Impact of Multimedia Technology Integrated Instruction on Students' Learning Satisfaction in Bhutanese Classroom

Autor/inn/en	Dorji, Kuenzang; Tshomo, Tashi; Dorji, Singye
Titel	Impact of Multimedia Technology Integrated Instruction on Students' Learning Satisfaction in Bhutanese Classroom
Quelle	In: Journal on School Educational Technology, 17 (2022) 3, S.17-33 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Multimedia Instruction; Technology Integration; Student Satisfaction; Foreign Countries; Educational Technology; Elementary School Students; Gender Differences; Student Attitudes; Student Motivation; Bhutan + Suchen Sie Ihr Suchwort? Multimediales Lernen; Ausland; Unterrichtsmedien; Geschlechterkonflikt; Schülerverhalten; Schulische Motivation
Abstract	In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Following a purposive sampling technique, 45 students were selected as research samples. Over a period of three months, the participants were taught at least three lessons of science in a week using multimedia technology. Instruments such as open-ended questions and questionnaires were administered to assemble the data. The quantitative data collected from the questionnaire were analyzed and inferred using the inferential statistical t-test with significance p<0.05 and descriptive statistical mean and standard deviation. And qualitative data from open-ended questions were analyzed using the grounded theory coding system. The findings revealed that students were highly satisfied with learning science through multimedia technology, as it not only made the lessons easier to understand and lively to participate in, but also challenging and enjoyable. Furthermore, inferential statistics revealed that there was no statistically significant difference in satisfaction with learning between male and female students. Therefore, the researchers stipulated that the integration of multimedia technology assisted instruction had a large positive impact on increasing student learning satisfaction. The findings of this study were intended to inform curriculum reformers, educational leaders, and teachers with practical evidence that they should propose pedagogical change in classroom teaching and learning using multimedia technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01