THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF

COMPUTER SCIENCE
 ABSTRACT

This study was carried out to investigate the use of multimedia in

teaching and learning of computer science using selected secondary
school students in Ijebu Local Government Area. To achieve this
objective, three research questions were formulated to guide the
study. The data was collected from both primary and secondary
sources. The primary data were collected with the help of a well-
structured questionnaire of two sections administered to the
respondents in selected secondary school students in Ijebu North
Government Area. The collected data were analyzed tables and
descriptive statistics to analyze the research questions. All data were
coded using SPSS software. The study reveals that there is
multimedia (computer) facilitate students to learning in developing
countries; the cooperative learning techniques with multimedia help
in promoting students’ achievement; the level of achievement of
Nigerian students when learning is undertaking with the use of the
multimedia is high and the most SIM teaching lack ICT expertise and
could not computers as teaching aids. The study concluded with
some recommendations that teacher should be encouraged to
prepare simple software package as children are more attracted
toward colored visuals.
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

A computer is an electronic device that can process data.

Computer system is capable of accepting input data (unprocessed

data), through an input device, store and processed the data and

place processed data (information) on the out put device generally

called output.

Some people have always responded to as problem with some

types of solutions. The birth of electronic multi media like computer is

no exception when barter economy was replaced by monetary

economy, the need for number, computation and the keeping of

records, become apparent. As early as 300 B.C. number were in use

in some parts of the world.

The concept of number and counting is said to have been

initiated or developed by Hardsman who after their animals, returned

in the evening they could be accounted for. Later other simple

methods such as sticks and stones were also used to count. The first
real computations aid, abacus, was developed in China as early as

2600 B.C.. Abacus is still commonly used in the world today.

In 1614 John Napier, a Scotish mathematician invented the

Napier logarithm. In 1768, Galvanic became the first man to identify

electro mechanical machine which is used to add stored data.

In this age of information and communication technology (ICT)

where the world seems to be reduced to a global hamlet, no country

desire to be mapped out for the relevant hamlet. Information and

communication technology is therefore an indispensable tool for

global hamlet. In the context of this research, ICT focused on the

enhancement of students’ performance of school subjects through

the use of computer aided instruction in computer science. In that

case, knowledge and skills acquisition are necessary as a

fundamental of ICT. Science education in general and computer

science in particular today, demand for teachers capable of teaching

the new technology and helping students interpret and repackage

information and provide information. Rich environment, for

communication to use ICT in the learning environment, there is need

for students to have access to multimedia like computer, fax

machine, telephone and electronic mail etc. Experts however believe

that the educational sector is suffering neglect towards effective

access of information (Ofulure 1999). The new communication

technology has no distance and boundary and time so that the

remotest village in Nigeria has the possibility of trapping a global

store of knowledge. This development makes it possible to receive

vast amount of information from anywhere in the world in seeds.

Although cultural compatibility and the high rate of purchase and

maintenances multimedia like computer in developing countries may

make the demand for multimedia (computer) in science classroom

seems luxury. At the moment, this state of affair may not last for a

very long period of time. The use of computer to facilitate learning of

computer science within the formal learning and teaching situation

will eventually enhance the acceptance of this versatile technology in

the developing countries, which are normally dominated by the

indigenous technology. All teachers are now expected to make use of

ICT to support teaching and learning environment. A few feel

uncomfortable if asked to teach in an ICT suite rather than their own

laboratory that they will do anything they can do to avoid it or will

leave the management of the lesson to the ICT technician or

coordinator. Many feel that they could do a better job if the resource

were more accessible for the lesson and the scheme of work. Being

able to use ICT confidentially at home and as the teacher in charge

of the lesson are two different things. Apart from the general

classroom management issues, there can also be disconcerting

technical differences. The extra demands of simply working on a

network can provide a large confident benefit. Many staff and the

school network security arrangement can make that aspect of using

the internet in lesson require a little more planning. For example, it is

useful to be able to write hyper link into a word document to make

students directly to relevant website but those may need to work in

advance with the ICT technical manager to make sure that useful

websites are “book marked” or entered in “favorites” for resource

centred organizations who packaged folders for easier access or data.

