The effects of multimedia-based instruction on the academic achievement of students studying economics

摘要

The purpose of this study is to examine the effects of multimedia-based instruction on undergraduate students' academic performance in economics and attitude towards economics. The sample population included students who enrolled in two Introduction to Economics classes in the Spring 1994 semester. The study made a comparison between students who receive instruction using a multimedia-based format and one that receives a traditional lecture format.;The research instruments used are in four parts. The first part consisted of questions that related to the personal background of the students and one that tested students' prior knowledge of economics. The second part included questions that are used to identify the level of motivation of the students using the Motivated Strategies for Learning Questionnaire (MSLQ) and the attitude of students towards economics prior to the treatment. The MSLQ was developed by Pintrich, Smith, Garcia and McKeachie in 1991. The attitudinal questionnaire was developed by Schau, Dauphinee and Veechio in 1993. The last part was the posttest that was developed by the instructor. Students also completed a post treatment attitudinal questionnaire.;The study attempted to answer three questions: (1) Is there a significant difference between treatments over and above the student ability, math comfort, student attitude, expected grades, student learning and motivation strategies, and student's prior economic knowledge when predicting student academic achievement in economics? (2) Is there a significant difference between treatments over and above student prior liking toward economics, gender, expected grades, self-efficacy, test anxiety, self-regulation, and the post-frustration of students toward economics in predicting student's post-liking toward economics? (3) Is there a significant difference between treatments over and above student prior frustration toward economics, gender, expected grades, self-efficacy, test anxiety, self-regulation and the post-liking of students toward economics in predicting student's post-frustration toward economics?;The researcher used a nonequivalent control group design (Campbell & Stanley, 1963). The model allowed for a pretest and posttest and allowed the investigator to compare the experimental and control groups after applying different treatments to each group.;A statistical model that used multiple linear regression was used to examine the changes from the pretest to the posttest states. The level of significance was at the.05 level. Significant effects were found in the academic performance of students and students liking towards economics. However, students did not demonstrate any difference in their frustration or insecurity towards economics.