This study was designed to determine the use of Video Instructional Package (VIP) and its effect on secondary school students' interest in Biology concepts in Makurdi Metropolis, Benue State. Two research questions were asked and two hypotheses were formulated and tested. The study adopted a quasiexperimental design of non-randomized pretest-posttest control group type. The population of the study is 2,100 while the sample of 138 SS2 students was drawn from four secondary schools using the multistage sampling technique. In each of the schools, intact classes were randomly assigned to VIP and lecture method. Biology Interest Inventory (BII) was used for the collection of data, validated by five experts, trial-tested, and used for the study. The reliability of BII was determined using Cronbach Alpha and the coefficient obtained was 0.92. Descriptive statistics of mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. The findings of this study revealed no significant difference in the interest rating scores of students taught Biology using VIP and those taught using lecture method. Furthermore, there was no significant difference in the interest of male and female students taught using VIP. It was therefore recommended that Biology teachers in secondary schools should adopt the use of VIP for teaching Biology.

Biology or Biological science is a branch of science that studies living organisms. The main aim of the present study is to achieve a comparative analysis as to which method is effective in Biology teaching the traditional method i.e. using Blackboard or multimedia method i.e. using PowerPoint Slides, Printed transparencies on OHP, etc. In the present research study the control group was taught certain topics of biology using the traditional chalk and blackboard, whereas, the same topics of biology were taught to the experimental students by using multimedia PowerPoint presentation. In the pretest of the control group, the value of mean, median and mode are 6.56, 7.5 and 9 respectively. In the pretest of the experimental group, the value of mean, median and mode are 6.26, 5.5 and 4 respectively. In the posttest of the control group, the value of mean, median and mode are 16.5, 16.5 and 14 respectively. In the posttest of the experimental group, the value of mean, median and mode are...

In this 21st century of Information and Communication Technology, a motivating and captivating approach should be encouraged to help students better learn. The use of multimedia in education has proven its importance due to its positive impact on the teaching and learning process. The study investigated the effectiveness of using Multimedia on students learning outcomes in biology. 180 students were randomly selected from three secondary schools and were randomly divided into three groups. Pretest-posttest control group quasi experimental design was employed for the study. The experimental groups was taught with the help of multimedia presentations whereas the control group was treated traditionally. The treatment was given for a period of 10 weeks. Validated Attitude Towards Biology Scale (ATBS) was tested for reliability using Crombach alpha which stood at 0.76 and Biology Achievement Test (BAT) which was also validated was tested for reliability using Kuder Richardson (KR,20), yielded 0.89, were used as data collection instruments. The data collected were analysed using descriptive and inferential statistics. The results indicated a statistically significant difference between students learning outcomes and modes of instruction. Students under Multimedia Aided Instructions had better outcome than their colleagues in traditional teaching method. Therefore, it is recommended that Multimedia Assisted Instruction should be used in the teaching of biology at secondary school to improve students' learning outcomes in the subject.

The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.