Can a Multimedia Tool Help Students’ Learning Performance in Complex Biology Subjects?

Köseoğlu, Pınar; Efendioğlu, Akın

doi:10.15700/saje.v35n4a1169

Cited by 4 publications

(3 citation statements)

References 37 publications

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“…Active learning and contemplative involvement in subjects have transformed learning environment using multimedia programs and contributed to create motive and retention of trainings and stability of textbook materials in memory of the learners. Using several elements, such as image, sound, animation, simulation, graphics, and simultaneous involvement of several senses, the multimedia programs may provide this opportunity for students to be able to receive the contents more accurately and with higher attractiveness (20)(21)(22). As mentioned in previous part of this study, despite the fact that many conducted studies show the effectiveness of multimedia programs in teaching, but it should be noted that the rate of achievement of these programs in teaching is highly under the influence of the quality of preparation and presentation and also text subject.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Teaching Using Multimedia Program on Academic Performance of Second Grade Students of Secondary Schools in Empirical Sciences Textbook and Its Comparison with Traditional Method

Dastjerdi

2015

Interdiscip J Virtual Learn Med Sci

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Background: Multimedia programs as a powerful tool to be used to improve the quality of education. This study investigated the effect of education using multimedia programs on academic performance of students. Methods: This research was semi-experimental and pre-test, post-test type with control group. In the present research, 40 students in second grade in 2013-2014 in Isfahan city were selected using multistage cluster sampling and random methods in two groups, such as control and experimental. Pre-test was performed for both experimental and control groups before the experiment. Students in the experimental group were trained for three units of empirical sciences lesson for 3 months using training multimedia program for an academic semester and control group were totally taught using the traditional method. At the end of the teaching period, educational performance test was administered simultaneously to the experimental and control groups. At the last phase, re-test was conducted on the studied groups in order to examine the rate of memorization of the taught contents using multimedia program after 3 months. The data collection tools were teacher made tests that its validity and reliability were confirmed. Both descriptive and inferential statistics (mean, standard deviation, and T-test) were analyzed with statistical package for social sciences (SPSS19) software. Results: The results showed an increase as compared to the pre-test (18.18) and post-test scores (16.35) of the two groups; the experimental group obtained significantly higher achievement test than the control group. Also, the retention test scores of the students in the experimental group showed significant difference (P < 0.001) than the control group. Conclusions: Multimedia as a new tool in teaching has new skills for change in education and improve teaching and learning and it can promote with appropriate and correct application the quality of education in educational systems.

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Section: Resultsmentioning

confidence: 99%

The Effect of Teaching Using Multimedia Program on Academic Performance of Second Grade Students of Secondary Schools in Empirical Sciences Textbook and Its Comparison with Traditional Method

Dastjerdi

2015

Interdiscip J Virtual Learn Med Sci

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“…M-STEM is designed with visualization, design, typography, and illustrations that attract students. Students will be interested and motivated to learn when using multimedia with interesting features (Xu, 2017;Koseoglu & Efendioglu, 2015). Complete multimedia features including text, images, videos, music, google form links, navigation buttons, awards, and animations (Hartoyo & Gafur, 2019).…”

Section: Discussionmentioning

confidence: 99%

Multimedia development based on science technology engineering and mathematics in microbiology learning

Prayitno

Hidayati

2020

BIO

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Microbiology learning has not used multimedia based on science technology engineering and mathematics (M-STEM) which can help students understand the concept of microbiology and empower 21st-century skills. The purpose of this research was to develop M-STEM in microbiology learning. The research method uses research and development (R&D) with the Borg and Gall development model which consists of seven stages. The research sample was 20 students who had participated in microbiology learning and four microbiology lecturers at the department of biology education, IKIP Budi Utomo. The research instrument used a questionnaire, interview transcripts, expert validation sheets, practitioner validation sheets, and readability test sheets. The research data is the percentage of the validation score from experts, practitioners, and readability tests. The research data analysis was carried out by descriptive qualitative. The results showed that M-STEM was declared strongly valid in the aspect of media (88.36%), material (97%), usefulness in microbiology learning (99.49%), and readability (88.82%). M-STEM contains interesting features, is easy to access and operate, and the information in it is easy to understand. This research concludes that M-STEM can be recommended for use in microbiology learning. Keywords: Biology learning, microbiology, multimedia, STEM

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“…Consistent with this, [21] stated that the "flexibility of place and time, availability of learning resources, and increased independence of teachers and students in using technology are the advantages of online biology learning during the COVID-19 outbreak"-page 48. Thus, countries with disparate economic positions encourage the use of contemporary technologies as instructional instruments in different subjects [22] Scholars argue that learner performance picks up when ICT is applied and precedence is given to learner-centeredness [5], [22], [23]. This is probably because ICT affords quality instruction that complies with constructivism [24].…”

Section: Information and Communication Technology Practices Inmentioning

confidence: 99%

Information and Communication Technology Practices in Biology Teaching in Lesotho High Schools

Makuru¹,

Jita²

2022

IJIET

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Information and communication technology (ICT) has never been more important in schools than in the current context of the global COVID-19 pandemic. The COVID-19 pandemic has forced many more teachers to use ICT for teaching, even in less resourced countries such as Lesotho. In this quantitative study, teachers’ ICT practices in Lesotho during the year 2020 were examined through the lens of technological pedagogical content knowledge (TPACK). The objectives were to investigate the ICT tools that teachers commonly use, describe the practices that characterize the patterns of use, and determine the correlation between teachers’ practices and their use of ICTs for teaching. Altogether, 107 respondents, selected by a systematic probability sampling technique, completed a five-point Likert scale questionnaire comprising closed-ended items that explored their practices on ICT use for teaching the subject of biology. Data were analyzed for frequencies, means, and standard deviations using the Statistical Package for Social Sciences (SPSS) program. The results indicated that biology teachers in Lesotho use ICTs rather sporadically in their teaching and are consequently ill-prepared to adapt to and mitigate the negative impact of the COVID-19 pandemic on schooling in Lesotho. The study concluded that teachers’ ICT practices are inclined towards supporting more traditional and teacher-centered approaches that rely on face-to-face teaching and learning, with most schools thus remaining closed during the pandemic. The study makes recommendations about the possible ways in which biology teachers in particular could be better prepared to specifically use ICT to teach biology either online or as part of a face-to-face classroom.

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Can a Multimedia Tool Help Students’ Learning Performance in Complex Biology Subjects?

Cited by 4 publications

References 37 publications

The Effect of Teaching Using Multimedia Program on Academic Performance of Second Grade Students of Secondary Schools in Empirical Sciences Textbook and Its Comparison with Traditional Method

The Effect of Teaching Using Multimedia Program on Academic Performance of Second Grade Students of Secondary Schools in Empirical Sciences Textbook and Its Comparison with Traditional Method

Multimedia development based on science technology engineering and mathematics in microbiology learning

Information and Communication Technology Practices in Biology Teaching in Lesotho High Schools

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