
==== Front
Heliyon
Heliyon
Heliyon
2405-8440
Elsevier

S2405-8440(24)13346-4
10.1016/j.heliyon.2024.e37315
e37315
Research Article
Effect of using multimedia and dynamic classroom integrated instruction on grade 11 students’ biology academic achievement
Kassa Mersha Minwuyelet mershamin27@gmail.com
a⁎
Azene Mulugeta Kibret b
Mengstie Solomon Melesse c
Ferede Melaku Wale d
a Department of Biology, College of Sciences, Bahir Dar University, Bahir Dar, Ethiopia
b Department of Biology, Bahir Dar University, Bahir Dar, Ethiopia
c Curriculum and Instruction, Department of Teacher Education and Curriculum Studies, College of Education, Bahir Dar University, Bahir Dar, Ethiopia
d Entomology, Department of Biology, Bahir Dar University, Bahir Dar, Ethiopia
⁎ Corresponding author. mershamin27@gmail.com
10 9 2024
30 9 2024
10 9 2024
10 18 e3731522 3 2024
2 8 2024
30 8 2024
© 2024 The Authors
2024
https://creativecommons.org/licenses/by-nc-nd/4.0/ This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
This study investigated the effects of multimedia and dynamic classroom integrated instruction (DCII) on students' academic achievement in two biology topics, i.e., respiration and photosynthesis. A non-equivalent, quasi-experimental design with a mixed research approach was employed. A total of 94 secondary school students participated in the study. Data were collected using biology achievement tests, classroom observations, and focus group discussions. The data was analyzed using paired and independent sample t-tests, repeated measure analysis of variance, and thematic analysis. Using the Kuder Richardson −20 (KR-20) formula, the calculated reliability coefficient of the BAT was .78. The results revealed that in the pretest and posttests, there was a statistically significant difference in biology achievement within the experimental group (t 47 = −17.461, p = .000) and in the posttest between the comparison and the experimental group (t 92 = 5.39, p = .000). Multimedia and DCII is a crucial factor that significantly enhanced academic performance between pretest and posttest scores (time effect), regardless of learning style. Still, there is no significant score difference between the three learning style groups, irrespective of time, and does not interact with each other. In conclusion, multimedia and DCII address the needs of diversified classroom learners, create a more active learning environment, simplify complex content, make the classroom busy, buffer educational inequality between learners, and replace unpractical lab activities. Mainly for abstract content, implementing systematic multimedia-based pedagogy can enhance students’ achievement.

Keywords

Achievement
Dynamic classroom integrated instruction
Learning style
Multimedia
==== Body
pmc1 Introduction

1.1 Background of the study

There has been a considerable increase in research examining the effect of technology integration into the instruction of science subjects. Technology integration in the classroom is a crucial educational innovation in enhancing teaching and learning processes in the 21st century [1]. Technologies have a powerful impact on the education system that can help students prepare for lifelong learning and support pedagogical goals by improving instruction and facilitating learning [[2], [3], [4]]. Integration technology in biology learning increases engagement and effectiveness [5]. However, the complex and dynamic nature of the teaching and learning process contributes to the difficulty of effective technology integration [4]. The effects of multimedia and dynamic classrooms on academic achievement in biology at a school level are still known challenges for most teachers and students. As a result, teachers have not incorporated technology into their teaching for various reasons, such as lack of knowledge of technology, digital classrooms, time, and support [6,7]. Also, studies did not consider students' perceptions of the effects of educational technology [8]. These challenges pose challenges in effective multimedia- and DCII in biology. Biology involves the understanding of life concepts, and due to the complexity of life, the learning content of biology is often microscopic, abstract, and complex; as a result, biology instruction poses challenges [9]. Difficulties in biology teaching can be solved, especially for abstract content, using effective multimedia-based instruction, which has recently emerged globally.

According to Koehler and Mishra [10], at the heart of good teaching is three core components: content, pedagogy, and technology, as well as the relationships among and between them. All pedagogical activities are strategies that address the preplanned objectives derived from the contents. Biology content comprises knowledge related to biology facts, concepts, principles, laws, and theories that teachers should master to guide students' learning [11]. Students are prepared to undertake further studies and eventually build careers in scientific fields such as medical sciences and related fields, pharmaceutical sciences, environmental biology, biotechnology, plant and animal sciences and husbandry, agricultural sciences, and food sciences, among others [12]. Within many branches, biology plays a prominent role in 21st-century society [13]. Thus, the role of biology in the school curriculum is cardinal and permeates almost all science-related courses [14,15]. Moreover, biology knowledge can help solve many social problems related to health, poverty, food shortages, crop production, and environmental conservation [15]. By considering these roles, effective instruction in biology is crucial. Indeed, teachers’ quality in pedagogical approaches and content knowledge is crucial for the positive outcomes of biology curricula [7].

The teaching and learning process, which requires increased student involvement and higher learning levels (application, synthesis, and evaluation), relies on media, including technology [16]. Thus, ICT (information communication technology) is a catalyst for change and a tool for delivering change, and multimedia integration can tremendously change existing learning principles [17,18]. Considering this, scholars have asserted that the new media system is interrupting traditional educational paradigms [19]. Therefore, educationalists argue that effective teaching and learning are impossible without digital pedagogy [17,20,21]. A strategy emphasized in effective biology instruction is the use of multimedia. Multimedia technology is a crucial aspect of ICT that presents information digitally using different media such as text, audio, video, and other media [22]. Multimedia is a multisensory initiating ability that stimulates multiple senses in the audience at a time [23], including the visual, aural, and tactile senses [24]. Because individual learners have sensory preferences to perceive information from other senses, using multimedia makes teaching effective.

