Video based Multimedia on Learners’ Attitude towards Physics: Gender Equity and School Location

Gabriel Janvier Tugirinshuti, Leon Rugema Mugabo, Alexis Banuza

Abstract


Educational literature is richly provided with research confirming the benefits of video based multimedia in education. So, understanding learners’ attitude about learning using video based multimedia make sense. This study reports on a convergent parallel mixed methods research design that analyses and interprets learners’ attitudes in the context of learning astrophysics using video-based multimedia (VBM). Two hundred and ninety-four (294) students (168 boys and 126 girls) of senior five (Grade 11) of ages between 16 to 21 years were purposively selected from eight public secondary schools in Rutsiro and Rubavu districts, Rwanda. Data were collected using a questionnaire (Cronbach alpha= .87), a semi-structured interview, and class observation. Descriptive statistics and t-test (P  level of significance) were used for quantitative data analysis while qualitative data were analysed using content analysis. The results revealed that there is no significant difference between boys’ and girls’ attitude towards the use of VBM in learning astrophysics. Besides, the geographical location of the school influences the learners’ attitude. The results of the study also revealed some factors that affect learners’ attitude towards learning astrophysics using VBM. Moreover, the findings of this study provide evidence on the need for more consideration to how the identified challenges could be alleviated not only in Rwandan physics classroom but in other educational science subjects worldwide.       


Keywords


Video based multimedia; gender equity; urban students; rural students; learners’ attitude

References


J. Ardies, S. D. Maeyer, D. Gijbels and H. V. Keulen, “Students Attitudes Towards Technology,” International Journal of Technology and Design Education, 2014.

H. Almara'beh, E. F. Amer and A. Sulieman, “The Effectiveness of Multimedia Learning Tools in Education,” International Journal of Advanced Research in Computer Science and Software Engineering, vol. 5, no. 12, pp. 761-764, December 2015.




DOI: http://doi.org/10.11591/ijere.v11i3.22449

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