Effects of Multimedia Technology Integration on Students’ Achievement in Chemistry in Co-Educational Secondary Schools in Bomet County, Kenya

Abstract

This paper examined the effect of Multimedia Technology Integration (MTI) in teaching on students’ achievement in Chemistry in Bomet County, Kenya. It adopted the Solomon-Four non-equivalent control group research design. The accessible population comprised of form three students in co-education schools in Bomet which offer Chemistry. Purposive sampling technique was used to select 4 Co-educational secondary schools that were involved in the study. Two schools were randomly assigned to Experimental groups while the other two constituted the Control groups. A sample of 208 students participated in the study. Data was collected using Mole Achievement Test (MAT). The face and content validity of the instrument were checked through expert judgement. The reliability of MAT was estimated using the Kuder Richardson (KR21) formula. The instrument was deemed reliable as it yielded a coefficient of 0.701. Hypothesis were tested at the .05 significance level using the t-test and ANOVA. The findings showed a significant difference in achievement between students exposed to MTI and those taught using Conventional Teaching Methods (CTM) in favour of the Experimental groups. The paper concludes that MTI improves students’ achievement in Chemistry better than CTM. It recommends that MTI be blended with other factors that enhance performance to boost students’ achievement in Chemistry.