Multimedia instruction is a constructivist learning strategy [25]. According to some related literature, multimedia-based instruction simplifies abstract concepts, motivates students to learn, and creates permanent knowledge [26,27]. However, to provide effective multimedia instruction, it is crucial to note the various multimedia instructional methods and differences among individuals [28]. Since diversity is inevitable in every walk of life and, rightly, in the learning process [29,30], teachers should pay special attention to enriching the diverse learners. According to Griffiths and Soruç [31], multimedia instruction can be effective for all students with different learning abilities and individual differences. Therefore, addressing individual differences is crucial during multimedia-integrated instruction. In this regard, scholars have stated that the negligence of individual differences in experimental research, however, was never typical in research on learning processes and academic achievement in classroom settings [32]. Therefore, individual differences are a cornerstone of modern psychology [33].

Several works of literature have demonstrated the great use of multimedia-integrated instruction in various aspects of learning, including achievement, understanding, retention, motivation, engagement, and changing abstract concepts into concert concepts. However, in many developing countries, including Ethiopia, instruction is mainly based on conventional methods and has problems using multimedia and DCII. The application of multimedia in educational systems is being applied globally although the range and speed of implementation vary from country to country [17]. The benefits of multimedia instruction are well known, but they are not widely used in Nigerian secondary schools [14]. A literature review identified that the most emphasized teaching methods in biology were those in which students worked in groups and actively participated in learning processes [34] and lecture methods [20]. The use of digital technology in Ethiopian schools is at an early stage because of limited infrastructure development in ICT and a lack of trained human resources [[35], [36], [37]]. In addition, the availability and absence of instructional technology materials in Ethiopian secondary schools have the same effect on practicing technology-based instruction [38,39]. Studies have identified that one technology-based teaching method, plasma-based instruction, implemented in secondary schools has many problems and challenges for teachers and students. It was not participatory and made the teachers unprepared when they came to school [40,41]. As a result, the National Learning Assessment (NLA) in Ethiopia identified, except in biology, a weak positive correlation: there were no significant differences in scores between students who were and were not exposed to plasma TV-assisted instruction, and learning achievement remained unacceptably low [35,41,42].

The lack of strategies to address the need for a diversified learning style was another stumbling block to achieving the desired outcome among students [29]. The effective learning-teaching process was planned by considering individual differences [[42], [43], [44], [45]], such as sex, level of achievement, learning style, family background, and learning goals. However, the Ethiopian educational system works inappropriately when considering individual learner differences in a class [44,45]. In addition, reviewed studies have shown that limited research correlates learning styles to learning outcomes [46]. The relationship between learning styles and student achievement was an emphatical gap addressed by this quasi-experiment study. In the present study, the what of biology (content), to whom (learning style), and how (method of teaching) were the questions in the engagement of multimedia and DCII.

Employing multimedia tools in the learning environment is a rewarding but complex and challenging task that requires serious consideration to increase the competency of the country's education system [10,15,20,[47], [48], [49]]. Fayad [50] also pointed out that technology alone cannot improve an educational system. It cannot transform a bad teacher into a good one, transform a low-performing school into a high-performing one, or, by itself, cannot improve student achievement. Focusing on technology to exclude the core components of teaching and learning (curriculum, content, instruction, and assessment) has been repeatedly attempted across the globe, but it has failed. Therefore, the problem with multimedia is not only its limitations in its use but also its inappropriate use. This research bridges these gaps and addresses the above-mentioned methodological rigors or emphatical research gaps. Based on this, the present study aims to answer the following research questions.

1.2 Research questions

1. Do multimedia and DCII interventions significantly improve students' academic achievement scores when teaching respiration and photosynthesis topics?

2. What are the effects of multimedia and DCII teaching respiration and photosynthesis topics on grade 11 students' academic achievement compared with conventional teaching methods?

3. Is there a statistically significant mean difference in achievement among visual, auditory, and kinesthetic learners who have taught respiration and photosynthesis topics using multimedia and the DCII strategy?

4. How do students perceive multimedia and DCII in respiration and photosynthesis biology learning?

The significance of this study is in the following core purposes. In a dynamic classroom, multimedia and DCII can motivate learners' interest, provide an interactive environment, increase engagement in learning, and improve academic achievement. Multimedia instruction simplified abstract concepts of respiration and photosynthesis biology so that learners could easily understand the content. Ethiopian teachers’ perceptions of technological teaching were negative because of their experience with live plasma-aided teaching and the drawbacks researched by different scholars. Therefore, teachers get crucial experience from this study that will change their negative attitudes. Finally, it serves as a springboard for further research on other topics, subjects, and grade levels.

2 Literature review

Quality education fosters creativity and knowledge and ensures the acquisition of foundational skills for problem-solving, cognitive, interpersonal, and social skills [51]. Therefore, education is the single most important aspect in our society [52]. Implementing an effective teaching strategy is crucial for obtaining the above educational benefits. Recently, the focus has no longer been on learning by memorizing, recalling information, or imparting bookish knowledge [20]. However, it is a constructivist instructional approach, involving teaching and learning that requires increased student involvement.

2.1 Multimedia and dynamic classroom integrated instruction (DCII)

Faruk, Faruku [53] asserted that the world is now becoming dynamic in terms of instructional systems supported by technology for the teaching and learning of science. Interactive technologies plays a crucial role in the education program to meet the needs of our dynamic, sophisticated world in instruction [16]. In this regard, Mantiri [54] and Ercan [55] stated that the emergence of ICT has changed the global status of education and promoted more effective learning in science education in different grade levels and learning differences. Worldwide, multimedia, a technological instructional strategy, is affecting the educational landscape and has been labelled as a tool that enhances effective and efficient pedagogy [14,56,57]. It is more effective than the traditional teaching method [48]. However, teachers avoid using ICT in their biology instruction because of limitations in their abilities [7].

