ABSTRACT

The goal of this research project is to investigate how effectively the classrooms at the Emerald School and Alaafin Grammar School in Atakpo, Rivers State, use high-quality and adequate multimedia resources for teaching mathematics, as well as how this has influenced students’ ability to learn and be taught the subject. This study had three main goals: to learn how teachers and students perceive how much using multimedia tools for math affects students’ math performance; to look at the difficulties that teachers at Emerald School and Alaafin Grammar School have in obtaining and using quality multimedia tools for math; and to evaluate the methods that teachers employ to lessen these difficulties. The survey used in the study was cross-sectional.

All students at Emerald School and Alaafin Grammar School in Atakpoo L.G.A. were included in the study population. Twenty pupils and five teachers from each school completed a semi-structured questionnaire. Additionally, one secondary district education officer and the heads of each school were questioned. The investigation came to the following conclusions: First, the effectiveness of teachers and students depends on the use of multimedia technologies in mathematics. Second, the majority of Emerald schools and Alaafin grammar schools in the Atakpoo L.G.A. lack necessary teaching and learning resources. Thirdly, the study showed that teachers employed a variety of tactics, including borrowing books and improvising, to lessen the difficulties associated with locating and utilizing high-quality multimedia tools for mathematics. The study suggests that the government allocate enough money to increase the accessibility of multimedia math tools across all secondary schools. This study suggests that additional research should look into specific aspects of how math teachers and students use multimedia resources for effective teaching and learning processes.

 

INTRODUCTION

In this age of science and technology, science is the foundation for a country’s economic success. A nation’s progress is significantly impacted by science education. Science is a required subject up to the primary level in Nigeria (Grade I to Grade VIII). Our various educational plans (1972, 1979, and 1998–2010), according to Iqbal and Mahmood (2000) (as cited in Barwell et al., 2007), placed a strong emphasis on science education “to ignite students’ curiosity in scientific inquiry and comprehension of scientific concepts and processes” (p. 13). Nigerian science education is now of the lowest level and has to be upgraded (Memon, 2007). The kids’ critical and logical thinking, curiosity, and problem-solving abilities have not been improved by our existing teaching methods of science. For meaningful learning, it is necessary to switch from outdated information and communications technology (ICT)-enhanced methodologies. Teachers and students alike have faced obstacles as a result of the world’s rapid pace, diversity, and technological advancement. Multimedia is now a crucial component of the teaching and learning process.

The meaning of the term “multimedia,” which comprises of the prefix “multi” (which denotes including a variety of expression methods) and the suffix “media” (which implies technical terms like “computer,” “dialogue,” and “digital,” among others), has evolved over time. Multimedia is a term that refers to a platform that combines analog information in a variety of forms, including as text, graphics, and audio-visual elements, into a single digitized data and relays it via multiple (many) vehicles (media). Users can employ simple and quick information communication networks thanks to this method. All forms of media can now be combined into one due to the digitization of information, and all essential multimedia equipment can be managed by a single computer system. By combining computer hardware and software, multimedia enables you to create engaging presentations on a budget-friendly desktop computer by integrating video, animation, audio, graphics, and test resources (Fenrich, 1997). Text, images, sound, animation, and video are all components of multimedia, some or all of which are arranged into a single, coherent program (Phillips, 1997). Multimedia content of today is a skillfully crafted synthesis of text, graphic art, sound, animation, and video elements. Multimedia, then, is the combination of several media elements (audio, video, graphics, text, animation, etc.) into a cohesive whole that offers the end user advantages that no single media element alone can. The nature and traits of the multimedia approach are as follows: • The teaching and learning process is aided by a variety of media, tools, and strategies.

• Research and experimentation in educational technology used to enhance the teaching-learning process led to the development of the multimedia method.
• A multimedia approach seeks to offer worthwhile educational experiences.
• Carefully choose the media such that none interfere with or lessen the impact of the others, i.e., each media must enhance the other.
• Sequentially and sparingly use media. Then, it would be feasible to employ them as efficiently and cheaply as possible.

A way of delivering instruction frequently utilized in conjunction with the conventional style of instruction is multimedia-aided teaching (MAT) (Rolfe & Gray, 2011). It is a presentation made up of words, sounds, and images that is intended to promote deep learning (Mayer, 2005a; 2005b; 2005c). In the teaching of science, multimedia components are of the utmost importance (Altherr, Wagner, Eckert, & Jodl, 2004). Multimedia allows us to replicate complicated content, visually depict various events and processes, and display various levels of abstraction. This aids in true and meaningful learning. MAT is beneficial, particularly for pupils who lack drive and background knowledge (Singh, 2003). “The inclusion of text, images, sound, animation, and video, some or all of which are organized into a coherent program, characterizes multimedia.” (Phillips, 1997).

