Multiplemedia Instruction and Learning Style: Their Effects on Achievement of High School Chemistry Students

The study determined the effectiveness of multiplemedia instruction compared to lecture-discussion on the achievement scores of high school chemistry students when grouped according to learning styles. The researcher used the Index of Learning Styles and The Teacher Made Chemistry Test. The subjects of the study were the students of the Secondary Laboratory School (SLS) of Mindanao Polytechnic State College (MPSC), Lapasan, Cagayan de Oro City. The study utilized two research designs, namely; the pretest-posttest quasi-experimental design and the descriptive design. The stastical techniquics used were the Three Way Analysis of Covariance, mean, frequency, standard deviation, and F-statistics. The findings of the study showed that there is no significant difference in the achievement scores of the students exposed to lecture-discussion method and multiplemedia instruction even when grouped according to their learning styles. Student achievement of both groups increased as gleaned from the pretest and post test results.

 

Key words - Multiplemedia instruction, Felder-Silverman learning styles model, chemistry achievement scores.