FROM RESEARCH TO CLASSROOM PRACTICE: TEACHER PERCEIVED BARRIERS TO MULTIMEDIA INTEGRATION IN BASIC SCIENCE IN ENUGU STATE

Abstract

The gap between research evidence and classroom practice limits the effective use 
of educational technologies in science education. Despite evidence that multimedia 
enhances student achievement in science, its use in Nigerian Basic Science 
classrooms remains limited. This study examines teacher-perceived barriers to 
multimedia integration in junior secondary schools in Enugu State, aiming to 
identify pathways to translate research into practice. Using a descriptive survey 
design and three research questions to guide the study, data were collected from all 
32 Basic Science teachers in the 31 public secondary schools in Nsukka Local 
Government Area through an observation checklist and a structured questionnaire 
with a reliability coefficient of 0.97). Findings indicated a lack of multimedia 
facilities and identified barriers, including inadequate infrastructure, poor power 
supply, weak internet services, insufficient training, and insufficient support. 
Teachers suggested solutions like improved funding, regular training, technical 
support, and reliable electricity. The study concludes that while multimedia can 
enhance Basic Science teaching, systemic challenges must be addressed by the 
government, school administrators, and teacher education providers to translate 
research evidence into sustainable classroom practice.