Effectiveness of interactive hypermedia instructions when used alone and when combined with lecture method on secondary school students’ achievement and interest towards physics in Minna, Nigeria.

Abstract

Students’ poor performance in physics has been attributed to ineffective and uninteresting instructional strategies. This study was therefore carried out to examine the effectiveness of interactive hypermedia instructions when used alone and when combined with lecture method on secondary school physics students’ achievement and interest in Minna, Nigeria. A pretest, posttest quazi-experimental design was employed. Two research questions were raised to guide the study and two hypotheses were tested. A total of 71 physics students selected from intact classes of three purposively selected co-educational secondary schools that were randomly assigned to Experimental Group I (exposed to hypermedia instruction only), Experimental Group II (exposed to hypermedia + lecture method) and Control Group (taught through lecture method only) were employed for this study. Physics Achievement Test (PAT) and Physics Interest Inventory (PII) were used for data collection. Both PAT and PII were validated by experts and reliability coefficients of 0.76 and 0.81 were respectively obtained using Kuder-Richardson (Kr-21) and Cronbach Alpha’s formula. Data gathered were analyzed using Mean, Standard Deviation and Analysis of Covariance and significance was ascertained at 0.05 alpha level. Findings revealed that significant difference exists in the mean achievement (F (2, 67) = 62.010, p < 0.05) and interest (F (2, 67) = 128.230, p < 0.05) scores of students exposed to hypermedia instructions only, hypermedia with lecture method, and lecture method only. It was therefore recommended among others that hypermedia instructions should be used to supplement conventional lecture method of teaching to improve students’ achievement and interest towards physics.