ABSTRACT
Multimedia learning is widely used in life science education where the use of picture and text can bring complex structure and processes to life. However, the impact on academic performance and deeper understanding is not well documented. Presently, traditional education approaches have resulted in a mismatch between what is taught to the students and what is the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems.
CHAPTER ONE
1.0 INTRODUCTION
Schram and porter, (2002) observed that communication technology enables us to “duplicate information and to extend almost indefinitely a person’s ability to share it”. With the seemingly endless increases in technological sophistication, we are able to do more and add to it more spectacularly. However, we can lose sight of the goal of effective communication when technology is merely used for its own sake.
This is nowhere more apparent than in multimedia development, comprehendible messages. Poor multimedia exhibits the basic of fundamental characteristic of multimedia (use of multiple media), but fails to convey a coherent message. Most often, form is emphasized at the expense of function.
Media can be used separately (e.g. verbal information presented textually), redundancy (e.g. verbal information presented textually and auditorally), or in combination (e.g. verbal information presented auditorally and pictorial information presented via video) background of the study.
Two ways to examine the effectiveness of multimedia networking and communication are its:
· Ability to entertain
· Ability to instruct
An entertaining multimedia networking and communication is one that captures the user’s attention and encourages the user to continue interacting with the software applications. Popular computer games such as Byst by Broderbund or Outpost sierra On-line are examples of multimedia networking and communication that are entertaining, but not necessarily educational. Another way to examine e the effectiveness of a multimedia networking and communication is to determine how well it helps people to learn.
Multimedia networking and communication is employed increasingly for computer-based tutorials and other forms of .on-line education. The cost of developing these applications can often be justified quite easily. For example, Anderson Consulting expects a $10 million return on investment from a multimedia versions of its Business practices course and Pacific.
In an effort to help move the field forward, this study focuses on fundamental aspects of multimedia information presentation to aid human learning.
1.1 STATEMENT OF THE PROBLEM
This project is interested in the integration of multimedia networking and communication putting into consideration the negative and the positive effects on students’ academic achievement.
Despite its availability (even if not evenly distributed) in our various schools, it is still at its infancy state in Nigeria.
Many factors are responsible for this, among which are:
Production cost: production costs can be expensive and the user-friendly software is yet friendly enough for non-specialists to easily use the learning materials, and include attending to the information, rehearsing it, and elaborating it. Obtaining quality content for presentations can be difficult.
Another concern is the considerable increase in time required for .preparation of multimedia instructional material.
1.2 OBJECTIVE OF THE STUDY
The main reason for this research work is to ensure that people learn faster and have better attitudes toward learning when appropriate media communication is considered. Kozma, 2000 believes that learning is facilitated when the presentation medium provides representations that are important to the learning tasks, but are hard for learners to create for themselves. For example, Carpenter and Just, (2005) used text, static drawings, and animated drawing teach college students the structure and function of simple mechanics.
The first factor in the nature of materials is that the learning materials can vary significantly, including their modality, physical structure, psychological structure, conceptual difficulty, and sequences.
The second factor is the characteristics of the learner, including the learners’ current skills, knowledge and attitude. The third factor is t he learning activities. This factor addresses what the learner does with the learning materials. The fourth factor is the criteria tasks, the type of tasks used to measure learning, and includes recognition, recall, transfer, and problem solving.
Each type of test may reflect different assumptions of what “learning” means. According to Bransford, all four factors must be considered when examining learning.
1.3 RESEARCH QUESTION
The following research questions were considered:
· Does the use of multimedia networking and communication make any improvement in the performance of students in FCE
· Do students whose teachers use multimedia in their teaching perform better than those whose teachers do not use multimedia in teaching?
· What is/are the significance(s) of multimedia in the teaching-learning environment?
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1.4 RESEARCH HYPOTHESIS
The study aims at contributing to research studies on factors associated with students’ poor performance and achievement in schools.
The following hypotheses were tested:
· What brings about tremendous declination in the students’ academic achievement in recent years?
· Of what impact I s multimedia to students’ achievement
· Do you support the use of multimedia or simply media technology in our various schools.
1.5 SCOPE OF THE STUDY
The study described a multimedia development course designed to help students maximize the effectiveness of their use of communication technology in relevant contexts such as the workplace, or distance education. The study was intended to be a team-taught, interdisciplinary study. The basic rationale behind its course showed that effective communication is clear, simple and direct.
1.6 LIMITATION OF THE STUDY
The research project was being carried in Federal college of Education Abeokuta Ogun State.
1.7 DEFINITION OF TERMS
MULTIMEDIA: Is the delivery of information in a computer based presentation that integrates two or more kinds of media including text, graphics, motion, video, still video, video recognition, animation and sound.
COMMUNICATION: a medium at which information is being transmitted and achieved through diverse of communication devices e.g. radio, phones, internet etc
NETWORKING: the connection of two or more systems together in order to enable sharing of information and resources. (Printer, speakers, etc)
TECHNOLOGY: scientific knowledge used in practical ways in industry, for example, in designing new machines.
ANIMATION: the process of making films/movies, videos and computer games in which drawings or models of people and animals seem to move.
MOTION: the act of moving or the way something moves
GRAPHIC: connected with drawings and design, especially in the production of books, magazines etc.
SIMULTION: the act of pretending that something is real when it is not real.
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