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Abstract
The performance of students in biology for some years now in standardized examinations has created great concern among educators and other stake holders. Several efforts have been made to ameliorate this discouraging situation. This study investigated the influence of multimedia use on academic performance of biology students - a case study of a municipality in Alimosho, Lagos, Nigeria. A descriptive survey design was adopted. A sample 400 students, 200 each from public and private schools, participated in the study they were selected using simple random sampling technique. Structured questionnaire validated by computer and biology experts was used to generate pertinent data. Cognitive Theory of Multimedia Learning guided the study and two hypotheses were tested. Cronbach's alpha used to determine the internal consistency of this instrument yielded a coefficient value of r - 0.7. The data generated were analyzed using T-Test and Chi-square inferential statistics. The result of the study showed that students taught biology using video based learning performed maximally better than their counterparts taught using the traditional teaching method. More so, the female students exposed to the treatment outperformed their male counterparts. It is therefore recommended that teachers should adopt this method of teaching to facilitate learning and enhance the overall performance of the student. School curriculum should be restructured to make the application of technology in instructional delivery compulsory.
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