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THE
EFFECTIVE USE OF MULTIMEDIA IN THE TEACHING AND LEARNING OF POLITICAL SCIENCE
EDUCATION
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
"Multimedia"
is currently the buzzword in educational technology. Multimedia here refers to
combining different electronic media, commonly computers and videodiscs, in
teaching materials.This new generation is using digital media for learning and
communicating (Tapscott, 2008). Business, industry, the military and
educational institutions have recognized this potential and used computers as
instructional tools. However, in the context of education, technology also
refers to the process of applying the tools for educational purposes. In other
words, “educational technology is a combination of the processes and tools
involved in addressing educational needs and problems, with an emphasis on
applying the most current tools: computers and their related technologies”
(Roblyer& Edwards, 2000). The advent of multimedia and multimedia
technologies has changed the way educators teach and students learn. With
multimedia, the communication of the information can be done in a more
effective manner and it can be an effective instructional medium for delivering
information. Multimedia application design offers new insights into the
learning process of the designer and forces him or her to represent information
and knowledge in a new and innovative way (Neo & Neo, 2000). The use of
multimedia as a platform for teaching is made even more possible with the
availability of the MPCs (Multimedia PCs) that are powerful, fast, and able to
process all media elements effortlessly and quickly, and multimedia software
packages that are user‐friendly yet power‐packed. Multimedia “provides a means
to supplement a presenter’s efforts to garner attention, increase retention,
improve comprehension, and to bring an audience into agreement”, which
consequently results in people remembering 20% of what they see, 40% of what
they see and hear, but about 75% of what they see and hear and do
simultaneously (Lindstrom, 2004). The use of multimedia in teaching and
learning enabled teachers to stimulate final outcomes and assist students in
applying knowledge learned from textbooks, thereby compensating for the
deficiency of traditional teaching methods. Multimedia is now permeating the
educational system as a tool for effective teaching and learning. With
multimedia, the communication of information can be done in a more effective
manner and it can be an effective instructional medium for delivering
information. Multimedia access to knowledge is one of the possibilities of
information and communication technology that has tremendous impact on
learning. The instructional media have emerged in a variety of resources, and
equipment, which can be used to supplement or complement the teachers’ efforts
in ensuring effective learning by students. It is recognized that conventional
media technologies can no longer meet the needs of our teaching and learning
processes; as a result they are being replaced by multimedia technology. This
technology provides a learning environment that is self‐paced, learner‐
controlled and individualized. Multimedia in Education has been extremely
effective in teaching individuals a wide range of subjects. Multimedia is
changing the way we communicate with each other. The way we send and receive
messages is more effectively done and better comprehended. While a lecture can
be extremely informative, a lecture that integrates pictures or video images
can help an individual learn and retain information much more effectively.
Using interactive CD‐ROMs can be extremely effective in teaching students a
wide variety of disciplines, most notably languages and music.
A
multi‐sensory experience can be created for the audience, which in turn,
elicits positive attitudes towards its application (Neo & Neo, 2001).
Multimedia has also been shown to elicit the highest rate of information
retention and result in shorter learning time (Ng & Komiya, 2000). On the
part of the creator, designing a multimedia application that is interactive and
multi‐ sensory can be both a challenge and thrill. Multimedia application
design offers new insights into the learning process of the designer and forces
him or her to represent information and knowledge in a new and innovative
way. However, information technology
application serves different purposes, such as knowledge sharing‐portal, search
engines, public administration, social service and business solution. Oshodi
(2000) posits that awareness created towards the use of information and
communication technology over the years is increasing in the classroom learning
environment in the third world such that mere verbalization of words alone in
the classroom to communicate ideas, skills and attitude to educate learner is
futile. Omagbemi (2004) supporting this view expressed that access to
multimedia information could stimulate changes and creates conductive learning
environment and make learning more meaningful and responsive to the localized
and specific needs of learners. The emphasis of multimedia design and
development has been on the presentation of information in multiple formats
(Hede&Hede, 2002). There are a number of overlapping definitions of multimedia.
