The effects of multimedia learning material on students’ academic achievement and attitudes towards science courses

Abstract

This study implemented multimedia learning material developed for the 5th grade science course topic “Food and Healthy Nutrition” and examined its effect on students’ academic achievement and science attitudes. The study used a control group, a pre-test-post-test quasi experimental research design, and a convenience sample consisting of 62 5th grade students. The research instruments were an achievement test and a science attitude scale. During the implementation process the experiment group learned using multimedia learning material and the control group learned with traditional methods. Data were analyzed using an independent-samples t test, a paired-samples t-test, and AN-COVA statistics. According to the findings there is a statically significant difference between post-test achievement scores of the experimental and control groups, with the experimental group scoring higher. Also there is a statically significant difference between students’ post-test scores in terms of gender, favoring females over males. In terms of science attitude there is also a significant difference between post-test scores of the experimental and control groups. In conclusion it may be said that multimedia learning promotes more effective learning in science education.