Use of Multimedia Resources on Teaching and Learning Mathematics Outcomes in Upper Secondary Schools in Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n11.008Keywords:
Multimedia, Teaching, Mathematics, Secondary SchoolsAbstract
Purpose: This study investigated the impact of multimedia resources on teaching and learning outcomes in mathematics at upper secondary schools, focusing on their influence on student engagement, motivation, and academic performance. Methods: The study included five headteachers, 18 mathematics teachers, and 147 senior five students from selected secondary schools, with a sample of 108 students, all participating teachers, and headteachers, totaling 131 respondents. Data were collected via questionnaires, interviews, and observations, with 120 completed questionnaires returned (18 from teachers, 102 from students). Instruments were validated for content validity (CVI > 0.7) and reliability was assessed using Cronbach’s alpha. Data were analyzed using SPSS and thematic analysis. Findings: Multimedia resources were widely used in schools, with 72.2% of teachers using mathematical software and 100% using videos in lessons. Students reported high usage of software (97.1%) and videos (98.1%). Both groups noted improvements in motivation (83.3% of teachers, 100% of students), collaboration (88.9% of teachers, 95.1% of students), and attendance (94.4% of teachers, 99% of students). Strong positive correlations (0.895 for teachers, 0.886 for students) were found between multimedia use and improved outcomes, particularly in student engagement, attendance, and motivation. Schools that lacked effective multimedia integration showed lower student motivation and attendance. Conclusion: The study concluded that multimedia resources significantly enhance mathematics teaching and learning outcomes. Strong correlations between multimedia use and improved student engagement and motivation suggest that further investment in technology and teacher training is essential for maximizing these benefits.
Downloads
References
Akinoso, O. (2018). Effect of the use of multimedia on students’ performance in secondary school mathematics. Global Media Journal, 16(30), 1-8.
Azad, A. K. (2024). Challenges faced by teachers to use multimedia in classroom and students’ perception from it: a case study on a selected college in Bangladesh. Journal of Management and Business Education, 7(1), 54-69.
Birigazzi, L., Gregoire, T. G., Finegold, Y., Golec, R. D. C., Sandker, M., Donegan, E., & Gamarra, J. G. (2019). Data quality reporting: Good practice for transparent estimates from forest and land cover surveys. Environmental Science & Policy, 96, 85-94.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development.
Chen, Y., Lu, Y., Wang, B., & Pan, Z. (2019). How do product recommendations affect impulse buying? An empirical study on WeChat social commerce. Information & Management, 56(2), 236-248.
Delaney, D. (2015). Legal geography I: Constitutivities, complexities, and contingencies. Progress in Human Geography, 39(1), 96-102.
Dominic-Ugwu, B., & Nonyelum, O. F. (2019). The assessment of multimedia technology in the teaching of mathematics in secondary schools in Abuja-Nigeria. International Journal of Modern Education and Computer Science, 11(6), 8.
Enikanolaye, A. J. (2021). Effects of Multimedia Instructional Strategy on Senior School Students' Performance and Retention in Mathematics. Anatolian Journal of Education, 6(2), 193-206.
Fokuo, M. O., Opuku-Mensah, N., Asamoah, R., Nyarko, J., Agyeman, K. D., Owusu-Mintah, C., & Asare, S. (2023). The use of visualization tools in teaching mathematics in college of education: A systematic review. Online Journal of Mathematics, Science and Technology Education, 4(1).
García-Vázquezc, Morales-Maure, L., E., & Esbrí, M. Á. (2021). Teacher Training In Inclusive Education In Panama: The Challenge Of Enhancing Mathematical Suitability. Webology (ISSN: 1735-188X), 18(6).
Glasersfeld, E. (2019). Cybernetics, experience, and the concept of self. In A Cybernetic Approach To The Assessment Of Children (pp. 67-113). Routledge.
Hennessy, E. A., Johnson, B. T., & Keenan, C. (2019). Best practice guidelines and essential methodological steps to conduct rigorous and systematic meta‐reviews. Applied Psychology: Health and Well‐Being, 11(3), 353-381.
Hughes, M. (2016), children and numbers, Basils Blackwell: Oxford. Their ability to implement computer-based instruction. Journal of educational.
Hussain, N., Bilal, M., & Iqbal, H. M. (2022). Carbon-based nanomaterials with multipurpose attributes for water treatment: Greening the 21st-century nanostructure materials deployment. Biomaterials and Polymers Horizon, 1(1), 48-58.