The dynamic environmental, social, psychological, and individual interests of learners make teaching inconsistent with a certain method of instruction rather than a paradigm shift from one approach to another. As a result, instruction processes can be conceived as multifaceted and complex dynamic systems [58]. Ghafarpour and Moinzadeh [59] asserted that classes evolve as complex and dynamic systems and are relatively new approaches to instruction in education. Individual differences play a crucial role in academic achievement [60]. According to Franklin and Harrington [61] and Kubat [43], the assumption of teacher and student roles includes understanding individual learning styles and providing opportunities for all students to feel successful. Learning styles depend on cognitive, emotional, and environmental factors as well as prior experience [62]. Many psychologists have expressed the belief that the way students prefer to learn is perhaps the most crucial factor affecting their academic performance [63]. It can be effectively addressed in every session through meticulous planning and the deployment of an active learning methodology [29]. Griffiths and Soruç [31] also noted that multimedia instruction can be effective for all students with different learning abilities and individual differences.

Learning style is a preferred method of acquiring knowledge or engaging in activities. Consider learning style preferences when designing teaching courses to maximize learning success [64]. The most widely mentioned learning styles in education are visual, auditory, and kinesthetic learners. According to Vaishnav and Chirayu [65], visual learners can draw a map of events in history or draw scientific processes, watch videos, use highlights, circle words, underline, take notes, and make lists. Auditory learners may use word association, record lectures, listen to videos, participate in group discussions, and record tape notes. Kinesthetic learners may study in short blocks, attend lab classes, take field trips, visit museums, etc. Multimedia instruction is effective to address learning preferences. It utilizes a variety of teaching approaches to reach more students because it motivates different senses at a time.

2.2 Students perception in multimedia and DCII

According to Bangkok [66], one's success depends on their attitude and perception towards it. Perception of multimedia and dynamic classroom instruction is the preference of the instructional strategy and students' future choice in taking classes in a multimedia classroom [67]. In multimedia-based instruction, since lessons are understood more quickly and improve performance, productivity, and learning effectiveness, it does not require much effort to understand and use [68]; as a result, students have a positive perception of multimedia-based instruction. Moreover, adopting a multimedia-based teaching style promotes students' learning attitude, which is the developing behavior of a person depending on their perception [66,69]. Studies found that multimedia improves perceptions, and there was a difference between gender secondary student teachers in relation to their perception towards multimedia on biology [70].

Activeness, convenience, enthusiasm, and engagement also increased due to the features offered by technology-integrated instruction was another reason for positive perception in students [71]. A study on the perception of multimedia learning laboratories in biology found that students have good perceptions, and relevant, authentic, and challenging, with fun and easy-to-use resources; multimedia allows to address some content more attractively than conventional classrooms [72]. Technology-based instruction changes understanding, skills, abilities, and characteristics [8] to develop good perceptions of it. In general, psychological factors have an impact on student's academic achievement [73].

2.3 Theoretical and conceptual frameworks

The study was underpinned by the Technological Pedagogical Content Knowledge (TPACK) and ADDIE models proposed by Koehler and Mishra [10] and Branch [74]. TPACK and ADDIE are types of deep, flexible, pragmatic, experiential, and constructive learning approaches and nuanced understandings teaching through technology. Moreover, these approaches enable constructive processes of understanding concepts, developing problem-solving skills, engaging the active role of students, and are preferable for teaching science, creating long-term memory, and simplifying abstract contents. Similarly, Daniel [75] stated that biology teachers must acquire TPACK skills to advance the teaching and learning of biology at different educational levels.

Fig. 1 presents the conceptual framework of the study. The teaching strategies are independent variables, and students’ biology achievement is the dependent variable. The experimental group was treated with multimedia and DCII, whereas the comparison group was treated with conventional teaching strategies.Fig. 1 Conceptual framework of the pre-test and post-test nonequivalent quasi-experimental designs.

Fig. 1

3 Methodology

3.1 Study design

This study employed a concurrent embedded mixed-research approach. This mixed method provides an expanded understanding of research problems [76]. The study design was a nonequivalent quasi-experimental design with pre-tests and post-tests for both the comparison and experimental groups. Scientific investigations produced by such design in instruction can help solve problems encountered in the teaching process [77] (see Fig. 1).

3.2 Population and samples of the study

All secondary schools in the city administration were the study populations. Based on learners’ characteristics and school technology infrastructure, five secondary schools were excluded, and from the six, two schools were randomly assigned to the experimental and comparison groups. The sample for this study included 94 students (46 for the comparison and 48 experimental groups). After having seven sections with nearly similar classroom sizes, achievement levels, and classroom situations using the lottery method, sections 11-H from the eight sections selected for the experimental group and one section that did not have a functional plasma TV were excluded from the sample. A similar activity was applied to the comparison group, and sections 11-D were selected (Fig. 2). This study focused on the depth and richness of the data, thus, only some participants were enrolled. Convenience sampling was used to select Four focus group discussion (FGD) participants from the two groups.Fig. 2 Sampling techniques.

Fig. 2

Study participants: A total of 94 students participated in the study. Nearly half of the participants were male, and the majority of them, 82 (87.2 %), were 17–18 years old. Of the study participants, 48 (51.1 %) were included in the experimental group and 46 (48.9 %) were included in the comparison group (Table 1).Table 1 Sex, age, and group distribution of students.

Table 1Variable		Frequency	Percentage	
Age	15–16	5	5.3 %	
17–18	82	87.2 %	
19 and above	7	7.5 %	
Group	Experimental Male	23	47.9 %	
- Female	25	52.1 %	
Comparison - Male	23	50 %	
- Female	23	50 %	

3.3 Data collection tools and procedures

This study determined the effects of multimedia and DCII on students’ achievement in photosynthesis and respiration biology. Data collecting tools include intervention of different teaching strategies in the trial and comparison groups, classroom observation, and focused group discussions (FGD). The experimental group taught using multimedia and the DCII strategy, however, the conventional teaching strategy was employed for the comparison group. Before and after the intervention, a self-constructed Biology Achievement Test (BAT) was administered to both groups.

