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The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students' Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching.

The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.

Student poor performance in mathematics has been a serious concern to mathematics educators and all educational stakeholders in Nigeria. The instructional strategies used by teachers in teaching mathematics have been identified by researchers as one of the problems behind this poor performance in mathematics. If this poor performance of students in mathematics continues it could deny the realization of educational goals for scientific and technological development of the nation. This research therefore, was carried out to examine the effects of multimedia instructional strategy on senior school students' performance and retention in mathematics in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental type of the pre-test, post-test, non- randomized, control group design. The design is a 2x2×1 factorial design. A sample of 81 senior secondary school II students from two secondary schools in Ilorin south local government area of Kwara State was involved. The research instruments were; developed multimedia instructional package. The experimental group was taught using multimedia instructional strategy, while the control group was exposed to the conventional teaching. Data collected for analysis were subjected to ANCOVA and t-Test statistics. From the study, findings showed that: (1) there was a significant difference between the experimental groups taught mathematics using multimedia and the control group taught mathematics using conventional method (2) both female and male students were capable of competing in classroom activities when taught with a better instructional strategy (3) multimedia instructional strategy improve and stimulate students' retention level thus, multimedia instructional package helps to concretize the learning of mathematics and makes learning more effective. Based on the findings of this study, it was recommended that multimedia instructional strategy may be integrated into mathematics curriculum and also used to arouse students' interest in mathematics.

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher's innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students' engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

This study examined the effects of computer-based multimedia instructional packages on the academic achievement of students offering Biology in Senior Secondary Schools in Ibadan, Oyo State, Nigeria. Two multimedia instructional packages were designed for the study. The study adopted the pretest-posttest, control group, experimental research design. The population of the study consists of 80 randomly selected students from three secondary schools in Ibadan, Oyo State, Nigeria. The samples were randomly assigned to three groups (one control and two experimental groups). The moderating effects of gender and learning styles were also tested. The results showed that there was a significant main effect of treatment on students' achievement in Biology (F (2, 58) = 27.18; P < 0.05; partial eta square = 0.48). Also, gender had no significant main effect on students' performance (F (1, 58) = 3.97; P > 0.05; Partial eta square = 0.06). It was therefore concluded that multimedia instructional packages significantly enhanced students learning of Biology concepts than the conventional strategy, regardless of gender and the preferred learning style of students. Therefore, it was recommended that more multimedia instructional packages be designed and used in secondary schools for effective and efficient teaching and learning of Biology.

The Almajiri children in Nigeria are deserving of special interventions to reduce the life-long divide in educational achievement, social status, and economic empowerment. One way of speedily achieving this is through the use of Information and Communication Technologies (ICTs). This study examined the prospects and challenges of using ICT in the teaching and learning processes of Almajiri children's education in Nigeria. A descriptive research methodology was adopted and data were collected from the Almajiri children, their teachers, and parents from communities with a high concentration of Almajiri schools. The results showed that while the official language of instruction in schools in Nigeria is English, the language often spoken by children and teachers was Hausa. Also, while teachers and parents were quite familiar with ICTs such as mobile phones, computers, and television, the Almajiri children were more familiar with television and mobile phones, and very few had used a computer. Some strategies proposed for successful adoption of ICT in Almajiri education include the use of indigenous languages in courseware development and the use of one-to-many ICT facilities, such as multimedia teaching aids, projectors, and smart televisions.

