A study of the effect of enhancing teaching and learning science subjects using multimedia aids in colleges: Multimedia is the

integration of multiple media components such as video, audio, graphics, text, animation etc. into a systematic and synergistic order that generate more value for the end user than using only one of the components (Multimedia as an Educational Tool, ). When the end user or viewer can control the video, audio, graphics, and text of the multimedia output it becomes an interactive multimedia. According to (Multimedia as an Educational Tool,) writing on the board alone does not give the student vivid experience of dissection in biology class. Multimedia provides the means for a learner to experience the subject in a vicarious way by simultaneously combing graphics, video, and audio. Multimedia can provide remedy for underfunded education system by augmenting learning experience at a low cost per unit (Multimedia as an Educational Tool,). The pedagogical advantage of multimedia is that it engages natural information processing capacities that human possess. Technology may not essentially drive education but enhances learning by making learning more goal oriented, more interactive, flexible in terms of space and time, model to individual style, and increase collaboration between teachers and learning (Multimedia as an Educational Tool,). This concept paper contains the introduction that established the topic, background, problem statement describing the issue of the study, purpose statement stating the intent of the study, research design, research questions, and the methodological approach of addressing the questions. This paper also contains explanation on how the study contribute to knowledge in the field of education technology, and discuss the recent research finding in effect of using multimedia in teaching and learning science subjects.

Background Constructivism as a paradigm of learning stipulates that learners construct knowledge individually and socially as they learn and reflect on the experience (Hein, 1996). When a learner encounters new thing, the learner reconciles it with previous knowledge and experience, thereby discarding initial believe or new information as irrelevant. Therefore the learner is the active creator of his or her knowledge by asking questions, exploring, and assessing information (Hein, 1996). The intent of classroom video negates the philosophy of constructivism, as video is a one direction teaching method where information is presented to students and does not allow interaction with the student (Lee & Sharma, 2008). According to Lee and Sharma (2008) team work and student discussion are the nucleus of active learning, it is possible to integrate constructivist approach with the learning by video which is a source of passive learning. This is achieved by showing the video in short segments and allowing discussion by students of what is seen at intervals, this ensures that students are engage in active learning (Lee & Sharma, 2008). A study in 2008 by Lee and Sharma on application of superconductors using multimedia tools were conducted at a private boys school in Sydneys southwest. A one-hour lesson with twenty physics students organized in groups of four and given papers to note observations and responses during each segment of the viewing class. The result showed that the group work expedited vibrant discussion and after the lesson, many students stayed behind to ask questions. The class clearly motivated interest and curiosity in the students concerning superconductors (Lee & Sharma, 2008).

Problem Statement Video is one of the most vital instructional media in the public schools; the usage with other multimedia tools is becoming prevalent in the education system (Lee, 2005). According to McCrockline (2012) the effect of the use of audio versus video in teaching pronunciation has been neglected. McCrockline (2012) postulates that the result of an analysis of the impact of audio versus video in teaching aural discrimination of vowel contrast (/i/-/I/) using 61 students at a large American university reveals that the students performance improve significantly when using video and the students were more favorably inclined to the use of video for teaching. However, the success of using video and other multimedia aids may not have been as desired, Lee (2005) stated that how teachers and students effectively use these instructional tools is directly proportional to the quality, efficacy, and success in the education system. Despite students appreciation for these facilities, the apparent disadvantage of these technological options is the interaction level between teachers and students during usage (Ronchetti, 2010). According to Chan & Elliot, teachers believe about teaching and learning has strong impact on the use of technology for teaching and learning (as cited by Tao, Chai, Hung & Lee, 2008).The position of the use of technology for teaching as a function of the belief of teachers has not helped in any way (Teo et al, 2008). Teo et al (2008) stated that if teachers practice constructivist teaching, they are likely to use technology in a constructivist or traditional way. On the contrary, if a teacher believes in traditional teaching, there is a strong likelihood that technology will be used in a traditional way. (p.170). This qualitative study will explore the use of multimedia visual aids in teaching and learning science subjects in 15 colleges in Ikeja district, Lagos state Nigeria. Five students and

four teachers will be selected from each college for the study. Data collection for this research will be through participant observation and interviewing. The result of this research will provide teachers and students information on measures to enhance teaching and learning science subjects using technology. The result will also provide government and educational stakeholders information on the usefulness of equipping colleges with modern instructional materials. Purpose Statement The purpose of this qualitative phenomenological study is to understand how teachers and students use video and other multimedia aids in teaching and learning science subjects. This research method will help understand the attitude, experience, and performance of teachers and students in using video and multimedia aids. Pratt (2006) stated that qualitative researcher tends to discover why participants behave the way they do, how they consider situation, and their perspectives on particular issues. This phenomenological design will be explored using participant observation and interview. Lester (2009) stated that phenomenology is about the study of experience from the individuals perspective; it is effective for gaining personal experience and insights into peoples motivations and actions, and eliminating the taken-for-granted assumptions and conventional wisdom. Observing the natural scene such as classroom will ensure access to the same places, people, and events as the subjects (Pratt, 2006). Interviewing the participant will help tap into in depth reality of the situation and gaining understanding of the subject (Pratt, 2006). The principal participants in this research are the teachers and students. Five science teachers and ten students will be selected from twenty five colleges in Ikeja district, Lagos state. This will be a total of 75 teachers and 250 students from 25 colleges in Ikeja district, Lagos state.

