Impact of Interactive Multimedia Lessons on Students' Science Achievement

Abstract

The study investigates the effectiveness of interactive multimedia lessons on Grade 8 students’ science achievement. A quasi-experimental pre-test–post-test control group design is employed. The sample consists of 80 Grade 8 students from Shri Avinashilingam Girls Higher Secondary School, Coimbatore, who are randomly assigned to an experimental group (n = 40) and a control group (n = 40). The experimental group receives interactive multimedia-based instruction, while the control group receives traditional lecture-based instruction. A validated 30-item science achievement test is administered as both pre-test and post-test over a four-week instructional period. Data are analysed using descriptive statistics and an independent samples t-test. Results indicate that the experimental group achieves a significantly higher post-test mean score (M = 26.8, SD = 2.9) than the control group (M = 21.4, SD = 3.1), t(78) = 7.23, p < .001. Pre-test scores of both groups are nearly equivalent, confirming baseline homogeneity. The findings demonstrate that interactive multimedia instruction significantly enhances science achievement, conceptual understanding, and learner engagement among Grade 8 students. The study supports Mayer’s Cognitive Theory of Multimedia Learning and provides empirical evidence for integrating multimedia-based instruction in middle school science education.