Here, book marked sites with their favorites are directly chained or

linked to desire web pages of choice.

1.2 STATEMENT OF THE PROBLEM

In recognition of the significant role of ICT in the technology of

the nation, the federal government through the federal ministry of

education introduced multi media students in unity schools. In 1990

(Borishade, 2000). The ministry did not stop there, it also organized

annual holiday multi media programme for secondary school students

in collaboration with some oil companies with a view to making every

Nigerian citizen literate. It provide some multimedia for the unity

school and produce a syllabus for the secondary school multi media

(computer) studies. The national policy on education made provision

for multimedia (computer) education for junior and senior secondary

schools as electives. After one decade of the introduction of the

programme, very little result to have been achieved. No examination

has been written on multi media (computer) education in JSCE. No

wonder Jegede (2002) observed that our society is too slow in the

uptake of ICT. Lack of qualified teachers in the area of ICT is a

serious impediment to its implementation. Only a few universities in

the country such as (OAU, RSUER, ESUT) out of the whole lot offer

courses in either computer science or computer engineering. It is

only OSUT that gives information and communication technology as a

course. Most of the computer science STM teachers in our schools

are not computer literates and as such are not able not reflect any

respect of ICT in their teaching as they cannot give what they do not

have. Most of our secondary schools do not have enough multimedia

(computer) for any meaningful learning to take place, even the

available computers do not function. Some multi media are not

properly maintained due to lack of fund, lack of qualified technicians

and poor maintenance culture which is a serious problem in this

country.

1.3 PURPOSE OF THE STUDY

The purpose of this study includes:

i) To know the use of multimedia in the teaching of computer

science.

ii) To know the meaning of information and communication

technology.

iii) To determine the level of achievement of Nigerian students

when learning is undertaking with the use of the multimedia

1.4 SIGNIFICANCE OF THE STUDY

The result of this study will enable the application of

multimedia in the field of teaching and learning computer science

carefully emphasizes and heighten practical results to support

stepwise knowledge building, consolidation and claim of proactive

education and development. It has platform for designing both

curriculum-related activities and computer-based culture

technologies, in terms of helping students on how teachers swing

within scientific theory and empirical evidence. This strategy will

greatly teaching and learning and hence increase understanding of

the use of audio-visual aids which shows diagrammatic

representation of processed. It will help students participate in the

lesson. It will also help students to alleviate the problem of large

class size which typifies computer science class.

1.5 RESEARCH QUESTIONS

1) Will the multimedia (computer) facilitate students to learning in

developing countries?
2) Does cooperative learning techniques with multimedia help in

promoting students’ achievement?

3) What is the level of achievement of Nigerian students when

learning is undertaking with the use of the multimedia?

4) Do most SIM teaching lack ICT expertise and could not

computers as teaching aids?

1.6 SCOPE OF THE STUDY

The scope of this research work is limited to using multi-media

as necessary tool to teaching and learning computer science in some

select secondary school in Ijebu North local government area of Ogun

state. It covers the problems encountered and the solutions to such

problems in the case study.

1.7 DEFINITION OF TERMS

J.S.S.C.E.: Junior Secondary School Certificate Examination.

ICT: Information and Communication Technology.

OAU: Obafemi Awolowo University.

RESUT: River State University of Technology.

ESUT: Enugu State University of Technology.

OSUT: Oyo State University of Technology.

STM: Science, Technology and Mathematics.

 CHAPTER TWO

REVIEW OF LITERATURE

2.1 INTRODUCTION

This chapter presents the review of literature on the use of

multimedia in teaching and learning of computer science. Views and

opinions of other authors will be presented as follows.

2.2 INSTRUCTIONAL STRATEGIES IN TEACHING OF

SCIENCE

Teaching is the transfer of knowledge from teacher to pupils. It

is the facilitation of the pupils by the teacher in the art of learning.

Teaching is art and a science which is a social act of influencing

pupils by the teacher. It is doing anything that might lead to learning.

