COMPARATIVE EFFECTS OF INTERACTIVE AND NON-INTERACTIVE MULTIMEDIA ON ACHIEVEMENT IN GEOMETRY OF SECONDARY SCHOOL STUDENTS IN FEDERAL CAPITAL TERRITORY, NIGERIA

Objective: This study compared the effects of interactive and non-interactive multimedia on achievement in geometry of secondary school students. Method: The study was carried out in Federal Capital Territory of Nigeria and adopted a pretest-posttest control group research design comprising three groups made up of two experimental groups and a control group. The sample for the study comprised 98 senior secondary one (SS1) students drawn from three co-educational schools in Federal Capital Territory of Nigeria who were all taught Geometry. In the study, intact class of 33 students were taught with interactive multimedia, another intact class of 32 students were taught with non-interactive multimedia while another intact class of 33 students were taught with conventional method. The instruments used for data collections were 30 items Geometry Achievement Test (GAT) with reliability index of 0.82. Data collected were analyzed using mean and standard deviation to answer the research questions and ANCOVA to test all the hypotheses at 0.05 level of significance. Results: Findings revealed that there was significant difference in the achievement scores in favour of students taught Geometry with interactive multimedia over those taught with non-interactive multimedia and conventional methods. It also revealed that there was no significant difference in the achievement mean scores of male and female students taught geometry with either interactive or non-interactive multimedia. Novelty: Based on the findings, recommendations were made on the need to use interactive multimedia for teaching and learning of Geometry.