1.0 INTRODUCTION:

There should be an understanding of the expression “Multimedia”. “The expression multimedia has been preferred to visual not simply for the importance given today to such aids as sound films, recordings, and radio broadcasts, but for the fact that all aids, whether primarily visual or aural, can be effective in the classroom mainly through the two senses-hearing and sight”. “We are therefore using the expression ‘instructional technology’ because it does have mechanical and electric connotations. However, we are also using this term because it is broad one that includes the entire range of both old and new teaching materials that we now call ‘audio-visual technology’.

Audio-Visual technology is a part of instructional technology. In fact this technology makes use of varied educational media to improve the efficiency of teaching-learning situations” – (Carlton W.H. Erickson). Therefore an audio-visual aid is an instructional aid that can be heard and also seen. Multimedia is the methodology based on the principle that a variety of audio-visual media and experiences are correlated with additional instructional materials, and reinforces the value of each other. We learn 1% through taste, 1.2% through touch, 3.5% through smell, 11% through hearing and 83% through sight. We remember 10% of what we read, 20% of what we hear and 30% if what we see, 50% of what we see and hear 80% of what we say and 90% of what we say and we do a thing.

2.0 NEED FOR THE STUDY:

Now-a-days education gets more and more advanced. But even in the present-century most of the schools adopt conventional way of teaching in India. But this is not the case in foreign countries. Already there were several researches on Multimedia and even practically applied in the class room situation which was found to be effective. In India still this novel method has to be established for the betterment of the understanding of the students. Teaching merely with talk and chalk method is not that much effective, as the psychology of learning, as already related. So, it is very clear that only when we allow pupils to do thing, things will get into them at least about 80%. This made the investigator to choose multimedia, which has a chance to go with the pace of the pupil. The students themselves an operate it and learn themselves. Learning through multimedia creates interest among the pupil, creates an urge to be anxious of what will be next moment. Thus as it constantly sustains the interest of the pupil, they can learn more through this media.

3.0 REVIEW OF THE LITERATURE:

G.C. Fair (2010) did a study on “The Effectiveness of Multimedia Programmed Materials in the teaching of Social Studies in classroom”. The main purpose of the study was to make an appraisal of the relative effectiveness of multimedia programmed instruction and programed class-teaching on the criteria of immediate achievement and retention of a group of subject at three levels of ability. The major findings were A) there was a significant difference among the different strategy means on the criterion on overall achievement. B) The multimedia linear programmed instruction was better than the ordinary instruction. C) The strategies of multimedia programmed instruction enabled learners to reach the level of mastery learning.

4.0 OBJECTIVES OF THE STUDY:

The objective of the present study is as follows:

1. To find the effectiveness of multimedia in teaching Science Concept at High school level.

5.0 HYPOTHESES OF THE STUDY:

1. There is no significant difference in the effectiveness of multimedia in the achievement of the experimental and the controlled group.

2. There is no significant difference in the achievement of boys of the Experimental and the controlled group.

3. There is no significant difference in the achievement of girls of the Experimental and the controlled group.

6.0 METHODOLOGY:

1. Method: Experimental method was adopted for the present study. The researcher developed a multimedia programme especially for the students of IX standard.

2. Sample of the study: The present study is concerned only to the IX standard students who are dealing with state syllabus. The sample school for the present study is Government Higher Secondary school, Thirukoilur.

7.0 RESULTS:

HYPOTHESIS -1

There is no significant difference in the effectiveness of multimedia in the achievement of the experimental and the controlled group.

Table-1 Showing the Mean difference of the achievement of the Experimental group and the Controlled group

Category

Mean

t- value

Experimental Group

68.56

10.50

3.53

Experimental Group

59.17

11.50

It is inferred from the above Table, that the calculate t- value (3.53) between the Experimental group with respect to their achievement test is higher than the table value at 0.05 level of significance. Therefore the Null hypothesis is rejected. Hence there is a significant difference in the effect of Multimedia in achievement of the Experimental and the Controlled group of the IX standard students.

Figure-1 Mean difference of the achievement of the Experimental group and the Control group

HYPOTHESIS -2

There is no significant difference in the achievement of boys of the Experimental and the controlled group.

Table-2 Mean difference of the achievement of boys of the Experimental group and the Control group

Category

Mean

t - value

Experimental Boys

67.83

5.90

1.85

Control Boys

61.50

11.15

The computed t- value between the two groups (Experimental and Control group boys) is 1.85. The computed t- value is less than the table value. Therefore the mean difference is insignificant at 0.05 level. The mean scores of the boys of the Experimental group is slightly higher than the mean scores of the boys of the controlled group, but insignificant. Hence the Null hypothesis is accepted.

It is important that there is no significant difference in the achievement of boys of the Experimental and Controlled group.

HYPOTHESIS -3

There is no significant difference in the achievement of girls of the Experimental and the controlled group.

Table-3 Mean difference of the achievement of girlsof the Experimental group and the Control group

Category

Mean

t - value

Experimental

Girls

69.72

12.40

3.22

Control

Girls

57.22

10.85

The computed t- value between the two groups (Experimental and Control group girls) is 1.85. The computed t- value is greater than the table value. Therefore the mean difference is insignificant at 0.05 level. The mean scores of the girls of the Experimental group is slightly higher than the mean scores of the girls of the controlled group, but insignificant. Hence the Null hypothesis is not accepted.

It is important that there is a significant difference in the achievement of girls of the Experimental and Controlled group.

Figure-2 Mean difference of the achievement of girls of the Experimental group and the Control group

8.0 MAJOR FINDINGS:

1. There is significant difference in the effectiveness of multimedia in the achievement of the experimental and the controlled group.

2. There is no significant difference in the achievement of boys of the Experimental and the controlled group.

3. There is significant difference in the achievement of girls of the Experimental and the controlled group.

9.0 RECOMMENDATIONS:

Based on the Experimental study the researcher would like to make the following recommendations,

1. Since the use of Multimedia enhances the retention power and the comprehending power, it is necessary to develop several Multimedia Packages.

2. Multimedia Packages can be developed on the basis of School subjects and Syllabus.

3. Students may be exposed to such kind of Multimedia packages and can increase their achievement to a large extent, which will lead to Long Term Memory.

4. In service course for the preparation of Multimedia should be given to English teachers.

5. English teachers should be trained to use the Multimedia effectively in classroom.

10.0 CONCLUSION:

This Experimental study reveals that there is a significant difference in the achievement of Experimental and Control group of IX standard students in learning Science concept due to the exposure o Multimedia based learning by the experimental group. This multimedia based learning by the group, helps the students to withstand their interest and also their retention power than the conventional method of teaching. So it is concluded that more and more number of multimedia packages, based on the school curriculum and the constant use of it, makes the student to understand more and achieve in their academic tests and also in their life.

11.0 REFERENCES:

1. Chauhan, S.S. (1983). Innovations in teaching- learning process. New Delhi Vikas publishing House Private Limited.

2. Kumar, K.J (1981). Mass communication in India. Bombay: Jaico Publishing Company.

3. Mayer. R. (2001). Multimedia learning. Cambridge, England: Cambridge university press.

4. Levine, G., & Parkinson, S. (1994). Experimental methods in Psychology, Hillsdale.

5. Rao, V.A. (2003). Educational technology, New Delhi: A.P.H. Publishing Corporation

Received on 05.06.2019 Modified on 18.01.2020

Res. J. Humanities and Social Sciences. 2020; 11(1):76-78.

DOI: 10.5958/2321-5828.2020.00012.1