The Role of Interactive Multimedia Teaching Tools for Enhancing Academic Achievement: A Case Study of the Provincial Studies Course, Yala Community College
Article Sidebar
Main Article Content
Abstract
This research was the experimental research in one group to before and after and the objectives were to: on learning achievement and to examine students’ satisfaction toward their use in the Provincial Studies course at Yala Community College. The sample group was 40 students enrolled in the GE 0201 Provincial Studies course during the first semester of the 2024 academic year and selected using simple random sampling. The research instruments included: (1) interactive multimedia worksheets designed by the researcher using the LIVEWORKSHEETS platform, which allows for interactive learning aligned with the principles of multimedia learning theory and cognitive load theory; and (2) a learning achievement test, consisting of 20 multiple-choice questions to assess foundational knowledge and three short-answer questions to evaluate analytical and integrative thinking. Data were analyzed using descriptive statistics and paired t-tests.
The findings revealed that: 1) students’ posttest scores (M = 5.04, S.D. = 0.36) were significantly higher than their pretest scores (M = 3.45, S.D. = 0.36), with statistical significance at the 0.05 level (t(39) = 38.74, p<.001); and 2) students reported high satisfaction with the use of the interactive multimedia worksheets overall (M = 3.75, S.D. = 0.75), particularly noting that the worksheets enhanced their understanding of the course content (M = 4.41, S.D. = 0.58). These results indicate that the interactive multimedia worksheets effectively facilitated students’ learning and comprehension of the Provincial Studies course. Future research should explore comparisons between experimental and control groups and analyze the impact of specific multimedia components on learning outcomes.
Article Details
References
Al-Azawei, A., Parslow, P., and Lundqvist, K. (2017). The effect of universal design for learning (UDL) application on e-learning acceptance: A structural equation model. International Review of Research in Open and Distributed Learning, 18(6), 54-87.
Aloraini, S. (2012). The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University-Languages and Translation, 24(2), 75-82.
Jenlink, P. M. (2019). Multimedia Learning Theory and Its Implications for Teaching and Learning. Multimedia Learning Theory: Preparing for the New Generation of Students, 29.
Clark, R., Mayer, R., and Thalheimer, W. (2003). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Performance Improvement, 42. https://doi.org/10.1002/pfi.4930420510
Plass, J. L., and Kalyuga, S. (2019). Four Ways of Considering Emotion in Cognitive Load Theory. Educational Psychology Review, 31(2), 339-359. https://doi.org/10.1007/s10648-019-09473-5
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403-423. https://doi.org/https://doi.org/10.1111/jcal.12197
Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
Mayer, R. E., and Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43–52. https://doi.org/10.1207/S15326985EP3801_6
Moreno, R., and Mayer, R. (2007). Interactive Multimodal Learning Environments. Educational Psychology Review, 19(3), 309-326. https://doi.org/10.1007/s10648-007-9047-2
Najjar, L. J. (1996). Multimedia information and learning. Journal of Educational Multimedia and Hypermedia, 5(2), 129-150.
Sholeh, M. I., Mohamed, M. R. A. A., Sokip, ’Azah, N., and Abror, S. (2024). Development of audio-visual media to enhance student comprehension in Islamic education. ATTARBIYAH: Journal of Islamic Culture and Education, 9(2), 145-156. https://doi.org/10.18326/attarbiyah.v9i2. 145-156.
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285. https://doi.org/https://doi.org/10.1207/s15516709cog1202_4
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Eds.), The Cambridge Handbook of Multimedia Learning (pp. 19-30). Cambridge University Press.
Yannaphap, L. (2023). Effects of Online Video Multimedia for Improve Tax Computation Competence of Student Program in Management Yala Community College. Journal of Yala Rajabhat University, 18(3), 104-112. (In Thai).
Zhang, D., Zhou, L., Briggs, R. O., and Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. https://doi.org/https://doi.org/10.1016/j.im.2005.01.004
