Development and Evaluation of a Multimedia-Enhanced Virtual Learning Environment for Teaching Difficult Technical Drawing Concepts and Gender Based Reactions in Nigerian Secondary Schools

Abstract

This study explored the effectiveness of a developed multimedia-based Virtual Learning 
Environment (VLE) in facilitating students’ comprehension of complex concepts in 
Technical Drawing, with particular attention to perceptions, gender-based reactions, and 
instructional design quality. Guided by the ADDIE model, the VLE addressed persistent 
challenges in teaching orthographic projection, sectional views, and assembly drawing in 
Nigerian secondary schools due to continued reliance on traditional and manual teaching 
methods. Quantitative analysis of students’ perceptions (n = 54) revealed highly favorable 
responses, with itemised mean scores ranging from 3.3 to 3.8 and a grand mean of 3.5. 
Students found the VLE usable, pedagogically rich, and engaging, especially in its 
capacity to simplify difficult content and foster individualized learning. Regarding 
gender, male students reported slightly higher attitude scores (M = 3.38) than females (M 
= 3.23), though the difference was not statistically significant, t(52) = 1.67, p > .05. This 
suggests the VLE’s inclusiveness across gender lines. Expert evaluation by educational 
technologists yielded a grand mean of 3.5, validating the platform’s design as learner
centered, procedurally structured, and interaction-rich. Most notably, a paired samples t
test confirmed a significant improvement in academic performance post-intervention, 
t(53) = 28.41, p < .001, with a very large effect size (Cohen’s d = 3.85). The findings 
collectively endorse the VLE as a highly effective, engaging, and inclusive instructional 
tool for Technical Drawing pedagogy in contemporary digital classrooms.