EFFECT OF MULTI-MEDIA PACKAGE ON ACADEMIC ACHIEVEMENT IN HISTORY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ABUJA MUNICIPAL AREA COUNCIL

Abstract

This quasi-experimental study investigated the effect of multimedia instructional packages on History achievement among 187 senior secondary students in Abuja Municipal Area Council, Nigeria. The study adopted quasi-experimental design. Students were assigned to experimental (multimedia instruction, n = 90) and control (conventional method, n = 97) groups, receiving seven weeks of instruction before post-test evaluation.  Results indicated a significantly larger mean gain for the multimedia group (M = 4.72) versus the control group (M = 3.92). ANCOVA results confirmed a significant treatment effect (F (1,184) = 19.921, p < .001), with the instructional method accounting for approximately 60% of variance in outcomes (adjusted R² = .599). The study concludes that multimedia-enhanced teaching significantly improves academic achievement in History and recommends its integration across Nigerian secondary schools to promote equitable, quality education.