EFFECTS OF MULTIMEDIA-BASED INSTRUCTIONAL STRATEGIES ON STUDENTS’ COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR LEARNING OUTCOMES: A QUASI-EXPERIMENTAL STUDY

Authors

  • H. Ahmed Faculty of General Education, Federal University of Education Kano, Kano
  • N. N. Muhammad Department of Curriculum and Instructional Technology, Federal College of Education (Tech) Bichi, Kano
  • A. S. Khalid Faculty of General Education, Federal University of Education Kano, Kano

Keywords:

Multimedia-based instruction, cognitive outcomes, affective outcomes, psychomotor outcomes, secondary education, quasi-experimental design.

Abstract

This study investigates the effects of multimedia-based instructional strategies on the cognitive, affective,
and psychomotor learning outcomes of secondary school students in Kano. Employing a quasi-
experimental design, the research involved a sample of 200 students divided into experimental and
control groups, with data collected through pre-tests and post-tests across three domains. The results
indicate that multimedia instruction significantly enhances cognitive outcomes, fostering better
understanding and retention of knowledge. Also, students exposed to multimedia resources reported
higher levels of motivation and engagement, positively impacting their affective learning outcomes. The
study revealed substantial improvements in psychomotor skills among those who participated in multimedia-based learning. The multivariate analysis of variance (MANOVA) confirmed that the
combined effects of multimedia strategies outperformed traditional methods across all learning domains.
These findings underscore the importance of integrating multimedia tools in educational practices to
promote comprehensive student development. The study advocates for further exploration of
multimedia’s long-term benefits and its application in diverse educational contexts

Published

2024-04-26

Issue

Vol. 6 No. 1 (2024)

Section

Articles