Effect of Multimedia-Based Instructional Strategy on Achievement in Genetics Concepts among Secondary School Biology Students in Niger State, Nigeria.

Abstract

The study examined the Effect of Multimedia-Based Instructional Strategy on Achievement in Genetics Concepts among Secondary School Biology Students in Niger State, Nigeria. A quasi-experimental design, specifically a pretest-posttest, non-equivalent control group design, was used for the research. The population of the study consist of all Senior Secondary School class two (SSII) Biology students during the 2024/2025 academic session in Niger state. A sample size of 519 students was selected from the target population using a multi-stage sampling technique for the study. Two research questions were posed, and two corresponding null hypotheses were formulated and tested at a 0.05 significance level. Two experts validated the research instrument. The test-retest method was used to determine the reliability coefficient of the Biology Achievement Test (BAT). The scores were analysed using the Pearson Product-Moment Correlation Coefficient, which yielded a reliability index of 0.78. Data were analysed using mean, standard deviation, with the Statistical Package for Social Sciences (SPSS) version 23.00. The findings indicated that secondary school biology students exposed to multimedia-based instructional strategies performed significantly better than those taught genetics only, as shown by the mean scores. The results further revealed that the experimental group performed better than the control group in the study, demonstrating the effectiveness of the multimedia approach. Based on the findings of the study, this recommendation is proposed: educational policymakers and school administrators should encourage the integration of multimedia-based instructional strategies into the biology curriculum to enhance teaching and learning outcomes.