According to N.L. Gage, (1963), “Teaching as an act of interpersonal

influence aimed at changing the ways in which other persons can or

will behave. Thus teaching is imparting knowledge or skill which

involves doing all things that may lead to learning”.

Multimedia provides a range of tools with a unique capacity to

extend and enrich teachers‟ instructional strategies and students‟

learning in science. Multimedia can be used to connect students to

other schools, at home and abroad, and to bring the global

community into the local classroom. Computer programs can help

students to collect, organize, and sort the data they gather and to

write, edit, and present reports on their findings. A teacher uses

instructional strategy that is designed to establish interaction

between the teacher, student and the subject matter or any

combination of these three dimensions. In teaching a teacher can use

one or many of the under mentioned instructional strategies in the

classroom.

i) Direct Instructional strategy: deals with Drill, Practice,

Mastery learning, lecture and Demonstration.

ii) Indirect Instructional strategy: creating problems and

engaging students in Problem solving or concept mapping.

iii) Interactive Instructional strategy: Co-operative learning

and Brainstorming are the best examples of Interactive

Instructional strategy.

iv) Experimental Instructional strategy: The teacher engages

the students in laboratory in doing practical which are Activity-

 oriented or takes them Field Trips for the knowledge of various

funna and flora and their specimen collection.

v) Independent Instructional strategy: Computer Assisted

Instruction, Learning and Activity Package etc. are the

examples of Independent Instructional strategy.

vi) Computer-Assisted Instructional Strategy: Computer

Assisted Instruction is a method of learning in which there is

purposeful interaction between a learner and teacher with the

help of computer device for helping the learner to achieve the

desired learning objectives with his/her own pace. It helps in

achieving educational outcomes through internet, e-mail, CD’s,

video clips, virtual fieldtrips, virtual science museum and

various other sources like e-learning.

vii) Conventional Instructional Strategy: Conventional based

instruction is focused on the instructor which is teacher

centered. Most of the information tends to flow from teacher to

students. Students are passive listeners. Teacher has

authoritarian role and transmit knowledge to the students.

MULTIMEDIA

Multimedia is nothing but the processing and presentation of

information in a more structured and understandable manner using

more than one media such as text, graphics, animation, audio and

video. Thus multimedia products can be an academic presentation,

game or corporate presentation, information kiosk, fashion-designing

etc. Multimedia systems are those computer platforms and software

tools that support the interactive uses of text, graphics, animation,

audio, or motion video. In other words, a computer capable of

handling text, graphics, audio, animation and video is called

multimedia computer. Technological innovation has accelerated in

the first decade of the new century, with digital projectors as CD-

ROMs or DVDs accompanying many textbooks. Today, in good

schools there are high-speed internet connections in most classrooms

that allow reasonable-quality video streaming, and many students

now bring wireless laptops, computers, or hand-held devices into the

classroom setting.

The use of multimedia materials has substantial grounding in

cognitive theory and research. Several studies indicate that

computer-based multimedia can improve learning and retention of

material presented during teaching and learning as compared to

conventional teaching where study materials do not use multimedia.

Multimedia presentations are most effective when the different types

of media support one another as teaching strategies which enhance

students’ learning.

A well -developed multimedia can do more than good. The

potential pedagogical value and rationale for using multimedia in

classroom is given below:

a) To raise interest level: Multimedia raises the interest of the

student in learning and they appreciate a variety of media.

b) To enhance understanding: Multimedia materials boost

students’ comprehension of complex topics of science.

c) To increase memorability: multimedia leads to better

encoding and easier retrieval which confirms for long-term

memory.

Multimedia is an effective way for sending and receiving

messages which can be comprehended easily and smoothly. The

inclusion of media elements reinforces the message and the delivery,

which leads to a better learning rate. The power of multimedia lies in

the fact that it is multi-sensory, stimulating the many senses of the

audience. It is also interactive, enabling the end-users of the

application to control the content and flow of information (Vaughan,

1998). This has introduced important changes in our educational

system and impact the way we communicate information to the

learners (Neo & Neo, 2000). Multimedia in Education has been

extremely effective in teaching and learning of a wide range of

subjects.

