Multimedia Vs Multimedia In Teaching

There is a general agreement in society that every child should study Mathematics at school in order to acquire skills for their adult life (Orton & Wain, 1996). Mathematics is thought to be the language in which logical reasoning and problem solving blend together as the goal for development of thinking skills (Johnson & Rising, 1992). Despite these notions, unfortunately, Mathematics is a subject where many secondary school students perform poorly at national examinations (Netherlands, 2004). According to Fuchs, Fuchs, Hamlett and Appleton (2002), Mathematics, especially worded problems, are often challenging for students of all ages, including those with or without special learning needs. This is supported by the fact that there exists

Consequently, Multimedia would be effective in making the teachers’ practice less arduous, especially since there is no accepted definition on how to ingeniously teach Mathematics. Molenda and Smaldino (2001) defined multimedia as the “combination of two or more media formats integrated to form an instructional and informational program”. Molenda and Smaldino (2001) believed that Multimedia is highly capable of enhancing skills, provided that the students receive the opportunity to explore. Though it has been observed that using Multimedia and multimedia software do not directly result in learning, Multimedia provides a different way of getting students to be satisfied with the lesson (Bell, Fonarow, Hays & Mangione, 2000) as it piques and maintains the students’ interest by utilizing a myriad of learning activities that are distinctively

A total of 30 resident Mathematics head teachers from different schools were sampled with 15 teachers each assigned to the experimental-which were trained using Multimedia-and the control group which utilized conventional methods. The post test results of an academic achievement test revealed a better performance by the experimental group.

Aloraini (2005), in analyzing Abdul-Majid (2002), shared similar findings when he conducted a study on the use of enhanced Multimedia along with the computer in teaching Analytical Geometry to first grade high school students. The study focused on the areas of acquisition of knowledge, development of divergent thinking and decision-making skills. Two classes were used as the sample, one of each being experimental and control. Analysis of the results