CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
“Multimedia” is currently the buzzword in educational technology. Multimedia here refers to combining dierent electronic media, commonly computers and videodiscs, in teaching materials.This new generation is using digital media for learning and communicating (Tapscott, 2008). Business, industry, the military and educational institutions have recognized this potential and used computers as instructional tools. However, in the context of education, technology also refers to the process of applying the tools for educational purposes. In other words, “educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools: computers and their related technologies” (Roblyer& Edwards, 2000). The advent of multimedia and multimedia technologies has changed the way educators teach and students learn. With multimedia, the communication of the information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Multimedia application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Neo & Neo, 2000).
The use of multimedia as a platform for teaching is made even more possible with the availability of the MPCs (Multimedia PCs) that are powerful, fast, and able to process all media elements eortlessly and quickly, and multimedia soware packages that are user‐friendly yet power‐packed. Multimedia “provides a means to supplement a presenter’s eorts to garner attention, increase retention, improve comprehension, and to bring an audience into agreement”, which consequently results in people remembering 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously (Lindstrom, 2004). The use of multimedia in teaching and learning enabled teachers to stimulate final outcomes and assist students in applying knowledge learned from textbooks, thereby compensating for the deficiency of traditional teaching methods. Multimedia is now permeating the educational system as a tool for effective teaching and learning. With multimedia, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Multimedia access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers’ efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by multimedia technology. This technology provides a learning environment that is self‐paced, learner‐ controlled and individualized.
Multimedia in Education has been extremely effective in teaching individuals a wide range of subjects. Multimedia is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended. While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD‐ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music. A multi‐sensory experience can be created for the audience, which in turn, elicits positive attitudes towards its application (Neo & Neo, 2001). Multimedia has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng & Komiya, 2000). On the part of the creator, designing a multimedia application that is interactive and multi‐ sensory can be both a challenge and thrill. Multimedia application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way. However, information technology application serves different purposes, such as knowledge sharing‐portal, search engines, public administration, social service and business solution.
Oshodi (2000) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization of words alone in the classroom to communicate ideas, skills and attitude to educate learner is futile. Omagbemi (2004) supporting this view expressed that access to multimedia information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. The emphasis of multimedia design and development has been on the presentation of information in multiple formats (Hede&Hede, 2002). There are a number of overlapping definitions of multimedia. According to Doolittle (2001), “web‐based multimedia represents the presentation of instruction that involves more than one delivery media, presentation mode, and/or sensory modality. Multimedia has also been defined as “the use of multiple forms of media presentation” (Schwartz &Beichner, 2000) and “text with at least one of the following: audio or sophisticated sound, music, video, graphics” (Maddux, Johnson & Willis, 2001). Although numerous definitions exist to capture the essence and meaning of multimedia, “one commonality among all multimedia definitions involves the integration of more than one media” (Jonassen, 2000).
Examples of multimedia includes but are not limited to text in combination with graphics, audio, music, video, and or animation. The teaching and learning of political science over the years has been delivered mechanically or by rote learning, which makes instruction teacher‐centered. Hardly can vital abstract contents in Political Science be eectively communicated to the learners theoretically. They need to be taught using relevant materials. The teacher in his/her method of teaching may have being a major source of students’ poor academic performance in Political Science. Most teachers still prefer using the ‘chalk and talk’ method in instructing learners. Although Multimedia could facilitate meaningful learning of Political Science, it is rarely used, whereas this method is considered as a good strategy for improving cognition. A good deal of expected learning outcomes is not realized in Political Science in our university as a result of non‐availability of instructional materials as well as lack of eective utilization of appropriate teaching materials (Nwagbo, 2008).
1.2 STATEMENT OF THE PROBLEM
There is a urgent need to upgrade educational standard to bridge the gap between developed and developing nations, and multimedia instruction is considered as a necessary tool for this purpose. However, the presence of multimedia alone will not stimulate significant changes in a school. Teachers are an important ingredient in the implementation of multimedia instruction in education. Without the involvement of teachers, most students may not take advantage of all the available potential benefits of multimedia on their own. Teachers need to actively participate in the use of multimedia facilities. They have to be trained in the use of multimedia and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and encourage students by making them responsible for their own learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo& Wong, 2000). In this study, attempts are therefore made at examining such issues as are pertinent to the use of multimedia in teaching and learning of Political Science in institution of higher learning, a case study of University of Calabar, Cross River State, Nigeria.
