Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Fredrick Mtenzi

Department

Institute for Educational Development, East Africa

Abstract

The integration of multimedia resources in primary school classrooms has become essential in the twenty-first century, given the huge potential of information and communication technology (ICT). This qualitative case study aimed to explore the contribution of multimedia resource integration on learner engagement in the teaching and learning of integrated science in a primary school in Arua City, Uganda.

The primary research question addressed the contribution of multimedia integration to learner engagement in integrated science instruction. Additionally, subsidiary inquiries explored into the types of multimedia resources employed, learner responses to their utilization, teachers' perceptions, and the relationship between teachers' perceptions and learner engagement in integrated science lessons.

The study employed semi-structured interviews, focus group discussions, lesson observations, and document analyses to collect data from two school administrators, thirty learners, and six integrated science teachers. The research findings revealed that while traditional pedagogy still predominated in classrooms, teachers recognized the usefulness and advantages of multimedia in engaging learners. Multimedia resources such as projectors, laptops, mobile smartphones, and cameras were utilized, defying the lack of explicit recommendations in Uganda's 2005 primary schools’ national curriculum.

Although teachers primarily integrated a limited number of multimedia resources, they focused on specific science topics during the introduction and experiencing/explanation stages. Most learners had positive opinions about multimedia integration, finding it engaging, interesting, and fun. The study also highlighted the positive effects of multimedia on teaching and learning processes, particularly in promoting group work, sharing, and enhancing engagement and understanding.

Furthermore, the research emphasized the importance of teacher training, continuous professional development, and encouraging the utilization of mobile smartphones by both teachers and learners. These factors could significantly influence teachers' perceptions and demonstrate the transformative potential of educators in effectively engaging learners through multimedia resources. It also stressed the need for teachers to embrace multimedia resources as valuable tools for creating interactive and dynamic learning environments. Recommendations included providing support and resources for teachers, promoting the integration of multimedia throughout the curriculum, and fostering a culture of continuous professional development.

First Page

1

Last Page

83

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