A lecture can be extremely informative if it integrates pictures

or video images which can help a learner to retain information much

more effectively. Using interactive CDROMs can be extremely

effective in teaching students a wide variety of disciplines, most

notably science. Multimedia programs provide different stimuli in

their presentations which include a number of elements as Texts,

spoken words, sound & music, graphics, animations and still pictures.

Inclusion of these elements in teaching in a comprehensive

presentation provides effective education, which in turn will support

the participation of the different senses of the learners in diverse

syllabi. Media in teaching are classified with regard to the senses

they stimulate. The most common classification of media: audio,

visual and audio-visual. With the arrival of the multimedia computer,

the term multimedia is more frequently referred to computer

multimedia. The necessities of using multimedia computers are

appropriate computer equipment that works and computer literacy of

the learner and the teacher. Multimedia in teaching shows the

numerous possibilities of combining different media in class work,

successively and simultaneously, based on the existing needs for

developmental achievements of students. The Classic teaching

resources include verbal, textual, visual, auditory, audio-visual,

manual, experimental and auxiliary technical educational resources,

while modern teaching resources includes educational program back-

ups, multimedia electronic communication, expert systems, teaching

bases of knowledge, intelligent tutorial systems etc. Therefore, with

regard to

the type of sense, the information can be obtained as given below:

1. Auditory: sources of knowledge which provides information by

listening.
2. Visual: sources of knowledge which provides information by

watching.

3. Kinaesthetic: sources of knowledge which provides

information by movement.

4. Olfactory: sources of knowledge which provides information

by smelling.

5. Taste: sources of knowledge which provides information by

tasting.

The students acquire knowledge, develop skills and adopt

pedagogical values. The teaching content is determined by the

curricula for each individual age of the student. Students along with

the teacher are in a direct relationship, but in an indirect relationship

with teaching contents, which means that through the mediation of

the teacher’s lecture, they acquire contents. Multimedia is a teaching

device and instructional aid which can be bought, rented, formed for

the needs of the class. Multimedia is not supplant the teacher, but

serves as an excellent complement to the spoken word, blackboard,

textbook, teaching transparencies, geographical maps etc. Moreover,

multimedia is used in class interaction.

NEED AND IMPORTANCE OF THE STUDY

Method of teaching is extremely important. However there is

little realization of this and the methods of teaching used in our

schools, colleges and training institutes continue to be largely

traditional. According to „Challenge of education‟ published by

Ministry of Education (Government of India) “Application of new

technologies can convert educational institutes into learning rather

than teaching institutes with vast implications for curricular and

instructional methods” When imparting knowledge, every care should

be employed in adopting effective teaching technique. We should

provide students with meaning and relevance and a comfortable and

pleasant atmosphere to learn which is pressure free. Students need a

sense of self-worth. Even the best curriculum and the most perfect

syllabus remain dead unless supported by the right strategies of

teaching. The search for educational effectiveness has always been

a primary objective for the educators. In order to achieve educational

effectiveness it is important for the educators to adopt an effective

teaching method that suits the individual learning style.

 Science has become a part of everyday experiences and thus

there is a need to initiate the students into the scientific spirit and to

introduce them to a world made up of technological objects and

processes where in multimedia plays a pivotal role. The Science

teacher creates situations in which students may explore the

concepts seeking explanations of the objects and events they

observe discover relationship among objects and events. The

teaching process can thus be made effective. A teacher can judge

students strengths and weaknesses through an activity. In our

schools Science teaching is still oral in character where the students

are passive listeners. The teaching of the subject can be made more

interesting and effective if some innovative methodology is adopted.

Therefore, this research aimed to establish the impact of multimedia

technology against conventional teaching method in teaching of

science and achievement of students in science subject after that

they were taught science subject by conventional method and

multimedia method. Multimedia is an effective method of teaching

Science which will enhance the academic achievement of students.

