Bridging the Gap between Low, Medium and High Ability Students through the Use of Computer-Based Multimedia Instruction.

Abstract

The study determined the effects of computer-based multimedia instructional package for bridging the gap between the low, medium and high ability students. The study adopted a pretest, post-test experimental design. Sample consists of 120 second year students (SSII). Solid Geometry Achievement Test (SGAT) was used for collecting data, while Computer-Based Multimedia Instruction that comprised of Animation with Text (AT) and Animation with Narration (AN) was used as treatment instrument. The reliability coefficient of SGAT was 0.78 using Kuder-Richardson (KR-21). Data were analyzed using Analysis of Variance (ANOVA). The results revealed that, significant differences were established in the post-test mean scores of AT, AN and the conventional groups favouring AN. Also, no significant difference were found in the post-test mean scores of high, medium and low ability students taught using AT (F = 0.218, df = 39, p > 0.05) and CAI (AN) (F = 1.52, df = 39, p > 0.05). Based on these findings, it was therefore recommended that mathematics teachers be encouraged to use computer-based multimedia instruction to provide equal opportunity to students of different ability.