MULTIMEDIA UTILISATION AND ACADEMIC ACHIEVEMENT IN BIOLOGY: A CROSS-SECTIONAL SURVEY OF SECONDARY SCHOOL STUDENTS IN AWKA EDUCATION ZONE

Abstract

This study examined the perceived influence of multimedia-integrated learning packages 
(MILPs) on students’ learning of biology in secondary schools within Awka Education Zone. A 
descriptive survey design was adopted, and data were collected using a structured questionnaire 
administered to students. The study investigated students’ perceptions of MILPs, their impact on 
academic engagement and understanding, as well as the challenges associated with their use. 
Findings revealed that MILPs positively influence students’ learning of biology by enhancing 
comprehension, increasing interest, and promoting active participation during lessons. Students 
reported that multimedia tools such as videos, animations, and interactive content made abstract 
biological concepts easier to understand. However, several challenges were identified, including 
inadequate access to technological resources, poor infrastructure, limited teacher competence in 
multimedia usage, and irregular power supply. The study concludes that while MILPs have 
significant potential to improve biology education, their effectiveness is constrained by systemic 
and infrastructural limitations. It is therefore recommended that stakeholders invest in digital 
infrastructure, provide teacher training, and ensure consistent access to multimedia resources to 
optimize learning outcomes.