According to Doolittle (2001), “web‐based multimedia represents the
presentation of instruction that involves more than one delivery media,
presentation mode, and/or sensory modality. Multimedia has also been defined as
“the use of multiple forms of media presentation” (Schwartz &Beichner,
2000) and “text with at least one of the following: audio or sophisticated
sound, music, video, graphics” (Maddux, Johnson & Willis, 2001). Although
numerous definitions exist to capture the essence and meaning of multimedia,
“one commonality among all multimedia definitions involves the integration of
more than one media” (Jonassen, 2000). Examples of multimedia includes but are
not limited to text in combination with graphics, audio, music, video, and or
animation. The teaching and learning of political science over the years has
been delivered mechanically or by rote learning, which makes instruction
teacher‐centered. Hardly can vital abstract contents in Political Science be
effectively communicated to the learners theoretically. They need to be taught
using relevant materials. The teacher in his/her method of teaching may have
being a major source of students’ poor academic performance in Political
Science. Most teachers still prefer using the ‘chalk and talk’ method in
instructing learners. Although Multimedia could facilitate meaningful learning
of Political Science, it is rarely used, whereas this method is considered as a
good strategy for improving cognition. A good deal of expected learning
outcomes is not realized in Political Science in our university as a result of
non‐availability of instructional materials as well as lack of effective
utilization of appropriate teaching materials (Nwagbo, 2008).
1.2
STATEMENT OF THE PROBLEM
There is a
urgent need to upgrade educational standard to bridge the gap between developed
and developing nations, and multimedia instruction is considered as a necessary
tool for this purpose. However, the presence of multimedia alone will not
stimulate significant changes in a school. Teachers are an important ingredient
in the implementation ofmultimedia instruction in education. Without the
involvement of teachers, most students may not take advantage of all the
available potential benefits of multimedia on their own. Teachers need to actively
participate in the use of multimedia facilities. They have to be trained in the
use of multimedia and in its integration in the classroom activities to enhance
thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many of
the current graduates were found to be lacking in creativity, communications
skills, analytical and critical thinking and problem – solving skills (Teo&
Wong, 2000). In this study, attempts are therefore made at examining such
issues as are pertinent to the use of multimedia in teaching and learning of
Political Science in institution of higher learning, a case study of University
of Calabar, Cross River State, Nigeria.
1.3
OBJECTIVE OF THE STUDY
The main aim
of this study is to examine the effective use of multimedia in the teaching and
learning of political science education. Specifically, the sub objectives of
this study include:
i) To determine the availability of
instructional multimedia in the department of Political Science for teaching
and learning.
ii) To determine the pattern and
frequency of use of multimedia by in the department of Political Science for
teaching and learning.
iii) To investigate the adequacy of
multimedia facilities for teaching and learning in the department of Political
Science for teaching and learning.
iv) To identify factors, if any, which
limit the use of multimedia by the university lecturers in the department of
Political Science.
1.4 RESEARCH
HYPOTHESES
H0: There is
no significant influence of limited simulation on the academic performance of
students.
H1: There is
a significant influence of limited simulation on the academic performance of
students.
H0: There is
no significant influence of availability of instructional multimedia on
students’ academic performance.
H2: There is
a significant influence of availability of instructional multimedia on
students’ academic performance.
H0: There is
no significant influence of the use of audio‐visual on students’ effective
learning of Political Science.
H3: There is
a significant influence of the use of audio‐visual on students’ effective
learning of Political Science.
1.5
SIGNIFICANCE OF THE STUDY
The fact
remains that the use of multimedia in teaching and learning enhance
effectiveness and improves performance of students in the country today.
Multimedia teaching has been believed to provide various techniques and method
for lesson planning and to assist classroom instruction with improved
visualization and representation. This study is therefore significant in that
it will examine and hopefully reveal the effect of the use of multimedia in
teaching and learning, and its implication on the academic performance of
students and also make recommendation as to how best to use multimedia in
teaching, so as to create a conductive atmosphere for teaching.