 Multimedia provides the teacher with many possibilities in

creating teaching strategies. Using the internet, pupils quickly find

the required information. Formats of stored information are smaller in

comparison with video cassettes (e.g. CD, DVD and USB). Multimedia

educational tools are conceived on the principle of play, as extremely

powerful techniques of learning, making teaching easier etc. With

regard to the features mentioned, it can be concluded that

multimedia represents a turning point in improving teaching

technology. So the researcher tried to find out Impact of Multimedia

in teaching of Science at secondary stage.

Multimedia Curriculum

Following traditional definitions, multimedia combines at least

two elements from continuous and discrete media types, such as

audio or video and text or images. As a consequence, many

successful multimedia researchers and educators actually don’t have

a degree in multimedia technologies, but often have either a rather

broad computer science education or are experts in one particular

area with high relevance for multimedia—for example, computer

vision, graphics, computer networking, or human–computer

interaction. The resulting interdisciplinary characteristic is a key

aspect of multimedia. In fact, for many people it’s one of the main

reasons multimedia is such an exciting research area. However,

multimedia not only profits from the contributions of people with

various backgrounds, but also sometimes suffers from this

interdisciplinary nature by not being seen as a discipline of its own

but as a melting pot of different areas.

For example, what is the answer to a student’s question about

what to study to become a good multimedia researcher? An answer

such as ‘‘a little bit of everything’’ would be as unsatisfying as the

recommendation to concentrate on one particular technology. A

generally accepted curriculum for multimedia doesn’t exist but is

strongly needed. And although such a curriculum would be an

important step in the right direction, it isn’t enough. In the same way

that multimedia research benefits from interdisciplinary contributions,

multimedia education should take advantage of courses taught in

different disciplines. Hence, we also need some sort of guidelines

elaborated by the community. These should harmonize the education

of multimedia-related content taught in different courses of related

disciplines. Doing so would establish a common basis of multimedia

knowledge not only for future multimedia researchers but also for

general computer scientists and software engineers.

Such guidelines and a commonly accepted multimedia

curriculum will not only improve multimedia education but will

certainly be of high relevance for people already working in the field

as well. We mentioned the traditional view of multimedia as a

combination of a discrete and continuous medium. This definition

dates back to the days when PCs could barely manage to render a

single video and providing temporal synchronization seemed to be

the Holy Grail for multimedia research.

Learning Material

The question of whether multimedia should actually be used to

teach multimedia is another highly discussed issue. Many multimedia

teachers barely make use of new media in their courses, often

instead relying on traditional ways of teaching using chalkboards or

slides. On the surface it could seem that there might not be much
value in media-supported teaching when even multimedia experts

don’t use it, but we disagree with this statement. For example, to

explain the complex formula or calculation procedure used in a

multimedia compression algorithm, the chalkboard might indeed be

the most appropriate tool. On the other hand, in foreign language

learning, having a textbook with associated audio clips obviously

seems to add value. Hence, if and how multimedia can make

teaching more exploratory and successful depends on the actual

content and subject rather than on the discipline. Nevertheless,

examples of really good multimedia teaching material are rare, and

it’s somehow surprising that multimedia experts don’t come up with

more and better multimedia material for their own courses. It’s

unclear if this is due to a lack of good tools or active media

competence (which someone with theoretical background knowledge

might not necessarily have), or just an issue of limited time and

resources.

The lack of good teaching material is evident not only for

multimedia tools but also for traditional media. It’s generally

understood in the multimedia community that no really good

textbook for a basic multimedia course exists a perspective even

shared by Klara Nahrstedt, a co-author of the de facto standard

multimedia book (see the ‘‘Panel Summary’’ sidebar). There are many

possible reasons for this. There are rather pragmatic ones, such as

limited time and a lack of reward for writing a good multimedia

textbook. Another, more crucial argument might be that the field has

become too big to cover in a single book. In addition, the field

changes very quickly—a fact that applies to most areas of computer

science, but is even more applicable to multimedia.