Iyamuremye, A., Nsabayezu, E., de Dieu Kwitonda, J., Habimana, C., & Mukiza, J. (2022). Exploring the challenges of teaching mathematics during the Fourth Industrial Revolution in selected Rwandan secondary schools. In Mathematics education in Africa: The Fourth Industrial Revolution (pp. 145-157). Cham: Springer International Publishing.
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In Adaptive educational technologies for literacy instruction (pp. 13-30). Routledge.
Karemera, V., Munyentwali, D., & Munguakonkwa, S. (2020). Challenges and prospects of e-learning in Rwanda. International Journal of Engineering Research & Technology, 9(2), 63-68.
Kempen, L., & Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 436-454.
Koehler, M., & Mishra, P. (2019). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Kombo, D. & Tromp, D. (2023) Projectl & thesis writing. An introduction. Nairobi; Pauline publications Africa.
Liu, Y., et al. (2020). Class size and the implementation of multimedia-enhanced Mathematics instruction: A longitudinal study. Mathematics Education Research Journal, 31(3), 321-334.
Mayer, R. E. (2022). The future of multimedia learning. The Journal of Applied Instructional Design, 11(4), 69-77.
McKenney, S., & Reeves, T. (2018). Conducting educational design research. Routledge.
Mellis, C. M. (2020). How to choose your study design. Journal of paediatrics and child health, 56(7), 1018-1022.
Moyer, P. S. (2019). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in mathematics, 47(2), 175-197.
Nsengimana, A., Mugabo, E., Niyonsenga, J., Hategekimana, J. C., Biracyaza, E., Mutarambirwa, R., ... & Nduwayezu, R. (2023). Sleep quality among undergraduate medical students in Rwanda: a comparative study. Scientific Reports, 13(1), 265.
Nteziyaremye, A., Ndizeye, A., & Murenzi, J. D. D. (2024). Implementation of Competence-Based Curriculum for Kinyarwanda Subject at IPRC Karongi Technical Secondary School, Rwanda. African Journal of Empirical Research, 5(2), 438-452.
OECD. (2019). Technology and innovation in education: Briefing note for Rwanda. https://www.oecd.org/education/school/48751850.pdf
Ohei, K., Mantzaris, E., Ntshangase, B. A., & Olutade, E. O. (2023). Incorporating new technologies into teaching in South Africa. International Journal of Research in Business and Social Science (2147-4478), 12(6), 286-295.
Orodho, J. A. (2019). Techniques of writing research projectls and reports in education and social sciences. Nairobi: Masola Publishers.
Rubagiza, J., Were, E., & Sutherland, R. (2019). Introducing ICT into schools in Rwanda: Educational challenges and opportunities. International Journal of Educational Development, 31(1), 37-43.
SABITI ATUHE, F. (2019). Integrated Farming: A Strategy for Socio-Economic Development of Farmers in Sectors of Nyagatare and Gatunda of Nyagatare District (Doctoral dissertation, University of Rwanda).
Selwyn, N., Henderson, M., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’digital technology in university teaching and learning. Studies in higher education, 42(8), 1567-1579.
Shakil, A. F., Faizi, W. U. N., & Haq, M. N. U. (2020). Impact of Multimedia on the Academic Performance.
Smith, J., & Johnson, M. (2018). The impact of multimedia resources on student understanding of mathematical concepts. Mathematics Education Research Journal, 30(2), 201-215.
Steinmetz, R., & Nahrstedt, K. (2018). Multimedia: computing, communications and applications. Pearson Education India.
Uwamahoro, J., & Mugabo, C. (2019). Readiness of Rwandan students for the use of multimedia resources in mathematics education: A case study of selected secondary schools. Rwanda Journal of Education, 1(2), 112-125.
Wang, Q. (2019). A generic model for guiding the integration of ICT into teaching and learning. Innovations in education and teaching international, 45(4), 411-419.
Warschauer M, & Zheng, B. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67.
Weyant, E. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches: by John W. Creswell and J. David Creswell, Los Angeles, CA: SAGE, 2018, $38.34, 304pp., ISBN: 978-1506386706.
Zhang, Y., Wang, P., Jia, W., Zhang, A., & Chen, G. (2023). Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research. Journal of Research on Technology in Education, 1-22.