This study assessed the availability and use of ICT-based Instructional tools in selected medical colleges in Ogun State, Nigeria. This study adopted a descriptive survey research design. The population to be studied is medical lecturers (328), clinical instructors (42) and laboratory technologist (92) from Ben Carson Snr. Medical School, Babcock University, Obafemi Awolowo College of Health Sciences, and Olabisi Onabanjo University (OOU); total being 462. Simple random sampling technique was used to select 248 respondents for the study. This will represent the population to be studied. Data was collected with the use of titled questionnaires (ICT-bIPIMC) and a checklist during their faculty meetings/seminars, and the data collected were analysed using simple frequency and percentage techniques. It was revealed that Computer Aided Instruction (CAI), Social Media, Human Patient Simulation (HPS), PowerPoint Slides (Microsoft) [PP slides, and Medical videos (MV), Multimedia Classrooms (Audio Visual Centre), Projectors, E-Medical journals and animation clips] were the available ICT-based tools for Instructional tools in Ogun State medical colleges. Based on the available finding in this study, social media (45%), E-medical journals (40%), computer-aided instructions (39%), online educational forum (37%), and Internet connected laptops (34%), were the major ICT-based tools used at least twice daily. The study recommended that ICT-based instructional tools should be compulsory for instructional practices among lecturers, laboratory technologists and clinical instructors; also medical colleges should be motivated to use ICT-based tools as instructional tools through training and workshop on how to effectively use the available tools.

Teaching Islamic Studies in Nigerian schools formally and informally is dominantly done in an unstructured traditional ways for centuries and the system has produced resourceful scholars and individuals who have excelled in all works of life. However, without mincing words, the unabated technological products which are witnessed in this digital age has mandated the adoption of various sophisticated devices in disseminating information, especially in teaching and learning for an effective communication; hence, it effects and values to the teaching of Islamic studies cannot be denied while the challenges faced in developing countries such as Nigeria can never be underestimated. With the adoption of analytical approach, this study aims at enunciating the effects and challenges of using instructional and multimedia materials in teaching Islamic studies, roles of Islamic studies teachers and proffer preferable solutions to the conundrum faced in the utilization of instructional and multimedia materials in the teaching of Islamic studies in Nigerian schools.

The study was carried out to determine the use of computer-based multimedia presentation on Senior Secondary School Students' Achievement in Agricultural Science. The study was a quasi-experimental, pre-test, post-test control group research design type, using intact classes. A sample of eighty (80) Senior Secondary School One (SS II) students was selected from two secondary schools in Ijebu-Ode Local Government Area. The instrument for data collection was a 20-item multiple choice Agricultural Achievement Test (AAT) developed by the researchers for the purpose of measuring students' achievement in agricultural science. The instrument was validated by experts and subjected to reliability test and this yielded a reliability value of 0.85. The achievement tests were administered to the two groups before and after the treatment and the scores so obtained were analyzed by t-test statistical method. A self developed procedural instrument named "Computer-based multimedia maize breeding packages" ("CBMBP") was used to teach the experimental group, while conventional method was used to teach the control group. In the study, three research hypotheses were tested. The result of the study revealed that the computer-based multimedia presentation was found to be more effective than the conventional method because significant difference exists in the mean achievement scores of students taught using the computer-based demonstration mode compared to those taught using the conventional method. It was recommended that recruitment of competent ICT teachers, adherence to the application of appropriate instructional technologies to capture and sustain students' interest, creation of good learning environment with adequate improvised instructional materials in all secondary schools will enhance achievement and good success in vocational subjects. Ministries of education, curriculum developers should outline appropriate ICT-based instructional approach that could be used by teachers to teach any topic highlighted in the agricultural science curriculum.