Because of the long editing cycles, publishers have begun to

rethink traditional ways of publishing teaching material and are

experimenting with new approaches, such as individual, class-

dependent versions of textbooks consisting of selected chapters from

different books and exclusively produced for a particular class (see

again the ‘‘Panel Summary’’ sidebar). Multimedia researchers have

long worked on recording lectures and the resulting systems are now

used by a growing number of teachers. The produced content

certainly will not replace textbooks or printed matter in general, but

can complement them and therefore might help solve the problem of

insufficient or outdated teaching material.

Other promising approaches exist for the creation of up-to-date

teaching material. If implemented successfully, they would not only

help today’s multimedia students and teachers, but also would act as

guides to find ways for better creation of teaching material in

general. An organic book, as proposed by Ramesh Jain in the panel

(see the ‘‘Panel Summary’’ sidebar), that grows out of contributions

from different disciplines and keeps evolving over time in response to

new developments seems like a good step in the right direction.

Students and teachers would benefit from a good textbook about

basic multimedia technologies, and, again, so would the community

as a whole, because such a book would help define the field and

increase its acceptance among other areas of computer science.

Discipline Acceptance

Unfortunately, there is not much acceptance of multimedia as a

discipline from people not working in a multimedia-related field. Quite

often multimedia doesn’t get the respect it deserves. We see no

problem here with today’s students because the current generation

already accepts multimedia as a natural part of computer science. For

example, current computer science students have grown up with

digital music, MP3 players, and so on, and don’t typically use analog

media, such as tape recorder and LPs or even CDs. However, it’s

exactly this entertainment aspect of multimedia that hampers

multimedia as a discipline from gaining acceptance in some parts of

traditional computer science. For some people, multimedia has

become such a buzzword that they actually avoid it and use different

terms, such as media technology, to attempt to deliver a more

scientific connotation.

True multimedia is probably one of the most difficult fields in

which to do research because, to do it right, you need significant

knowledge of many disciplines. However, because of this

interdisciplinary characteristic and focus on users and applications,

multimedia is not always acknowledged by some of our colleagues.

Similarly, there are many different perceptions of multimedia in the

industries. On the one hand, we have the growing multimedia-related

industries that acknowledge that developing computer games or

entertainment-related media not only is fun but also requires the

highest skills in computer science. On the other hand, we have many

traditional industries that don’t accept that multimedia is becoming

ubiquitous and a normal, integrated part of everyday computing, and

is not just a field with the main applications related to fun and

entertainment.

Again, a general multimedia curriculum as well as some

common guidelines on multimedia education would be helpful. In

addition, the multimedia community should not think only about how

it can better impart media knowledge to students, but should make

sure that the industries that hire those students become aware that

this knowledge will be an essential requirement for the future of

computing. We should work harder on to increase acceptance,

describe the job opportunities for students of multimedia more

clearly, and improve evaluation of the skills expected of a multimedia

engineer.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter is concerned with the presentation of method used

in this study to accomplish its purpose on “the use of multimedia in

teaching and learning of computer science”. The following areas were

taken into consideration, design of the study, area of the study,

population of the study, sample size and sampling techniques,

research instrument, validation of research instrument, reliability of

research instrument, administration of the instrument and method of

data analysis.

3.2 RESEARCH DESIGN

This research design is the framework which specifies the types

of information to be collected, the sources of data and data collection

technique, a good design always ensure that the information

gathered is consistent with the study objectives and the data are

collected through the most accurate procedure (Anyanwu, 1994).

This research design is descriptive.

3.3 AREA OF THE STUDY

This study is limited to selected secondary school in Ijebu North

local government area of Ogun State and upon the subject of the

subject which is the use of multimedia in teaching and learning of

computer science.

3.4 POPULATION OF THE STUDY

The population of the study consisted of all the selected

secondary school students in Ijebu North local government area of

Ogun State which was about 140 students. Emphasis was placed on

respondents’ knowledge and information concerning the subject of

the study.

3.5 SAMPLE SIZE AND SAMPLING TECHNIQUES

The sampling technique used in the study was simple random

sampling technique. This method was chosen because it gives the

subjects in the population equal chance of being selected. A sample

size of (120) one hundred and twenty was used. This number was

randomly selected form the total population of 140 respondents.

