Effect of Multimedia Instructional Approach on English Writing Performance of Pre-service Technical Teachers in SouthWestern Nigeria
Keywords:
Fields of study, Gender, Multi-media approachAbstract
This study examined the Effect of the Multimedia
Instructional Approach (MIA) on the English writing
performance of pre-service technical teachers in
Southwestern Nigeria. The study adopted a quasiexperimental design of the pre-test post-test non-equivalent
control group design to compare the performance of
students who are exposed to MIA and those that are not. The
population for this study consists of the college of education
students located in the South-West geo-political zone of
Nigeria. Four Colleges of Education were purposively
sampled out of the 7 state-owned colleges of education from
southwestern Nigeria. The following research instruments
were adopted for the study: English Writing Performance
Tests (EWPT) set A; EWPT Set B; and Multimedia
Instructional Software Package. The reliability coefficient of
the instruments was calculated at a reliability coefficient of
0.82. Mean, standard deviation, and analysis of covariance
(ANCOVA) were used for data analyses at 0.05 level of
significance. The findings of the study revealed that MIA was
effective for teaching English language writing and there is
no significant difference between males and females in the
English writing performance of the pre-service technical
teachers taught through MIA. This study concluded that MIA
for English writing is an important variable because it is
better to predict students’ writing performance in the
English Language than the conventional method of teaching.
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