CHAPTER ONE
.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
This is an era of science and technology where science is the backbone for the prosperity of a nation. Science education plays an important role in the development of a nation. In Nigeria, science is a compulsory subject up to elementary level (Grade I to Grade VIII). Iqbal and Mahmood (2000) (as cited in Barwell et al., 2007) maintained that our dierent education policies (1972; 1979; and 1998-2010) emphasized on science education “to trigger students’ curiosity in scientific inquiry and understanding of scientific concepts and processes” (p. 13). The quality of science education in Nigeria has declined to the lowest and needs to be improved (Memon, 2007). Our current teaching strategies have failed to enhance problem-solving skills, curiosity, and critical and logical thinking among students of science. There is a need to move from traditional approaches to more innovative information and communications technologies (ICTs) enriched approaches for meaningful learning. The fast-paced, diverse, and technologically advanced world has posed challenges for both teachers and students. The use of MULTIMEDIAs in the teaching and learning process has become an important feature. The term “multimedia,” which consists of “multi” – which means integrating many expression methods – and “media” – which implies technical key words such as “computer,” “dialogue,” and “digital,” has changed its meaning through the decades. The term multimedia can be defined as 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). It is a system that allows users the use of easy and high-speed information communication networks. As information becomes digitized, all media can now be integrated into one and all the necessary multimedia equipment may be controlled by just one computer system. Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer. (Fenrich, 1997).
Multimedia is characterized by the presence of text, pictures, sound, animation and video; some or all of which are organized into some coherent program (Phillips, 1997). Today’s multimedia is a carefully woven combination of text, graphic art, sound, animation, and video elements. Thus, multimedia is an integration of multiple media elements (audio, video, graphics, text, animation etc.) into one synergetic and symbiotic whole that results in more benefits for the end user than any one of the media element can provide individually. Nature and Characteristics of Multimedia Approach include; • Multimedia approach uses a number of media, devices, and techniques in the teaching learning process. • Multimedia approach has come out of researches and experiments in educational technology utilized to improve the process of teaching-learning.
• Select the media carefully so that one does not hamper or reduce the eect of the other i.e. each media must complement the other. • Use media sequentially and judiciously. Then it would be possible to make optimum use of them in a most economical manner. Multimedia-aided teaching (MAT) is a means of instructional delivery usually used with the traditional method of teaching (Rolfe & Gray, 2011). It is a presentation consisting of words, sound, and pictures that is designed for meaningful learning (Mayer, 2005a; 2005b; 2005c). Multimedia elements have paramount importance in teaching of science (Altherr, Wagner, Eckert, & Jodl, 2004). With the help of multimedia, we can present dierent phenomena and processes vividly, simulate complex content, and present dierent levels of abstraction. This helps in meaningful and authentic learning. MAT is useful especially when students have low motivation and low prior knowledge (Singh, 2003). “Multimedia is characterized by the presence of text, pictures, sound, animation, and video; some or all of which are organized into a coherent program” (Phillips, 1997). Mujibi (2004) explained that technology is changing teaching and learning whether it is middle- scholars examining a scientific hypothesis through a simulation of forth grades living miss apart living apart collaboration on a study of local weather patterns through electronic mail technology is that without strongly leadership, not every student will enjoy technology advantages. Without a well throughout policy and the commitment to fund up to date technology in the schools the interest of children, their parent and the community will not be well sound, schools will fall further behind the society that surrounds them. Technology is artificial to preparing students to live, learn and work successfully in a digital age. New technology based models of teaching and learning have the power to drastically improve educational outcomes.AS a result of many people are asking how to scale up the scattered, successful “Islands of motivation”, instructional technology has empowered into universal improvement in schools enabled by major snis in standard educational practices. Undertaking “systematic reform” (sustained, large scale simultaneous motivation in curriculum; pedagogy; assessment, professional development, administration; incentives and partnership for learning among schools, businesses home and community (settings) requires policy for small scale educational improvement. Technology-based innovations offer special challenges and opportunities in this scaling up process. Systematic reforms are not possible without utilizing the full power of high performance computing and communications to enhance the reshaping of schools. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to effective utilization.
1.2 STATEMENT OF THE PROBLEM
Things are changing globally, and there are different and modern ways of doing things, if the essence of the educational policy is aimed at producing man-power which can cope with the ever-changing modern world, and be part of the global village “the chalk and talk method”; hardly bringing participatory interaction method must give way to the use of innovation and technology driven which the ICT proffers. The overwhelming and glaring features of the present educational systems and structures are the abnormal and unending deterioration if the quality of education at all level over the years. The West African Examination and National Examination Council result have constantly elicited thus groin reality which seriously necessitates urgent attention. Thus it is the aim of this study to provide a template on which the revival of the educational system can be built, also to find out the impact of multimedia tolls on teaching and learning in secondary schools through the use of ICT and as well as investigating the problems associated with the use of multimedia in teaching and learning process.
THE IMPACT OF USING MULTIMEDIA TOOLS ON TEACHING AND LEARNING IN SECONDARY SCHOOLS