This paper examines the use of multimedia in teaching and learning of political science in University of Uyo, Akwa Ibom State, Nigeria. A survey research was adopted and the tool employed for this research study was a questionnaire titled "Use of Multimedia in Teaching and Learning of Political Science in University of Uyo" (UMTLPSUU). Percentage and independent T-Test were used to analyze the data collected. The data from the study revealed CDs, projector, computer and sound system are available Instructional Multimedia in their respective faculties with 62 (66.2%), 76 (81.7%) and 69 (74.2%) of the respondents affirming it respectively. The study further revealed that, the majority of the respondents do not know the exact number of computer sets available in the department. It was also revealed that between one to five sound systems were available in their department. And the use of computers for teaching in the department is "not very often", same with projectors as indicated by the majority of the respondents. Also, it was revealed that computer sets, sound systems, and use of simulation and projectors were not adequate in the department. This implies that the small number of instructional multimedia in the department has little or no effect on students' participation in class activities and their academic performances. Finally, the study revealed that the factors that limit the use of multimedia by lecturers in political science include none supportive, inadequate knowledge of the use of multimedia in teaching and learning of political science and the lack of understanding on the benefits of multimedia facilities limit the use of multimedia in teaching and learning of political science. The study recommended that the Nigerian (Federal) government should see multimedia integration effort at the university as an embracing project to development in education and should support by allocating and releasing adequate funds to invest in massive Internet connectivity, as well as purchase and installation of ICT infrastructures. Also, the university must aim to ensure accessibility, availability and reliability of ICT facilities so that every lecture room and staff offices have computers linked to Internet and have equipment appropriate for accessing a range of electronic resources. The Federal Government can also help by subsiding or reducing the tariffs on import of ICT facilities so that lecturers and others can afford to purchase these ICT facilities and accessories since the price would be lower. It is also being recommended that the University lecturers be exposed to a series of training and development skills in the use of these high technology facilities. Finally, adequate, competent and experienced ICT technical staff must be made available should problems arise.

The study examined the effects of video-based multimedia instruction on secondary school students' achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls) were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text; Animation + Narration + On-screen Text or a control group. The pretest, posttest experimental, and control group design was adopted. A 50-item multiple-choice objective test termed Biology Achievement Test (BAT) was used for collecting data. The validated BAT was tested for reliability using Kuder Richardson (KR20), which yielded 0.89. T-test, analysis of covariance (ANCOVA), and Scheffe's post-hoc analysis were used in determining the significant differences among the four groups. The results showed that there was no statistically significant difference among the experimental groups. Generally, students under multimedia instruction performed better than their colleagues in the conventional teaching method. However, students in conventional teaching method had better retention than other groups.

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability coefficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p<0.05) and the Scheffe's post-hoc test revealed a significant difference between CAI(AN) and the lecture method groups, favoring CAI(AN), there was no statistically significant difference in the post-test mean scores of male and female students taught using CAI(AT) (t = 0.660, df = 38, p>0.05) and CAI(AN) (t = 1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.

Introduction: This article examined the effect of multimedia instruction on students' learning outcomes (achievement and interest) in secondary school physics. Method: The sample comprised of 517 (294 boys and 223 girls) students who came from 12 senior secondary schools in Ibadan Educational Zone 1, Oyo State, Nigeria. Their ages ranged between 15 and 17 years. There were three experimental groups and a control group. Three courseware versions were developed to examine the interface effects. A conventional lecture method group served as control. The moderating effect of mathematics achievement level on students' learning outcomes in physics was also examined. Data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results: Results showed that students in the animation + narration + on-screen text group had highest post mean scores in physics achievement test and interest in physics inventory. Students who learnt physics in computer-based multimedia environment had better learning outcomes in physics than the colleagues who learnt physics under teacher-based environment. Also, students with high math achievement level performed better in physics achievement test than their colleagues in low math achievement level group. Interaction effect of treatments and math achievement level was not statistically significant. Discussion and Conclusions: Results point out that concurrent use of animation, narration and on-screen text in an instructional interface may help maintain students' interest in multimedia learning environments. More importantly, results show that integrating animations, narratives, and textual information in computer based environment may help to improve students' learning outcomes in physics. The results failed to validate Richard Mayer's redundancy principle of multimedia learning. (Contains 3 tables and 1 figure.)

Discusses the use of multimedia for teaching human rights in Nigerian schools. Describes the curriculum as almost completely monocultural. Argues that human rights education must be approached within traditional interests and based on what people already know. Urges the demystification of rights. Warns that human rights reflect a Eurocentric outlook and can be misused. (DK)