The review of Literature The research literature review will be leverage on accessing comprehensive review of relevant literature in enhancing teaching and learning using technology. The primary method of collecting literature will be via internet search of academic journals, magazines, article from an online database, online course material, eBook from electronic database, academic search engines, and commercial internet search engines. To fully maximize the searchable words and required literature topic, words and phrase will be input in the tracking system of the computer. In a research on incorporating active learning using video in a physics lesson, Lee and Sharma (2008) postulated that constructivist theory could be applied to advance the active participation and learning experience of students watching video tutorial by allowing discussion at interval. Students are allowed to take notes and brief discussion at each segment of the video clips. Lee and Sharma (2008) stated that the students acknowledge the teaching method enthusiastically and the teachers feedbacks were positive and encouraging. Lee and Sharma (2008) stated that further work is needed to verify whether the engagement and interest of the students can be replicated with other subject matter. (p.5). Lawson, Bodle, and Houlette (2006) designed a procedure to enhance students performance in psychology by learning from educational video. 127 psychological students participated in watching the video during a regular class. Some students watched the video with guided questions and others did not (Lawson, Bodle, & Houlette, 2006). After watching the video, the students were given test pertaining video-related and textbook-related questions. The result shows that students that watched the video with guided questions scored higher mark than

students without guided question. Lawson, Bodle, and Houlette (2006) stated that future research question need to determine whether having students read guided questions and not taking note will improve test performance. Research questions The proposed study will analyze the attitude, experience, and performance of teachers and students in using video and multimedia aids. The phenomenological study is aimed at discovering the participants perceptions on how the use of video and multimedia aids facilitates teaching and learning science subjects. The research questions will prompt response of real life experience and reasons behind fundamental issues relating the use of video and multimedia for teaching and learning science subjects in colleges. The following are the two research questions: RQ1. How does the use of video and multimedia instructional aids affect teaching and learning science subjects in colleges in Ikeja district, Lagos, Nigeria? RQ2. What effect does teaching and learning using videos and multimedia aids has on science teachers and students performance in colleges in Ikeja district, Lagos state?

Potentialities for study suggestions include the need for further research in the use of video and multimedia aids in other subjects. So much attention have been geared towards research on the use of Information and Computer Technology (ICT) in teaching and learning in Nigerian educational system, however lack of broadband internet network, competent teachers, and constant electricity have been a setback to the initiative. A research by Tella (2007) concluded that technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and

confidence of using ICTs during lesson.(p.5), This research will stimulate curiosity in the use of video and multimedia aids in Nigerian educational system and will draw attention of the government and stakeholders towards toward the use for teaching and learning.

References Lee, H. W. (2005, September). Enhancing Education through Technology? Journal of American Academy of Business, Cambridge , 7(1), 327-330. EBSCOhost. Ronchetti, M. (2010, June). Using Video Lectures to Make Teaching. International Journal of Emerging Technologies in, 5(2), 45-48. EBSCOhost. Pratt, N. (2006). Qualitative Research. Retrieved from http://www.edu.plymouth.ac.uk/resined/qualitative%20methods%202/qua 1rshm.htm Lester, S. (2009). An introduction to phenomenological research . Stan Lester Developments. Retrieved from http www.sld.demon.co.uk resmethy.pdf Multimedia as an Educational Tool. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/Section2. Hein, G. E. (1996). Constructivist Learning Theory. Institute of Inquiry. Retrieved from http://www.exploratorium.edu/ifi/resources/constructivistlearning.html Lee, K., & Sharma, M. (2008, December). Incorporating active learning with videos: A case study from physics. Teaching Science, 54(4). EBSCOhost. McCrocklin, S. (2012, September). Effect of Audio vs. Video on Aural Discrimination of Vowel. The Electronic Journal for English as a Second Language, 16(2). EBSCOhost.

Tao, T., Chai, C., & Hung, D. (2008, May). Beliefs about teaching and uses of technology among pre-service teachers. Asia-Pacific Journal of Teacher Education, 36(2). EBSCOhost. Tella, A. (2007). An Assessment of Secondary School Teachers Uses of ICTs Implications for Further Development of ICTs Use in Nigerian. The Turkish Online Journal of Educational Technology , 6(3). EBSCOhost

Lawson, T., Bodle, J., & Houlette, M. (2006). Guiding Questions Enhance Student Learning From Educational Videos. Methods and Techniques, 33(1), . EBSCOhost.