Without strong leadership, not all students will benefit from technology’s advantages, according to Mujibi (2004). This is true whether middle school students are studying scientific hypotheses through a simulation of fourth graders living apart or working together to study local weather patterns through email. Without a well-rounded policy and the dedication to funding modern technology in schools, the interests of kids, their parents, and the community won’t be well-sound, and schools will regress farther behind the society in which they live. In order to successfully prepare pupils for life, learning, and employment in the digital age, technology is used. The effectiveness of teaching and learning can be significantly increased with the help of new technology. Because so many individuals are interested in how to expand the dispersed, prosperous “Islands of motivation,” instructional technology has facilitated widespread improvements in schools made possible by significant shifts in conventional educational procedures.

Policy for small-scale educational improvement is necessary before implementing “systematic reform,” which refers to sustained, large-scale simultaneous motivation in the curriculum, pedagogy, assessment, professional development, administration, incentives, and partnership for learning among schools, businesses, homes, and community (settings). Technology-based innovations present unique opportunities and problems during this scaling up process. Without harnessing the full potential of high performance computing and communications to enhance the reshaping of schools, systematic reforms are not feasible. However, the high expense of technology, its rapid advancement, and the specialized knowledge and skills needed by its users present significant obstacles to its efficient usage.

 

1.2 Statement of the Problem

If the goal of educational policy is to develop workers who can adapt to the constantly changing modern world and be a part of the global village, then “the chalk and talk method” must make way for the use of innovation and technology-driven methods that ICT offers. Things are changing on a global scale, and there are new and contemporary ways of doing things.

The anomalous and ongoing decline in the quality of education at all levels throughout time is one of the overpowering and obvious characteristics of the current educational systems and institutions. The results of the West African Examination and National Examination Council have again brought to light important realities that gravely demand immediate correction. Therefore, the purpose of this study is to offer a framework on which the reform of the educational system can be built. It also aims to determine the impact of multimedia on the teaching and learning of mathematics in secondary schools using ICT, as well as to look into any potential issues that may arise from the use of multimedia in the teaching and learning process.

 

1.3 Objectives of study

General Objective

The general objective of this study was to examine the effect of multimedia tools for mathematics on teaching and learning mathematics in secondary schools

 

Specific Objectives

1. To explore the views of teachers and students on the extent to which multimedia tools for mathematics affect student performance in mathematics.
2. To examine the challenges that teachers in Emerald school and Alaafin grammar school face in accessing multimedia tools for mathematics.
3. Assess the strategies that teachers use to minimize the challenges of attaining and using quality multimedia tools for mathematics.

 

1.4 Research questions

1. What are the views of teachers and students on the extent to which multimedia tools for mathematics affect students’ performance?
2. What are the challenges that teachers in Emerald school and Alaafin grammar school face in accessing multimedia tools for mathematics?
3. What are the strategies that teachers use to minimize the challenges of attaining and using quality multimedia tools for mathematics?

 

1.5 Significance Of the Study

Astonishing progress is being made in technology. It has fundamentally altered the ways in which we live, work, learn, interact, and pass our free time. Virtually every element of life has undergone a visible change because to computers and digital technologies. It is acceptable and expected that technology will play a key role in enhancing mathematics instruction and learning in our schools. Technology offers new approaches to teaching and learning, as well as new opportunities for educators to hold each other and the public, including parents, communities, and students, accountable (National Research Council, 1995). However, this study will inform the general public, lecturers/teachers, parents, various levels of government, and students about the effects of using multimedia tools for mathematics in teaching and learning as well as the implications for the country’s development of the suggestion that, if implemented effectively, will lighten the load on teachers in their employment while also facilitating teaching and learning activities.

 

1.6 Scope Of the Study

The entire secondary school population at Emerald School and Alaafin Grammar School in the Rivers State local government area of Atakpoo is the subject of this study.

 

1.7 Delimitation of the Study

The main challenge in doing this research was a lack of time and funding, which prevented the researcher from visiting more than one school and finishing the project.

 

1.8 Definition Of Terms

Impact: a marked effect or influence.

Multimedia: a platform that integrates analogue information in various forms such as text, images, and audio-visual materials to a single digitized data and relays them using several (multi) vehicles (media)

Teaching: teaching is the activities of educating/instructing or activities that involve imparting of knowledge or skill to learners or animals.

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