1.6 SCOPE
AND LIMITATION OF THE STUDY
The scope of
this research work is limited to the effective use of multi-media in the
teaching and learning of political science education in Cross River State. It
covers the problems encountered and the solutions to such problems in the case
study.This study did not in any way investigate the problems that lead to
student’s unrest in the primary and secondary schools in Calabar rather it is
restricted to an institution of higher learning in Calabar. Therefore the
University of Calabar is selected to be the case study by the
researcher.However the research has some constraints which are;
Time: the
time at the disposal of the researcher which is allocated for the study was a
major limitation as the researcher has to combine other academic work with the
study.
Finance: The
finance at the disposal of the researcher in the course of the study does not
allow for wider coverage as resources are very limited as the researcher has
other academic bills to cover.
1.7
DEFINITION OF TERMS
Effective:adequate
to accomplish a purpose; producing the intendedTHE EFFECTIVE USE OF MULTIMEDIA
IN THE TEACHING AND LEARNING OF POLITICAL SCIENCE EDUCATION
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THE
EFFECTIVE USE OF MULTIMEDIA IN THE TEACHING AND LEARNING OF POLITICAL SCIENCE
EDUCATION
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
"Multimedia"
is currently the buzzword in educational technology. Multimedia here refers to
combining different electronic media, commonly computers and videodiscs, in
teaching materials.This new generation is using digital media for learning and
communicating (Tapscott, 2008). Business, industry, the military and
educational institutions have recognized this potential and used computers as
instructional tools. However, in the context of education, technology also
refers to the process of applying the tools for educational purposes. In other
words, “educational technology is a combination of the processes and tools
involved in addressing educational needs and problems, with an emphasis on
applying the most current tools: computers and their related technologies”
(Roblyer& Edwards, 2000). The advent of multimedia and multimedia
technologies has changed the way educators teach and students learn. With
multimedia, the communication of the information can be done in a more
effective manner and it can be an effective instructional medium for delivering
information. Multimedia application design offers new insights into the
learning process of the designer and forces him or her to represent information
and knowledge in a new and innovative way (Neo & Neo, 2000). The use of
multimedia as a platform for teaching is made even more possible with the availability
of the MPCs (Multimedia PCs) that are powerful, fast, and able to process all
media elements effortlessly and quickly, and multimedia software packages that
are user‐friendly yet power‐packed. Multimedia “provides a means to supplement
a presenter’s efforts to garner attention, increase retention, improve
comprehension, and to bring an audience into agreement”, which consequently
results in people remembering 20% of what they see, 40% of what they see and
hear, but about 75% of what they see and hear and do simultaneously (Lindstrom,
2004). The use of multimedia in teaching and learning enabled teachers to
stimulate final outcomes and assist students in applying knowledge learned from
textbooks, thereby compensating for the deficiency of traditional teaching
methods. Multimedia is now permeating the educational system as a tool for
effective teaching and learning. With multimedia, the communication of
information can be done in a more effective manner and it can be an effective
instructional medium for delivering information. Multimedia access to knowledge
is one of the possibilities of information and communication technology that
has tremendous impact on learning. The instructional media have emerged in a
variety of resources, and equipment, which can be used to supplement or
complement the teachers’ efforts in ensuring effective learning by students. It
is recognized that conventional media technologies can no longer meet the needs
of our teaching and learning processes; as a result they are being replaced by
multimedia technology. This technology provides a learning environment that is
self‐paced, learner‐ controlled and individualized. Multimedia in Education has
been extremely effective in teaching individuals a wide range of subjects.
Multimedia is changing the way we communicate with each other. The way we send
and receive messages is more effectively done and better comprehended. While a
lecture can be extremely informative, a lecture that integrates pictures or
video images can help an individual learn and retain information much more
effectively. Using interactive CD‐ROMs can be extremely effective in teaching
students a wide variety of disciplines, most notably languages and music.
