyableandhelppeoplefeellesstenseandanxiouswhen learningaboutsomeintimidatingsubjects.

When teachers give their students more control over the presentation's pace allowing them to slow it down, jump in, and stopwhentheywant studentslearnmore.Sincemultimediaappscanbepresentedina varietyofways toengagestudents

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withdiverselearningstylesandstrengths,theycanpersonalisetheinformationneededbytheindividual.Everylearnermay have distinct learning styles and preferences. A student might prefer a visual presentation while another student would choose to read particular learning items through printed materials. Because they are created with their needs in mind, multimediaapplicationsforeducationarebeneficialforeveryindividualstudentandlecturer.

Objectives



Hypotheses

Tostudythesubstantialdifferencesbetweenunderachievers'performanceinbiologicalscienceusingtraditional teachingmethodsandmultimediatechnology.

ThereisnosignificantdifferencebetweenacademicachievementinBiologicalScienceofsecondaryschoolunderachieversin sciencethroughTraditionalteachingandmultimediateaching.

Methodology

A method of experimentation was thought to be the most suitable given the nature of the issue. This approach focuses on examininghowdependentandindependentvariablesrelatetooneanother.Usingthepurposiverandomsamplingtechnique, 200 students in the XI standard were selected from a population of 2 secondary schools in the District of Jaipur, with 100 comingfrompublicschoolsand100fromprivateinstitutions.Standardscoresweregeneratedfromthescientificachievement test's raw scores. Calculations were made to determine how the IQ and science achievement test standard scores differed. Students in the XI standard who scored at least 15 points lower on the scientific achievement test than they did on the intelligencetestwerechosenasthestudy'ssample.Thus,60scienceunderachieverswerefound.Theywerethensplitintothe control group and the experimental group. The experimental group received treatment in the form of a multimedia lesson from the researcher on biological science, whereas the control group received a traditional lesson on the same material. In other words, treatment was not provided to this group. The experimental and control groups received a biological science accomplishmenttestfollowingtheconclusionofthetreatmenttogaugetheirconceptualknowledge.

Population

Thepopulationofthestudywas9thclassunderachieversinthescienceofgovernmentandPrivatesecondaryschoolofJaipur. Samples

Thesampleforthecurrentstudywasmadeupof60XIscienceunderachievers.Twogroupswerecreatedfromthesample(30 studentsinthecontrolgroupand30studentsintheexperimentalgroup).

Hypothesis- ComparisonoftheControlGroup'sBiologicalScienceAchievementTestPre-andPost-TestScores

Table-1

Group N Mean S.D. t-ratio Level of significance

Pre-test 30 20.4 2.57 1.62 0.05 Post-test 30 22.15 3.78

Data Analysis

There isno statisticallysignificantdifferencebetweenpre-testand post-testachievement scoresin biological science forthe control group,accordingtothecalculatedt-ratiobetweenpre-testandpost-testachievement scores,whichcameoutto1.62 and is statistically insignificant at 0.05 levels of significance. Since the underachievers in science scored the same on the accomplishmentexaminbiologicalsciencepre-andpost-test,itisinferredthattraditionalteachingwasineffective.

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0 5 10 15 20 25 Mean S.D.

20.4 2.57

Fig:- ComparisonoftheControlGroup'sBiologicalScienceAchievementTestPre-andPost-TestScores

Hypothesis- ComparisonoftheExperimentalGroup'sBiologicalScienceAchievementTestPre-andPost-TestScores Table-2

Group N Mean S.D. t-ratio Level of significance Pre-test 30 22.15 3.78 6.40 0.05 Post-test 30 28.6 3.67

Data Analysis

There is a significant difference between the control group and experimental group concerning the post-test scores of the achievement testinBiological science,asindicatedbythecalculatedt-ratioofthepost-testscoresoftheachievementtestin Biologicalsciencebetweenthecontrolgroupandexperimentalgroupbeing6.40,whichisstatisticallysignificantat0.05levels of significance. As a result, it can be said that underachievers in science who were taught using multimedia technology significantlyimprovedtheirperformanceinbiology.

22.15 3.78

22.15 3.78 Pre-test Post-test 0 5 10 15 20 25 30 Mean S.D.

28.6 3.67 Pre-test Post-test

Fig:-ComparisonoftheExperimentalGroup'sBiologicalScienceAchievementTestPre-andPost-TestScores

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Conclusion

According to the study's findings, the experimental group of underachievers in science who were taught biological science usingamultimedia-basedmethodoutperformedstudentswhoreceivedtraditionaldirectinstruction.Thus,teachingbiological sciencetoclassIXunderachieversinscienceusingamultimedia-basedapproachwasfoundtobemoreeffectivethanusinga direct approach. The use of multimedia enables the development of a streamlined approach that makes scientific underachievers'understandingsimple.Itimprovesunderachievers'academicperformanceinbiologicalsciencecourses.

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