3.6 RESEARCH INSTRUMENT

The researcher developed the questionnaire on the use of

multimedia in teaching and learning of computer science as the

major instrument for data collection. The supervisor and other

research experts in the faculty vetted the instrument.

The questionnaire was on the four point Likert-type questions,

with a choice of Strongly Agree (4), Agree (3), Strongly Disagree (2)

and Disagree (1). The questionnaire was further divided into two

sections “A” and “B”. Section “A” sought to collect information on the

respondents’ personal data while Section “B” sought to collect

information on the use of multimedia in teaching and learning of

computer science.

3.7 VALIDATION OF RESEARCH INSTRUMENT

An instrument said to be valid when it measures what it

intended to be measured (Ekott & Nseyen, 2006). Thus, the research

instrument was first submitted to the supervisor who read through,

vetted, scrutinized and made comment(s) before approval for

distribution. This was done to ensure that the contents conform to

the subject of the study.

3.8 ADMINISTRATION OF THE INSTRUMENT

The researcher personally administered the research instrument

(questionnaire) to the target selected secondary school students in

Oredo local government area. This was done to ensure that at least

95% of the total population sampled with research instrument was

collected. Besides, the respondents were given instructions on how to

complete the questionnaire for possible collection of data for analysis.

3.9 METHOD OF DATA ANALYSIS

The responses obtained from respondents in selected

secondary school students in Ijebu North Local Government Area

formed the data. The data were treated statistically in accordance

with research questions generated earlier in chapter one of this

study.
 Tables and descriptive statistics were used as techniques of

analyzing the research questions. All data were coded using

Statistical Packages for Social Sciences (SPSS).

CHAPTER FOUR

PRESENTATION AND ANALYSIS INTERPRETATION OF DATA

4.1 INTRODUCTION

This chapter entails the presentation of data analysis and

interpretation of data collected. The data collected was through the

use of questionnaire while the analysis was based on research

questions stated earlier in chapter one of this study.

4.2 PRESENTATION AND ANALYSIS OF DATA

Table 1: Administration of Questionnaire

Variables Cumulative
Frequency Percent Valid Percent Percent

Valid Questionnaire filled and

95 79.2 79.2 79.2
returned

Questionnaire not returned 25 20.8 20.8 100.0

Total 120 100.0 100.0

Source: Field Survey, 2020.

Table 1 above shows that out of 120 copies of questionnaire

structured and distributed to the selected secondary school students

 in Ijebu North Local Government Area, 95 respondents representing

91.2% of the returned questionnaire while 25 (20.8%) copies of

questionnaire were not returned.

Research Question 1: Will the multimedia (computer) facilitate

students to learning in developing countries?

Table 2
Variable Std. Std. Error
N Mean Deviation Mean

The multimedia (computer)

facilitate students to learning 95 1.3684 .65319 .06702
in developing countries

Source: Field Survey, 2020

The result above shows that the mean value of 1.3684 is

greater than the standard deviation value of 0.65319. It therefore

implies that there is multimedia (computer) facilitate students to

learning in developing countries.

Research Question 2: Does cooperative learning techniques with

multimedia help in promoting students’ achievement?

Table 3
Variable Std. Std. Error
N Mean Deviation Mean

The cooperative learning

techniques with multimedia
95 1.4632 .63263 .06491
help in promoting students’
achievement
 Source: Field Survey, 2020

The result above shows that the mean value of 1.4632 is

greater than the standard deviation value of 0.63263. It therefore

implies that the cooperative learning techniques with multimedia help

in promoting students’ achievement.

Research Question 3: What is the level of achievement of Nigerian

students when learning is undertaking with the use of the

multimedia?

Table 4
Variable Std. Std. Error
N Mean Deviation Mean

The level of achievement of

Nigerian students when learning
95 1.2421 .59637 .06119
is undertaking with the use of the
multimedia

Source: Field Survey, 2020

The result above shows that the mean value of 1.2422 is

greater than the standard deviation value of 0.59637. It therefore

implies that the level of achievement of Nigerian students when

learning is undertaking with the use of the multimedia is high.