3.3.1 Learning style

A dynamic classroom is a classroom that is organized with students of different abilities, genders, attitudes, backgrounds, learning styles and others. The task of integration involved considering and analyzing different situations (content + multimedia + students) by the teacher to take action during instruction. Identifying the various dimensions of learning styles provides educators with a greater awareness of the unique characteristics of learners [78]. The visual, auditory, and kinesthetic (VAK)), which are the most popular learning styles [65]. Learning style indicators were adapted from the International Centre for Educational Evaluation (ICEE), Institute of Education, University of Ibadan; Visual, Auditory, and Kinesthetic (VAK), learning styles indicators [VLSI] [79]. These tools were a Likert scale consisting of 22 items with three alternatives to each question. The given values, (1–3), correspond to the VAK learning style. The greater the value selection for VAK, the more it indicates the type of learning style of the student. After identifying students’ learning styles, different instructional strategies were applied in the classroom to address each learning style. From different reviewed pieces of literature, learning methods based on sensory preference were adapted [26,80,81].

3.3.2 Biology achievement test

A self-constructed BAT was administered to the comparison and experimental groups to assess their achievement in biology at the pretest and post-test. The BAT consists of 30 multiple-choice questions on respiration and photosynthesis topics, with four alternative possible answers to each question (A–D). To ensure the validity of the instrument, two biology teachers (validate the content of the test) and one expert in test and measurement (evaluate the blueprint test item table of a specification related to the expected domains and other testing variables) participated in the validation of the instrument. The BAT was also trial-tested on 32 students who had not participated in the research. From the analysis of students' responses, a reliability coefficient of .78 was established using the Kuder-Richardson (KR 20) formula. It implies that the instrument was reliable.

3.3.3 Classroom observations and focused group discussions

A self-constructed checklist was used to evaluate the classroom observations. Participation in different classroom activities, the ability of the multimedia and DCII strategies to capture the interest of the student's learning, and concretizing abstract concepts were given attention during classroom observation. Before and after the intervention the abstractness level of the topic (respiration and photosynthesis) and interest in learning were forwarded to the focused group discussion. Then, after the interventions, students' perceptions of the teaching strategies and the simplified abstract content were assessed.

3.4 Intervention

After the packages were designed, they were given to an education technologist, a biology teacher, and an expert in testing and measurement to ensure face and content validity. The experimental group teacher conducted mini-training and provided guidelines on how each lesson would be implemented. The guidelines were prepared based on the work of Tayo and Oluwakemi [26], SK and Helena [80], Jhurree [82], and Fisk [83], which described effective technology and/or multimedia delivery characteristics as interactive under the control of the learner when the learner is engaged with the presentation and included activities that would meet the preferences and needs of different learning styles. The multimedia package consisted of short YouTube videos, animations, and simulations downloaded from the internet, while the PowerPoint presentation was developed by the researchers. The intervention took eight weeks.

3.5 Pilot test

A pilot study at a secondary school that did not involve either the experimental group or the comparison group was conducted. First, it was used to evaluate employed to evaluate the feasibility of multimedia and DCII packages. Classroom observation using a checklist helps improve data collection instruments, which are mainly related to teachers' and students’ activities during multimedia and DCII strategy. Some improvements regarding interaction during instruction were also taken from the pilot study. In the pilot study, the BAT score was as follows: items with a.78 difficulty index were the easiest, those with a.28 were the most difficult, and those four items that had a 0 and 1 discriminating value were excluded and replaced by other questions for the intervention group. The pilot test helps to modify the instruments and to check the reliability of the test items.

3.6 Reliability and validity

According to Best and Kahn [77], reliability and validity are essential for the effectiveness of data-gathering processes. Validity refers to the quality of a data-gathering instrument or procedure that enables what is evaluated. Regarding this, the experimental and comparison groups’ selection bias was ensured by considering similar school context, nearly similar classroom size, similar gender composition (Table 1), and cultural background. Moreover, a pretest was conducted to identify whether they were comparable or homogeneous in achievement. In the pretest (Table 2), the experimental group obtained a mean score of 7.91 (SD = 4.06), and the comparison group was 8.13 (SD = 4.28). There was no significant difference between the groups, t (92) = -.248, p = .804. It indicates that there was no breach of the assumptions and that the experimental and comparison groups had similar levels of achievement, so they were comparable to the study. The validity of the BAT items was also checked by preparing them based on the learning goals outlined in the grade 11 biology syllabus, and biology experts validated the test items. Reliability is the degree of consistency demonstrated by the instrument. Using the Kuder Richardson −20 (KR-20) formula, the calculated reliability coefficient of the BAT was .78. It implies that the instrument is well-grounded.Table 2 Comparison between pretest scores in the comparison and experimental groups.

Table 2Group	N	Mean	SD	SEM	T	df	Sig.	
Experimental	48	7.91	4.06	4.06246	−.248	92	804	
Comparison	46	8.13	4.28	.4.28231				

3.7 Procedure

The research was initiated by understanding the research problem of poor student achievement and interest in learning complex biology content. The modifiable causal factor was the instructional strategy. Therefore, to alleviate this problem, multimedia and DCII strategies were decided as effective teaching for the experimental group rather than the conventional teaching strategy. Next, how the teaching strategy would integrate with students' experiences and abstract (respiration and photosynthesis) content was clarified. These were followed by implementing the treatment in the experimental group to test the effect on students’ achievement. Finally, evidence of the effectiveness of the teaching strategy was obtained compared to the conventional teaching strategy. This means comparing the achievement or analysis score results of the trial and the comparison group.

