Effectiveness of Multimedia Instructional Package (MMIP) on Students'Achievement in Science

The present study was carried out to investigate the effectiveness of self-developed multimedia instructional package (MMIP) in science (two units of life science) on achievement of X standard students. Further effectiveness of MMIP was examined based on gender on academic achievement in science. According to the nature of the study, the investigator employed quasi-experimental: pre-test post-test experimental group and control group design. As it was difficult to use randomisation for the selection of samples for experimentation, thus the researcher took the sample purposively. Atotal of 80 students of X standard belonging to two sections (40 students in each section) of a CBSE affiliated school of Delhi were selected as a sample. These sections were assigned randomly as experimental group and control group. These groups were equated on the basis of the intelligence and socio-economic status. The experimental group was taught through multimedia instructional method (MMIM) by exposing to the MMIP, and the control group was taught through traditional teaching method (TTM). Standardised tools, such as G.C. Ahuja Group Test of Intelligence(GGTI) by Dr. G.C. Ahuja(2005) and Socio-Economic Status Scale-Urbanand Rural by Prof. A.K. Kalia and Sudhir Sahu (2012), and self-developed tools, such as life science achievement test and MMIP, were used for data collection. Statistical techniques such as mean, SD and t-test were used for analysis of data. Finding of the study: A significant difference between the mean gain scores of control and experimental groups, in terms of science achievement, was found, which shows a clear effect of treatment given to the experimental group in form of MMIP. MMIP was found to be more effective in increasing the science achievement of the students as compared with TTM. MMIM was found to be more effective as compared with TTM for both the genders. No significant difference was found between mean gain science achievement scores of male and female students of control group (taught through TTM) and male and female students of experimental group (taught through MMIM), after the experimental treatment, which further confirms that effect of teaching method is free from the gender biasness.