THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE

Abstract

This study attempted to find out the use of Multimedia in Teaching and Learning of Computer Science. Sample of 62 students was selected for the study. Two groups pretest and posttest experimental design was used. Data were analyzed. It is found that there is a significant means score difference between pretest and post test among the selected higher secondary school novice students. It is proved that Multimedia supported teaching is one of the appropriate and effective methods for teaching Computer Science to higher secondary school students.

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The use of multimedia in industries has been extensive, as it has been effective in increasing productivity and retention rates, where research has shown that people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously (Lindstrom, 1994). Multimedia is now permeating the educational system as a tool for effective teaching and learning. With multimedia, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information.

Multimedia access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by multimedia technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized. Education, in the present day context, is perhaps the single most important means for individuals to improve personal endowments, build capability levels, and overcome the constraints. Education is important not merely as means to other ends, but it is an attribute that is valued in itself, by most individuals. More importantly, it is a critical invasive instrument for bringing about social, economic and political inclusion and a durable integration of people, particularly those 'excluded', from the mainstream of any society. Computer Science today is about learning to understand the media we use every day. This idea for Computer Science has been around since at least the early 1960's but is most accessible through the well-known and highly regarded McLuhan statement "The medium is the message”. Today, in the era of web 2.0, you are quite likely to think of social media, texting, and e-mail as common media you use frequently. In the strictest sense of the word, multimedia simply means "more than one medium". In other words, television programs, movies, even illustrated books are all examples of multimedia – they all use combinations of text, images, sounds, and movement.

Multimedia is everywhere. People use it for entertainment purposes, for example, when storing, accessing, and sharing videos on platforms such as YouTube. However, the use of multimedia becomes increasingly serious in contexts such as VoIP and video conferencing. The quickly growing pervasiveness of multimedia increases the relevance of its knowledge for today’s computer science and software engineering students. But its significance for the future of computing generally is not reflected in current curricula. For example, few universities offer dedicated programs; most only teach multimedia as part of other courses such as computer graphics and computer vision, or else not at all. How should the multimedia community deal with this issue? What makes up a good multimedia education? Do we need to rethink and improve the way in which we teach multimedia today? To answer these and related questions, a panel of experts Susanne Boll (University of Oldenburg, Germany), Ramesh Jain (University of California, Irvine), Max Muhlha user (Darmstadt University of Technology, Germany), and Timothy K. Shih (Tamkang University, Taiwan) discussed the current status and the future of multimedia education at a workshop held at the 2007 ACM Multimedia conference (see Figure 1). The ‘‘Panel Summary’’ sidebar (on page 80) summarizes the main statements of the panelists; further information about the workshop can be found at http://emme2007. The panelists’ comments and discussion with the audience clearly showed the high relevance of this topic. This topic is of significant importance for the multimedia community because the way in which we teach multimedia not only shapes today’s students (who will be tomorrow’s multimedia researchers and developers), but also influences the field’s general definition, self-conception, and overall acceptance among other disciplines. This is because discussion about the content of good multimedia education almost inevitably forces us to take a closer look at the definition of multimedia as a discipline and the current status and nature of the field.

1.2 Statement of the problem

There is an urgent need to improve the quality of education to bridge the gap between developed and developing nations, and multimedia instruction is considered as a necessary tool for this purpose. However, the presence of multimedia alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of multimedia instruction in education. Without the involvement of teachers, most students may not take advantage of all the available potential benefits of multimedia on their own. Teachers need to actively participate in the use of multimedia facilities. They have to be trained in the use of multimedia and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and encourage students by making them responsible for their own learning. Many of the current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000; Tan, 2000).

In this study, attempts are therefore made at examining such issues as are pertinent to multimedia utilization for teaching and learning of Computer Science.

Topic: THE USE OF MULTIMEDIA IN TEACHING AND LEARNING OF COMPUTER SCIENCE
Department:  Computer Science

Format: MS Word

Chapters: 1 - 5, Preliminary Pages, Abstract, References
Delivery: Email

Numbers of Pages: 55

Price: 3000 NGN

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