3.8 Data analysis method

Data analysis includes descriptive and inferential methods. Independent and paired sample t-tests and repeated measure analysis of variance (RM ANOVA) determine the significance of the difference in mean score achievement between the experimental and comparison groups. Variables with significant associations were identified based on a p-value <.05 at 95 % CL. The qualitative data collected in FGD and classroom observation were transcribed and translated from Amharic to English, and the transcript was reduced coded, categorized into themes (students’ perception of multimedia, participation, multimedia about diversity), and manually analyzed before finally being triangulated within the quantitative results.

4 Results

4.1 Academic achievement scores of students who received multimedia and the DCII

The experimental group received multimedia-integrated instructions using videos, animations, simulations, and PowerPoint presentations that addressed the three learning styles (VAK). The data was analyzed using the pretest and posttest after eight weeks of intervention in respiration and photosynthesis biology. The experimental group obtained a mean score of 7.91 (SD = 4.06) in the pretest and 19.08 (SD = 5.47) in the posttest (Table 3), indicating that students’ achievement improved after the treatment.Table 3 Comparison of pretest and posttest scores among the experimental group.

Table 3Test	N	Mean	SD	SEM	T	df	Sig.	
Pretest	48	7.9167	4.06246	5.47658	−17.461	47	.000	
Posttest	48	19.0833	5.47658	4.06246	

A paired sample t-test indicated that the students’ post-biology achievement (19.08) was significantly higher than their pre-biology achievement (7.91), t (47) = −17.461, p = .000, and.87 eta squared, indicating a large effect size. It implies that 87 % of the difference in biology achievement scores obtained after the intervention was due to the effect of the teaching strategy. Effect size statistics that indicate the magnitude of the differences between the comparison and the experimental groups can be determined using the information provided in the output of the paired sampled t-tests because SPSS does not provide eta-squared values.

4.2 Effects of multimedia and DCII use on academic achievement

Each group was administered a pretest before data collection to determine whether the experimental and comparison groups were homogeneous in achievement. In the pretest, the experimental group obtained a mean score of 7.91 (SD = 4.06), and the comparison group obtained a mean score of 8.13 (SD = 4.28). There were no significant differences between the groups, t (92) = -.248, p = .804). Table 4 indicates that there was no breach of the assumptions and that the experimental and comparison groups had similar achievement levels.Table 4 Comparison between pretest scores in the comparison and experimental groups (Independent sampled t-test).

Table 4Group	N	Mean	SD	SEM	T	df	Sig.	
Experimental	48	7.91	4.06	4.06246	−.248	92	804	
Comparison	46	8.13	4.28	.4.28231				

Fig. 3 shows the difference in score between the comparison and experimental groups after treatment. More than half (27 (58.7 %)) of the students in the comparison group received poor results below 15 (50 %). No one scored above 25 (86.7 %) in the comparison group. However, in the experimental group, 8 (16.7 %), students failed the test and scored half of the score. 31 (58.33 %) scored average and high scores, and 9 (18.7 %) scored high. The results indicated that students in the experimental group achieved a higher level of academic achievement than those the comparison groups.Fig. 3 Comparison of achievement level of posttest scores between the comparison and experimental groups.

Fig. 3

In the post-test, the experimental and comparison groups had mean scores of 19.06 (SD = 5.47) and 13.09 (SD = 5.09), respectively. There was a statistically significant difference in mean post-test scores between the two groups, t (92) = 5.39, p = .000. This result indicated that the experimental groups that were taught using multimedia and DCII had higher mean biology achievement scores than the comparison group that learned using conventional teaching strategies (Table 5).Table 5 Comparison of posttest scores between the comparison and experimental groups.

Table 5Group	N	Mean	SD	SEM	T	df	Sig.	
Experimental	48	19.0833	5.47658	.79048	5.390	92	.000	
Comparison	46	13.1957	5.09736	.75156				

The calculated eta-squared value was .24, implying that the magnitude of the differences in the means between the comparison and experimental groups had a large effect.

Eta squared = t2/t2 + (N1 + N2 - 2); 5.392/5.392+ (48 + 46-2) = .24.

4.3 Effects of multimedia and DCII on the academic achievement of visual, auditory, and kinesthetic learners

The learning styles of the 48 students in the experimental group were determined using 22 inventory standard questions from literary works. Descriptive data analysis revealed that 43.8 % of the students preferred visual learning, 27.1 % preferred auditory learning, and 29.1 % preferred kinesthetic learning styles (Fig. 4).Fig. 4 Learning style preferences of the participants.

Fig. 4

Various multimedia instructional strategies were implemented to cater to the individual needs of learners, following the identification of the center students' learning preferences.

Visualize learners present things in overhead videos, PowerPoint slides, and picture slides; color core points in the PowerPoint as well as on the black/whiteboard; read from the textbook and give discussion points on a piece of paper; and write key points on the video and black/whiteboard.

Auditory learners watch videos and then listen to brief explanations. The instructor pauses the videos and provides additional context by interpreting the content. Peers also raise ideas that initiate others and provide ample discussion time. Ask learners to repeat ideas in their own words from what they learned through multimedia.

Kinesthetic learners watch videos, simulations, and animations, engage in hands-on activities with videos, and utilize interactive slide shows.

The students were assessed for the biology achievement post-test after eight weeks of multimedia and DCII intervention. Table 6 presents the participants’ pre-test and posttest mean achievement scores according to their learning styles before and after the multimedia and DCII strategies. In the posttest, the mean biology achievement for visual was 18.29, for auditory was 19.00, and the most achievable kinesthetic was 20.36, but nearly similar on their mean gain score. This indicated that all the VAK learning groups improved their performance after treatment in the posttest.Table 6 Mean gain scores of VAK learners taught respiration and photosynthesis using multimedia and DCII.

