Authors : Yusoof, Raheem O.; Oludipe Olajumoke S.; Akindoju, Olugbenga G.; Lameed, Soladoye N.

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/mszp9z5k

Scribd : https://tinyurl.com/3wr7xh8h

DOI : https://doi.org/10.38124/ijisrt/IJISRT24NOV859

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This empirical study explores the efficacy of multimodal representation in enhancing biology learning among senior secondary students. Multimodal representation integrates visual, auditory, and kinesthetic elements to convey biological concepts, aiming to cater to diverse learning preferences and deepen understanding. Through a quantitative analysis of learning outcomes, this research compares the academic achievement of students exposed to multimodal biology learning strategy against those using traditional lecture method. The study adopted quantitative non-randomised, pre-test, post-test quasi- experimental design in two non-equivalent intact classes to diagnose students learning ability on the use of multimodal representation strategy in biology classrooms. The intact classes were used to avoid disruption to classroom and school activities. Purposive sampling technique was adopted to select two public senior secondary schools in Education District V of Lagos State and 98 senior secondary II biology students were used as sample. The experimental group had 47 students while the control group had 51 students. The study used Biology Achievement Test (BAT) with reliability index of 0.86 as instrument to harvest data. Data analysis was done using pie chart, mean, standard deviation and analysis of covariance (ANCOVA) statistical tool. The result showed that there was statistically significant impact of multimodal representation on senior secondary students’ achievement in biology, implying that the students from the experimental school treated with multimodal strategy out performed better than those from the lecture method group. However, a statistically significant difference was not found for gender of students in biology. The study provides evidence that the multimodal representation strategy is more beneficial for students’ academic achievement in ecology than the lecture teaching approach. Recommendations were made to improve teaching and learning ecological concepts in biology for better achievement.

Keywords : Achievement, Biology, Lecture Method, Multimodal Representation.

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