Research Question 4: Do most SIM teaching lack ICT expertise

and could not computers as teaching aids?

 Table 5
Variable Std. Std. Error
N Mean Deviation Mean

The most SIM teaching lack

ICT expertise and could not 95 1.3158 .65661 .06737
computers as teaching aids

Source: Field Survey, 2021

The result above shows that the mean value of 1.3558 is

greater than the standard deviation value of 0.65661. It therefore

implies that the most SIM teaching lack ICT expertise and could not

computers as teaching aids.

4.3 Discussion of Findings

This study was carried out to investigate the use of multimedia

in teaching and learning of computer science using selected

secondary school students in Ijebu North Local Government Area. To

achieve this objective, four research questions were formulated to

guide this study. A structured questionnaire was used as the main

instrument to gather data from 120 respondents in the selected

secondary school students in Ijebu North Local Government Area. Out

of this number, 95 (79.2%) copies of questionnaire were

appropriately completed and returned for data analysis while

25(20.8%) copies of questionnaire not completed and returned.

The data collected from the respondents were analyzed using

tables and descriptive statistics to analyze the research questions.

The findings revealed that;

a) There is multimedia (computer) facilitate students to learning in

developing countries.

b) The cooperative learning techniques with multimedia help in

promoting students’ achievement.

c) The level of achievement of Nigerian students when learning is

undertaking with the use of the multimedia is high.

d) The most SIM teaching lack ICT expertise and could not

computers as teaching aids.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter presents the summary, conclusion and

recommendations for further studies.

5.2 SUMMARY OF FINDINGS

This study was carried out to investigate the use of multimedia

in teaching and learning of computer science using selected

secondary school students in Ijebu North Local Government Area. To

achieve this objective, four research questions were formulated to

guide this study. A structured questionnaire was used as the main

instrument to gather data from 120 respondents in the selected

secondary school students in Ijebu North Local Government Area. Out

of this number, 95 (79.2%) copies of questionnaire were

appropriately completed and returned for data analysis while

25(20.8%) copies of questionnaire not completed and returned.

 The data collected from the respondents were analyzed using

tables and descriptive statistics to analyze the research questions.

The findings revealed that;

a) There is multimedia (computer) facilitate students to learning in

developing countries.

b) The cooperative learning techniques with multimedia help in

promoting students’ achievement.

c) The level of achievement of Nigerian students when learning is

undertaking with the use of the multimedia is high.

d) The most SIM teaching lack ICT expertise and could not

computers as teaching aids.

5.3 CONCLUSION

Based on the findings of this study and the subsequent

recommendations, it is concluded that multimedia method proved to

be better than conventional method in teaching of Science. When the

controlled group students were taught some concepts of science by

the conventional method and experimental groups of the students

were taught by multimedia method, it was found that the

achievement of experimental group was better than the controlled

group in post-test and the acquired retention was better in case of

interactive multimedia method. The teaching by multimedia approach

was effective therefore not a single student was found to be under

extremely low level of achievement in science so it is obvious that

multimedia approach is an effective method in teaching of science.

Multimedia allows teaching a simplified strategy which leads to easy

understanding on the part of the students. It raises the students’

academic achievement in science subjects.

5.4 Recommendations

Based on the findings of this study, the researcher made

following recommendations:

1) Teacher should be encouraged to prepare simple software

package as children are more attracted toward colored visuals.

2) The Nigerian (Federal) government should see Information and

Communication Technology (ICT) integration effort at the

university as an embracing project to development in education

and should support by allocating and releasing adequate funds

 to invest in massive Internet connectivity, as well as purchase

and installation of ICT infrastructures.

3) The Federal Government can also help by subsiding or reducing

the tariffs on importation of ICT facilities so that lecturers and

others can afford the purchase of these ICT facilities and

accessories since the price will be lower.

4) Adequate, competent and experienced ICT technical staff must

be made available should problems arise.

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