Table 6Learning style	N	Pretest		Posttest		Mean gain	
		mean	Std. Deviation	Mean	Std. Deviation		
Visual	21	7.00	4.29	18.29	5.44	11.29	
Auditory	13	7.08	3.62	19.00	3.39	11.92	
Kinesthetic	14	10.07	3.50	20.36	7.03	10.29	
Total	48	7.92	4.06	19.08	5.48	11.16	

The repeated measure ANOVA analysis shows the effect of time (pretest and posttest), the effect of learning style, and the interaction between the two. The result revealed that the p-value for the time effect is less than .05 (F (1,45) = 284.95, P = .000) and has a large effect size of .86, indicating a significant difference between pretest and posttest scores, regardless of learning style. And 86 % of the variation is due to the effect of multimedia and DCII strategy. The p-value for the time and learning style interaction is .632, which is not statistically significant at the typical .05 level (F (1,45) = .463, P = .652), with a small effect size (.02), as summarized in Table 7.Table 7 Repeated measure ANOVA comparison on achievement scores (main effect within-subject).

Table 7Effect	df	Mean square	F	Sig.	Partial Eta Squared	
Time (Pre & posttest)	1	2862.37	284.95	.000	.86	
Time∗learning style	2	4.65	.463	.632	.020	
Error	45	10.05				

Also, the data analysis determined that the achievement mean score of the learning styles was not statistically significant (F (2,45) = 1.66, p = .201), indicating no significant score difference between the three learning style groups, regardless of time (Table 8). These results suggest that time, the treatment given for the trial group (multimedia and DCII) is a crucial factor that improves academic performance, but the treatment (multimedia and DCII) does not affect VAK learning style and does not interact with each other.Table 8 Repeated measure ANOVA comparison on achievement scores (between subject effect).

Table 8Effect	df	Mean Square	F	Sig.	Partial Eta Squared	
Intercept	1	17068.37	478.46	.000	.914	
Learning style	2	59.34	1.66	.201	.069	
Error	45	35.67				

Post-hoc Tukey HSD tests were conducted to analyze the differences among each learning style group. The result indicated that the mean scores for the three learning styles (visual, auditory, and kinesthetic) do not significantly interact with each other (Table 9), indicating that multimedia and DCII were most effective for improving learning outcomes across all learning styles.Table 9 Post hoc multiple comparisons using the Tukey HSD test on VAK learners.

Table 9(I) Learning style	(J) Learning style	Mean difference		95 % Confidence Interval	
(I-J)	Std. Error	Sig	Lower-Bound	Upper-Bound	
Visual	Auditory	−.40	1.49	.962	−4.01	3.22	
Kinesthetic	−2.57	1.46	.193	−6.10	.96	
Auditory	Visual	.40	1.49	.962	−3.22	4.01	
Kinesthetic	−2.18	1.63	.382	−6.12	1.77	
Kinesthetic	Visual	2.57	1.46	.193	−.69	6.10	
Auditory	2.17	1.63	.382	−1.77	6.12	
Based on observed means. The error term is Mean Square (Error) = 17.837.

4.4 How do students perceive multimedia and DCII in respiration and photosynthesis learning?

Qualitative data were collected through focus group discussions and checklist-based classroom observations. FGDs were conducted both before and after the interventions. According to the study participants’ views during the discussion time (S stands for participant student (S1, S2, S3 …. S8) and classroom observation, the result was presented by theme.

4.5 Theme 1 students perception of multimedia and DCII

Before receiving treatment, students had no interest in learning about respiration and photosynthesis because these subjects have abstract theories and a range of complex chemical reactions (like glycolysis, the Calvin cycle, photosystems I and II, and Kreb's cycle). Next, DCII and multimedia were applied in the trial group, whereas conventional teaching strategies were applied to the comparison group. Then, in the classroom observation time, students taught through multimedia, and DCII attended attentively, were more active, participated in discussions eagerly, were more experienced in knowledge construction, and made the classroom busy compared to the comparison group. In the FGD, students stated that multimedia and DCII were the best teaching strategies for replacing impractical laboratory activities and that they created tangible and permanent knowledge.• Photosynthesis and respiration are complex processes involving a series of chemical reactions. This teaching strategy simplifies abstract content for our learning. We learn through seeing, hearing, and even experiencing the simulation in our minds (S4)

• It is impossible to do practical experiments on glycolysis, Krebs cycle photosystem I and II, and the Calvin cycle in the ordinal biology laboratories, but using simulation and animation, we observed the actual process using multimedia (S1 and S5).

• In multimedia-integrated instruction, our way of learning is still far behind developed and other countries. Our teachers still focused on traditional methods of teaching. However, multimedia is the best alternative for replacing unpractical laboratory activities that improve our achievement (S3 and S4)

• For poor infrastructure in laboratory countries like Ethiopia, multimedia has no alternative as a teaching aid; we had no chance to see an onion cell in the lab, but now on multimedia, we observe the simulation video of how ATP synthesis in our body (S2 and S8)

• After we received multimedia and DCII, our attitude towards it changed (all FGD participants, S1-S8).

4.6 Theme 2 students' participation in multimedia and DCII

Students actively participated in different groups according to their learning styles and preferences. We perceived from the project that our way of learning is far behind developed countries in using multimedia-integrated instruction. We still focused on traditional teaching and learning methods. Because the infrastructure in the laboratory is poor in countries like Ethiopia, multimedia has no other alternative for learning as a teaching aid. We had no opportunity to observe onion cells in the laboratory using microscopes, but in multimedia, we observed an animation video of how ATP synthesized in our body cells of mitochondria and the processes of photosystems I and II in the chloroplast. It was interesting. Multimedia and DCII motivate teachers to intensively use classroom time and address lesson objectives, whereas conventional teachers focus on covering the content without addressing these variables.• All students actively participated in the lesson (S1 and S7),

• We attend the lesson attentively and eagerly (S6)

• We were more interested in attending the multimedia and DCII than the conventional teaching strategy (S2, S3, and S7)

