Application of Multimodal Instructional Technique in Enhancing Biology Students Understanding of Concepts and Retention of Knowledge of Photosynthesis in Nifa SHS, Ghana
DOI:
https://doi.org/10.63236/injeep.1.1.3Keywords:
Multimodal Instructional Technique, Conceptual Understanding, RetentionAbstract
This mixed-method quasi-experiment research was aimed at enhancing Biology students’ understanding of concepts and retention of knowledge of photosynthesis in plants through the application of the multimodal instructional technique (MIT) in Nifa Senior High School. It also investigated students’ views and opinions about MIT. A stratified random sampling strategy was used in the selection of forty second-year Biology students as respondents. The sample size comprised 23 boys and 17 girls. Respondents were grouped into experimental and control groups of 20 students each. The study lasted for five weeks. The control group’s participants were asked to review the lessons by using a question-and-answer approach and writing up activities in their textbooks as assignments. For the experimental group, MIT, instructional games, educational videos and practical activities were used to facilitate and review their lessons. A multimodal instrument for data collection (MIDCO) which consisted of the Photosynthesis Achievement Test (PAT), a Retention of Knowledge Test (RKT), an open-ended interview and observation checklist were used to collect both quantitative and qualitative data. Quantitative data was analysed using independent samples t-test while qualitative data was analysed thematically using descriptive statistics. Results of the analyses indicated a significant difference in both the PAT and RKT with the experimental group achieving (PAT; = 64.52, SD = 9.30, RKT; = 39.92, SD = 5.77) and the control group (PAT; = 52.36, SD = 13.95, RKT; = 34.80, SD = 7.35). The research found no significant difference in PAT ascribed to gender, namely (PAT; = 65.2, SD = 9.95) for the boys and (PAT; = 61.3, SD = 10.31) for the girls. Results suggested that MIT was effective in promoting students’ understanding of concepts and was an effective device in enhancing the retention of knowledge. The learners found MIT to be an effective strategy for reinforcing learning and as a tool for motivation.
Kodjo Tetteh, A., Amakye, E., Asori, C. A., & Mohammed, U. (2025). Application of multimodal instructional technique in enhancing biology students’ understanding of concepts and retention of knowledge of photosynthesis in Nifa SHS, Ghana. International Journal of Education and Emerging Practices, 1(1), 29-53. https://doi.org/10.63236/injeep.1.1.3
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