EFFECTS OF EXPLICIT MULTIMEDIA LEARNING STRATEGY ON STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION IN AGRICULTURAL SCIENCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE, NIGERIA

Abstract

This study investigated the effects of the Explicit Multimedia Learning Strategy (EMLS) on academic performance and retention among senior secondary school students in Agricultural Science in Katsina State, Nigeria. A quasi-experimental pre-test, post-test, and post-post-test design was employed. A total of 142 SSII students were selected using multistage sampling and divided into control and experimental groups. The experimental group received instruction using multimedia packages designed to deliver content on Nutrient Cycles and Organic Components, while the control group received conventional instruction. Instruments used included the Agricultural Science Achievement Test (ASAT). Results revealed a statistically significant improvement in performance and retention among students exposed to multimedia instruction. Gender was an insignificant factor in student outcomes. These findings validate the potential of multimedia strategies in improving cognitive outcomes and engagement in Agricultural Science education and provide empirical support for broader implementation.