• Multimedia catch-up the attention of students (S3)

4.7 Theme 3 multimedia and dynamic classroom

During classroom observations in the comparison group, the teacher presented the lesson mainly using the lecture method and rarely held group discussions. Both methods are ineffective because, in the former method, he did not follow to what extent students were attending him, while in the latter method, students were talking about things other than the content because they had no previous experience and were unaware of the abstractness of the content. Moreover, the information in the textbook was complex, difficult to understand, and unmanageable. For the experimental group, the video, animation, simulation, and pictures in PowerPoint provided detailed information about the content; they constructed knowledge from what they observed in the multimedia; as a result, multimedia and the DCII strategy provided the best teaching methods for respiration and photosynthesis biology. It concretizes abstract contents, enables us to address learning objectives, holds attention, motivates learning interests, and participates actively in classroom activities.• In this instructional method, our needs were addressed, especially in observing the transfer of molecules and electrons in a chemical reaction, which was an amazing and easy-to-understand concept (S2)

• Different micro-teaching strategies were used in the interactive multimedia and DCII strategy that helped us to understand contents more easily (S4)

• After watching a video, the activities in which we interacted to conclude the leading question were also attractive to us (S8).

5 Discussion

The study aimed to investigate the effect of multimedia and DCII on academic achievement scores when teaching respiration and photosynthesis topics. The study also determined multimedia and DCII effects compared with conventional teaching methods and the mean difference in achievement among visual, auditory, and kinesthetic learners. Moreover, it determined how students perceive multimedia and DCII in respiration and photosynthesis biology learning. The results of these four objectives are discussed in detail below.

5.1 Academic achievement scores of students who received multimedia and the DCII

The ability to catch the learners' attention to address lesson objectives to all students is the most common feature but a difficult task for teachers. Multimedia and DCII are not as simple as the conventional teaching method, which does not bother about learning. Considering these, lots of effort was made for the experimental group that received effective multimedia-integrated instruction using videos, animations, simulations, and PowerPoint presentations in a dynamic classroom. The result revealed that the trial group in the post-test performed a significantly higher achievement than the pre-test. It indicated that students' achievement improved after the treatment. This result was in line with the findings of Cartono [5], Khanlari [8], Sukenda, Anjani [84], and Eno, Uko [85].

Multimedia and DCII improve achievement due to their effect on increasing engagement and learning effectiveness (Cartono, 2022). Moreover, not only text and images but audio, video, and animation make a concept easier to understand [8,68]. Technology integration creates an adaptive, interactive, and relevant learning environment in a dynamic classroom in the digital era [5]. According to Cartono [5], technology-based biology instruction can become more dynamic and responsive to student needs, opening up opportunities for critical skills development, global collaboration, and student preparation for a challenging future. Studies have also proven that multimedia teaching strategies are effective in biology instruction [84]. As a result, the experimental group's achievement significantly improved after the treatment.

5.2 Effects of multimedia and DCII on academic achievement in comparison to conventional teaching strategies

The findings revealed that multimedia and DCII resulted in higher biology achievement for the photosynthesis and respiration topic than the conventional teaching strategy. Significant differences in academic achievement between the experimental and comparison groups were observed. This study result was consistent with the Angadi [15] investigation. Moreover, study results in countries like the UK, Indonesia, China, Malaysia, and Nigeria showed that multimedia instructional packages significantly enhanced students’ biology learning [14,53,[86], [87], [88], [89]]. Moreover, previous studies have identified that incorporating technology instruction in secondary school chemistry subjects enhances student achievement [90].

The results indicated that students in the experimental group achieved higher academic achievement than those in the comparison groups. The various reasons for improving student achievement were that multimedia-integrated packages enhanced meaningful learning [[91], [92], [93]], helped teachers enhance their professional capacity, and helped students improve their achievement [94]. Multimedia instructional strategies can transform abstract concepts in teaching into concrete content [94,95]. In addition, multimedia can present large volumes of information within a limited time and with less effort, stimulate interest in learning, and provide teachers with the ability to influence students’ positions in learning [96]. We may be able to show students things that are difficult to illustrate in the text and provide experiments or what-if scenarios, such as simulation of ATP synthesis. Multimedia has facilitated chunking through different media types, multiple representations, and appropriate positioning or ordering of information [24]. Therefore, UNESCO has suggested that technology integration with pedagogy is crucial in the new pedagogy [17]. Furthermore, Reddy [97] stated that learning using available information technology materials is permanent.

5.3 Effects of multimedia and DCII strategy on the academic achievement of visual, auditory, and kinesthetic learners

Successful classroom interactions result from shared roles and responsibilities between teachers and students [61]. The present quasi-experimental intervention, which implemented multimedia technology and DCII, was able to buffer variations that created advantageous situations for VAK learners. From the study participants, the visual learning style was the preferred style, followed by kinesthetic and auditory in line with study results [98,99]. This result determined that the treatment given for the trial group (multimedia and DCII) is a crucial factor that enhanced academic performance. This implies a significant difference in pretest and posttest score in the trial groups. Parallel to the finding done by Matazu [99]. In this study, kinesthetic learners are the more achievable students than the other two learning style groups, similar to the investigation of Almomani [98] and Vaishnav and Chirayu [65]. In addition, in physics, kinesthetic students showed the strongest correlation with performance outcomes [100]. Integrating multimedia into instruction can improve students’ achievement, especially for kinesthetic learners. Between the three-learning style, there was no significant score difference between the three learning style groups, regardless of time. Similar findings have been reported previously [26,62,64,101]. Studies determined that technology-integrated instruction was most effective for improving learning outcomes across all learning styles [99]. Indeed, teaching students‟ with their learning styles can help students get more excited about the subject, explore and understand facts, be more willing to put what they have learned into practice, and become more self-confident [63].

