Effects of Multimedia Aids on Academic Achievement among Private Secondary School Students in Oyo State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026279Abstract
This study examined the relationship between selected emerging global innovations and students’ academic achievement in private secondary schools in Oyo State, Nigeria. Using a descriptive survey design, 1,500 teachers from 150 private secondary schools across the three senatorial districts were sampled through a multi-stage procedure. Data were collected with the Emerging New Global Innovations and Students’ Academic Achievement Questionnaire (ENGISAAQ), whose reliability was established (r = 0.85). Analyses included descriptive statistics, Pearson correlations, multiple linear regression (with robust standard errors), one-way ANOVA, reliability checks, effect sizes, and robustness tests. Results showed that WhatsApp/SMS usage is a significant positive predictor of students’ academic achievement, while computer-based testing (CBT) and projector/slides usage were not significant. No significant differences were observed across senatorial districts. Subgroup analysis revealed stronger WhatsApp/SMS effects among more experienced teachers. The paper discusses implications for ICT policy and teacher capacity building.
References
Adedokun, A. K. & Abidoye, J. A. (2020). The use of Telecommunications for the development of secondary education in Nigeria. African Journal of Historical in Education. 9.1:261-268.
Aikonen, R. (2021). “ICT and Religious Education: The case of Finland’s Comprehensive School”, http:teo.au.dk/filiadmin/file. Retrieved 25th July 2014
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2017). Teacher beliefs and technology integration practices: A Critical relationship. Computers & Education, (59)2, 423–435. DOI: https://doi.org/10.1016/j.compedu.2012.02.001
Evey, C.M ; Emmanuel, O. N; Joseph, A.; Denis, U. & Asinde, F. A. (2010). The need for ICT in the secondary school curriculum in Nigeria. Nigerian Journal of Teacher Education and Teaching. 8, (2) Pp 183- 192.
Federal Republic of Nigeria (2013). National Policy on Education. NERDC: Lagos.
Henriksen, D., & Mishra, P. (2015). We teach who we are: Creativity in the lives and practices of accomplished teachers. Teachers College Record, 117(7), 1-46. DOI: https://doi.org/10.1177/016146811511700708
Henriksen, D., Hoelting, M., & the Deep-Play Research Group. (2016). Rethinking creativity and technology in the 21st century: Creativity in a YouTube World. Tech Trends. 2(60), 102-106. DOI: https://doi.org/10.1007/s11528-016-0047-2
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Educational Technology & Society, 19 (3), 27–37.
Henriksen, D., Mishra, P., & Mehta, R. (2015). Novel, effective, whole: Toward a NEW framework for evaluations of creative products. Journal of Technology and Teacher Education, 23(3), 455-478.
Jenks, M. S. & Springer, J. M. (2021). A review of the research on the efficacy of cal. Electronic Journal for the Integration of Technology in Education, 2.
Jennifer, G. K. (2018). Multimedia for learning: Development, application, evaluation. Englewood Cliffs, New Jersey: Education Technology Privateations.
Koehler, M. J. & Mishra, P. (2006). Technological pedagogical content knowledge: A Framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. DOI: https://doi.org/10.1177/016146810610800610
Mishra, P., & Henriksen, D. (2020). A New approach to defining and measuring creativity: Rethinking technology & creativity in the 21st Century. TechTrends, 57(5), 10. DOI: https://doi.org/10.1007/s11528-013-0685-6
Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association, New York City.
Mishra, P., Henriksen, D., & Mehta, R. (2016). Creativity, digitality, and teacher professional development: Unifying theory, research, and practice. In M. Niess, & H. Gillow-Wiles (Eds.) Handbook of Research on Teacher Education in the Digital Age. 691-722. DOI: https://doi.org/10.4018/978-1-4666-8403-4.ch026
