The Effect of Multi-media Instruction on Student Learning

Abstract

This study investigated on the effect of multi-media instruction in improving student learning of students. Forty eight students enrolled in World Literature course were used as subjects of the study. Multi-media instruction was utilized in the experimental group while the traditional teaching method was used for the control group. This study utilized the Quasi-Experimental Design. The pre-test mean scores identified the primary knowledge of the participants. After the conduct of the selected topics using multi-media instruction, the students were given a post-test. Results showed the students who were exposed to multi-media instruction had enhanced academic performance in the World Literature course. Apparently, results on the post-test mean scores of the students revealed that there is a significant effect on the academic performance of the experimental group in which the multi-media instruction had been employed.  Thereby, students who had multi-media instruction executed better learning than students who were taught in the traditional teaching method. Furthermore, results typify that there is a significant relationship between the students’ motivations in learning English and their academic performance in the World Literature course.    Keywords: Multi-media instruction, student learning, technology, academic performance, World Literatur