A
multi‐sensory experience can be created for the audience, which in turn,
elicits positive attitudes towards its application (Neo & Neo, 2001).
Multimedia has also been shown to elicit the highest rate of information
retention and result in shorter learning time (Ng & Komiya, 2000). On the
part of the creator, designing a multimedia application that is interactive and
multi‐ sensory can be both a challenge and thrill. Multimedia application
design offers new insights into the learning process of the designer and forces
him or her to represent information and knowledge in a new and innovative
way. However, information technology
application serves different purposes, such as knowledge sharing‐portal, search
engines, public administration, social service and business solution. Oshodi
(2000) posits that awareness created towards the use of information and
communication technology over the years is increasing in the classroom learning
environment in the third world such that mere verbalization of words alone in
the classroom to communicate ideas, skills and attitude to educate learner is
futile. Omagbemi (2004) supporting this view expressed that access to
multimedia information could stimulate changes and creates conductive learning
environment and make learning more meaningful and responsive to the localized
and specific needs of learners. The emphasis of multimedia design and
development has been on the presentation of information in multiple formats
(Hede&Hede, 2002). There are a number of overlapping definitions of
multimedia. According to Doolittle (2001), “web‐based multimedia represents the
presentation of instruction that involves more than one delivery media,
presentation mode, and/or sensory modality. Multimedia has also been defined as
“the use of multiple forms of media presentation” (Schwartz &Beichner, 2000)
and “text with at least one of the following: audio or sophisticated sound,
music, video, graphics” (Maddux, Johnson & Willis, 2001). Although numerous
definitions exist to capture the essence and meaning of multimedia, “one
commonality among all multimedia definitions involves the integration of more
than one media” (Jonassen, 2000). Examples of multimedia includes but are not
limited to text in combination with graphics, audio, music, video, and or
animation. The teaching and learning of political science over the years has
been delivered mechanically or by rote learning, which makes instruction
teacher‐centered. Hardly can vital abstract contents in Political Science be
effectively communicated to the learners theoretically. They need to be taught
using relevant materials. The teacher in his/her method of teaching may have
being a major source of students’ poor academic performance in Political
Science. Most teachers still prefer using the ‘chalk and talk’ method in
instructing learners. Although Multimedia could facilitate meaningful learning
of Political Science, it is rarely used, whereas this method is considered as a
good strategy for improving cognition. A good deal of expected learning
outcomes is not realized in Political Science in our university as a result of
non‐availability of instructional materials as well as lack of effective
utilization of appropriate teaching materials (Nwagbo, 2008).
1.2
STATEMENT OF THE PROBLEM
There is a
urgent need to upgrade educational standard to bridge the gap between developed
and developing nations, and multimedia instruction is considered as a necessary
tool for this purpose. However, the presence of multimedia alone will not
stimulate significant changes in a school. Teachers are an important ingredient
in the implementation ofmultimedia instruction in education. Without the
involvement of teachers, most students may not take advantage of all the
available potential benefits of multimedia on their own. Teachers need to
actively participate in the use of multimedia facilities. They have to be
trained in the use of multimedia and in its integration in the classroom
activities to enhance thinking and creativity among students. They must also
learn to facilitate and encourage students by making them responsible for their
own learning. Many of the current graduates were found to be lacking in
creativity, communications skills, analytical and critical thinking and problem
– solving skills (Teo& Wong, 2000). In this study, attempts are therefore
made at examining such issues as are pertinent to the use of multimedia in
teaching and learning of Political Science in institution of higher learning, a
case study of University of Calabar, Cross River State, Nigeria.
1.3
OBJECTIVE OF THE STUDY
The main aim
of this study is to examine the effective use of multimedia in the teaching and
learning of political science education. Specifically, the sub objectives of
this study include:
i) To determine the availability of
instructional multimedia in the department of Political Science for teaching
and learning.
ii) To determine the pattern and
frequency of use of multimedia by in the department of Political Science for
teaching and learning.
iii) To investigate the adequacy of
multimedia facilities for teaching and learning in the department of Political
Science for teaching and learning.
iv) To identify factors, if any, which
limit the use of multimedia by the university lecturers in the department of
Political Science.