There is no significant interaction effect between time and VAK learning styles on academic performance in respiration and photosynthesis, in line with the findings of Matazu [99], who works on genetics. In complex biology topics, to improve the achievement of all the diversified learners, implementing multimedia and DCII is crucial. A teacher should know and respect learner differences to use those differences productively [78]. What works for one group of students may be an utter disaster for others. Considering this, psychologists have advised that variables like personality, aptitude, motivation, learning style, learning strategies, and other learner characteristics are responsible for differences in learning. Therefore, instruction processes can be conceived as a multifaceted and complex dynamic system [26,58]. Multimedia and DCII gave a similar opportunity to each other and created an attractive environment for all VAK learners because multimedia is multisensory and stimulates multiple senses of the audience at a time [23]. If effectively used, multimedia and the DCII play a crucial role in addressing this diversified group of learners because multimedia contains various media at a time. In this case, the reviewed literature stated that multimedia provides a range of tools with a unique capacity to extend and enrich teachers' instructional strategies and students’ science learning [102].

5.4 Students’ perception of multimedia and DCII in respiration and photosynthesis learning

Students in the trial group taught through multimedia, and the DCII attended attentively, were more active, participated actively, experienced in knowledge construction, and made the classroom buzzier than the comparison group. It is in line with a study by Sukenda, Anjani [84] investigated that multimedia-based instruction to provide an overview and understanding of studying biology visually, dynamically, and interactively. Other scholars stated that teachers should expose biology students to video-based multimedia instruction to promote effective and active learning, motivation, learning by doing and learning by experience among students [103]. Similarly, Koehler and Mishra [10] noted that the complexity of technology integration comes from an appreciation of the rich connections of knowledge among content pedagogy and technology and the complex ways that are applied in multifaceted and dynamic classroom contexts to help and address the different achievement levels of students. Furthermore, multimedia-based instruction enriched students’ differences in interests, learning preferences, and rates [17].

Multimedia and DCII improve learners’ perceptions improved after the treatment. The interest of students in multimedia and DCII increases because it simplifies microscopic contents, addresses diversified learning styles, motivates them to learn abstract contents like the Krebs cycle, and replaces laboratory activities. In line with these studies also stated for abstract topics, multimedia facilitates effective learning, instruction, and communication of content in science subjects [24,72,104]. Multimedia-based instruction not only increases learning effectiveness but also creates a more enjoyable learning experience [5,72]. Students' activeness, convenience, enthusiasm, and engagement also increased due to the features offered by technology-integrated instruction [71]. A study on the perception of multimedia learning laboratories in biology found that students have good perceptions and consider it relevant, authentic, challenging, and useful, with fun and easy-to-use resources [72]. Another finding stated that technology-based instruction changes understanding, skill, abilities, and characteristics [8]. Students have positive attitudes and perceptions due to the diverse use of multimedia-integrated instruction [68]. Moreover, multimedia and DCII improve the perception of learning microscopic or abstract biology content.

6 Conclusion

Diversity-related challenges in the classroom and content abstractness in instructional processes are obstacles to achieving the educational objectives of biology. This quasi-experimental study investigated the effects of multimedia and DCII on biological achievement. The results revealed that biology achievement was significantly increased between the pre-and post-tests of the experimental group and between the experimental and comparison groups after the intervention in the post-test. Moreover, different learning style groups (VAK) benefited equally from multimedia and DCII; as a result, a statistically significant difference was not found in BAT between learning style groups. Students learned through seeing, hearing, and even experiencing the video, simulation, or animation; the experimental group was more engaged in learning. Moreover, they actively participated in different groups with different learning styles compared to those who used conventional teaching strategies. Multimedia and DCII buffer educational inequality between learners, address diversified learners' needs and replace impractical lab activities to create concrete knowledge and improve achievement. Students exited multimedia-based learning and perceived a positive attitude towards it.

6.1 Recommendations

Multimedia simplifies complex content, addresses individual differences, and improves academic achievement; therefore, instructors should update and integrate their teaching styles with modern technology instruction strategies. Although technology alone cannot improve educational quality [50], for technology-based instruction to be effective, teachers must first investigate the content, systematic method of presentation, and diverse learners needs. Then, by using multimedia and DCII biology teachers, educational inequality can be buffered between different learner groups, abstract content can be simplified, and performance can be improved.

Ethical clearance

During the intervention, respect for the fundamental rights, dignity, and worth of people is crucial (Best & Kahn, 2006). In line with this, this study was strictly followed according to the ethical and procedural considerations of the study participants. The study was approved by the Institutional Review Board (IRB). The ethical clearance approval letter (Ref: PRCSVD/626/2023) and a letter of permission were obtained from the College of Science, Department of Biology to obtain permission from officials of the selected secondary schools before commencing the research. Participants were involved voluntarily after providing informed written and oral consent.

Data availability

Data will not be deposited into a publicly available repository due to restrictions on the privacy of the research participants.

CRediT authorship contribution statement

Mersha Minwuyelet Kassa: Writing – review & editing, Writing – original draft, Formal analysis, Data curation, Conceptualization. Mulugeta Kibret Azene: Writing – review & editing, Supervision. Solomon Melesse Mengstie: Writing – review & editing, Methodology, Conceptualization. Melaku Wale Ferede: Writing – review & editing, Validation, Data curation, Conceptualization.

Declaration of competing interest

The manuscript was submitted for publication, and there are no potential conflicts of interest.

Appendix A Supplementary data

The following is the supplementary data to this article:Multimedia component 1

Multimedia component 1

Acknowledgments

We want to acknowledge the Federal Ministry of Education of Ethiopia for partially funding the study. The authors also extend heartfelt thanks to Tana Haik and Fasilo Secondary School grade 11 students and teachers who participated in this study.

Appendix A Supplementary data to this article can be found online at https://doi.org/10.1016/j.heliyon.2024.e37315.
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