**IMPACT OF MULTIMEDIA
PROGRAMME IN TEACHING SCIENCE FOR THE DEVELOPMENT OF ATTITUDE TOWARDS COMPUTER**

** **

**V. Nimavathi**

**R. Gnanadevan**

**INTRODUCTION**

In
a vast country like India, enormous work is now being done in the field of
education, but it is still not possible to equip each and every school with all
the facilities for teaching science. The secondary schools need high quality
teaching aids. Multimedia, as a teaching aid,
is very much effective with
colour, sound, graphics, which are found in the audio media and video media and
movie media. Any diagram can be
explained in detail with 3D effect, which helps the students to understand
clearly. Multimedia can present the biological information concepts so as to develop generic skills. The students can
get a live vision of lifes aspects and scientific factors. Multi media
includes use of computer. The students who have favourable attitude towards the
computer can very effectively use multimedia. If the students have unfavourable
attitude towards computer, they may be
interested in learning by using
multimedia. Therefore, the
present study aims to find out the
impact of multimedia programme in teaching science for the development of
attitude towards computer.

**OBJECTIVES
**

1.
To prepare multimedia programme for the teaching of science at secondary level;

2.
To find out whether there is a significant difference between: (a) mean
achievement test scores of the experimental group and control group before
experimentation; (b) mean achievement test scores of the experimental group and
control group after experimentation;

(c)
mean attitude towards computer scores of experimental group and control group
before experimentation; and (d) mean attitude towards computer scores of
experimental group and control group after experimentation.

**HYPOTHESES**

1.
There is a significant difference between the mean achievement test scores of
experimental group and control group after experimentation;

2.
There is a significant difference between the mean attitude towards computer
scores of experimental group and control group after experimentation.

**METHOD**

**Sample**

The
sample of the study consisted of 60 students studying ninth standard in three
different schools under Tamil Nadu Board syllabus (Tamil medium) in
Thiruvannamalai district. The sample
included both boys and girls.

**Tools
**

1.
An achievement test in science constructed and validated by the investigator;

2.
Computer attitude scale standardized by S. Pramila to find out the attitude of
students towards computer;

3.
Multimedia programme, in Macromedia flash version 6.0, developed by the
investigators for the teaching of the concepts in Biology topics included in
the ninth standard science syllabus (Tamil medium) that provides multimedia
platform to attract the senses of the learner for easy and happy learning.

**Procedure**

The
physiology lesson of ninth standard was broken down into 84 small learning
modules. All the learning modules
were based on the psychological
principles of learning i.e., proceeding from easy to difficult, simple to
complex and from the known to the unknown.
Two group experimental designs were adopted. The sample was divided into two groups viz,
experimental group and control group. The students of experimental group were
taught with the computer multimedia programme and the control group through the
conventional method. After the treatment
period, post-test was administered. The collected data were subjected to statistical
analyses and the results obtained were interpreted.

**FINDINGS**

The
t test was applied to test the significance of difference between the mean
achievement test scores of the experimental group and the control group before
experimentation. The t value (0.14) was not significant at 0.05 level. Hence,
it can be inferred that there was no significant difference between the mean
achievement test scores of experimental group and control group before
experimentation. The t test was applied to test the significance of
difference between the mean achievement test scores of the experimental group
and the control group after experimentation. The t value (12.9) was significant at 0.01
level. The students of the experimental group and control group differed
significantly in their mean achievement test scores after experimentation. As
indicated by the mean value, the students of the experimental group fared
better in their achievement than the students of the control group. Hence, the
multimedia increased the achievement of the students.

The t test was applied to test the significance
of difference between the mean attitude towards computer scores of the
experimental group and the control group before experimentation. The t value (1.21) was not significant at 0.05
level. Hence, there was no significant
difference between the mean attitude towards computer scores of experimental
group and control group before experimentation.The t test was applied to test the significance
of difference between the mean attitude towards computer scores of the
experimental group and the control group after experimentation. The t value (3.82) was significant at 0.01
level. Hence, the students of the
experimental group and control group differed significantly in their attitude
towards computer after experimentation.
As indicated by the mean value, the students of the experimental group
showed favourable attitude towards computer than the students of the control
group after experimentation. The students learning with the help of multimedia
showed favourable attitude towards computer than the students learning through
the conventional method.

Other
findings included no significant
difference between the mean achievement test scores of experimental group and
control group before experimentation. There was a significant difference
between the mean achievement test scores of experimental group and control
group after experimentation. The students of the experimental group fared
better in their achievement than the students of the control group, after
experimentation. This showed that the multimedia increased the achievement of
the students. There was no significant difference between the mean attitude
towards computer scores of experimental group and control group before
experimentation. There was a significant difference between the mean attitude
towards computer scores of experimental group and control group after
experimentation. The students of the experimental group showed favourable
attitude towards computer than the students of the control group after experimentation.
The students learning with the help of multimedia had favourable attitude
towards computer than the students learning through the conventional method.

**CONCLUSION**

The
results of this study reveal that that multimedia has an impact in teaching science
to ninth standard students and also in their attitude towards computer.

**REFERENCES**

Mitra,
A. (1998) Categories of computer use and their relationships with attitudes
toward computers. *Journal of Research on Computing in Education* 30, 3,
p.281.

King-Dow
Su and Ming-Auey Lee. (2005) A new evaluation for integrating multimedia
technology with science: student performance in mathematical limit learning. *World
Transactions on Engineering and Technology Education *4, 2, 1-5.

Selvi,
P. (2002) Effectiveness of Computer assisted instruction among higher secondary
students (12^{th} stanadard) with special
reference to nuclear Physics. *Experiments in Education* 30, 2, 29-33.