1.4 RESEARCH
HYPOTHESES
H0: There is
no significant influence of limited simulation on the academic performance of
students.
H1: There is
a significant influence of limited simulation on the academic performance of
students.
H0: There is
no significant influence of availability of instructional multimedia on
students’ academic performance.
H2: There is
a significant influence of availability of instructional multimedia on
students’ academic performance.
H0: There is
no significant influence of the use of audio‐visual on students’ effective
learning of Political Science.
H3: There is
a significant influence of the use of audio‐visual on students’ effective
learning of Political Science.
1.5
SIGNIFICANCE OF THE STUDY
The fact
remains that the use of multimedia in teaching and learning enhance
effectiveness and improves performance of students in the country today.
Multimedia teaching has been believed to provide various techniques and method
for lesson planning and to assist classroom instruction with improved
visualization and representation. This study is therefore significant in that
it will examine and hopefully reveal the effect of the use of multimedia in
teaching and learning, and its implication on the academic performance of
students and also make recommendation as to how best to use multimedia in
teaching, so as to create a conductive atmosphere for teaching.
1.6 SCOPE
AND LIMITATION OF THE STUDY
The scope of
this research work is limited to the effective use of multi-media in the
teaching and learning of political science education in Cross River State. It
covers the problems encountered and the solutions to such problems in the case
study.This study did not in any way investigate the problems that lead to student’s
unrest in the primary and secondary schools in Calabar rather it is restricted
to an institution of higher learning in Calabar. Therefore the University of
Calabar is selected to be the case study by the researcher.However the research
has some constraints which are;
Time: the
time at the disposal of the researcher which is allocated for the study was a
major limitation as the researcher has to combine other academic work with the
study.
Finance: The
finance at the disposal of the researcher in the course of the study does not
allow for wider coverage as resources are very limited as the researcher has
other academic bills to cover.
1.7
DEFINITION OF TERMS
Effective:adequate
to accomplish a purpose; producing the intended or expected result.
Multimedia:Multimedia
is content that uses a combination of different content forms such as text,
audio, images, animations, video and interactive content.
Teaching:A
teacher is a person who helps others to acquire knowledge, competences or
values. Informally the role of teacher may be taken on by anyone.
Learning:Learning
is the process of acquiring new or modifying existing knowledge, behaviors,
skills, values, or preferences.
ICT:
Information and Communication Technology.
UNICAL:
University Of Calabar
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as
follows. Chapter one is concern with the introduction, which consist of the
(background of the study), statement of the problem, objectives of the study,
research questions, research hypotheses, significance of the study, scope of
the study etc. Chapter two being the review of the related literature presents
the theoretical framework, conceptual framework and other areas concerning the
subject matter. Chapter three is a research methodology covers deals on the
research design and methods adopted in the study. Chapter four concentrate on
the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and
recommendations made of the study.
Multimedia:Multimedia
is content that uses a combination of different content forms such as text,
audio, images, animations, video and interactive content.
Teaching:A
teacher is a person who helps others to acquire knowledge, competences or
values. Informally the role of teacher may be taken on by anyone.
Learning:Learning
is the process of acquiring new or modifying existing knowledge, behaviors,
skills, values, or preferences.
ICT:
Information and Communication Technology.
UNICAL:
University Of Calabar
1.8
ORGANIZATION OF THE STUDY
This
research work is organized in five chapters, for easy understanding, as
follows. Chapter one is concern with the introduction, which consist of the
(background of the study), statement of the problem, objectives of the study,
research questions, research hypotheses, significance of the study, scope of
the study etc. Chapter two being the review of the related literature presents
the theoretical framework, conceptual framework and other areas concerning the
subject matter. Chapter three is a research methodology covers deals on the
research design and methods adopted in the study. Chapter four concentrate on
the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and
recommendations made of the study.
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