Multimedia Teaching Effectiveness in Natural Science Teaching

Abstract

The aim of this research is to examine the difference in the contribution of the created multimediamodels and the traditional teaching to the quality and durability of the students' knowledge ofgeographical content at all cognitive levels in the fourth grade of the primary school (10-11years). This research included a sample of 142 students, divided into two groups: E(experimental) and C (control). The students in the C group were taught in the traditional wayand the students of the E group taught using the created multimedia models. The quality ofstudents' knowledge was examined by a post-test, while the durability of knowledge wasexamined by re-test. Variations in knowledge on post-test and re-test in both groups wereobserved at cognitive levels. At a higher cognitive level (analysis), students were better at retesting than at a post-test. In the application of geographic contents in the fourth grade,multimedia teaching (MT) should be given priority over traditional teaching (TT).