Multimedia-integrated physics instruction: Impact on student engagement in Tanzanian secondary schools

Festo Nguru; Christer Burchard; Fortunata Kapasy Pembe

doi:10.55056/seq.1276

Authors

Festo Nguru The University of Dodoma Author https://orcid.org/0000-0002-3936-3082
Christer Burchard Mbeya University of Science and Technology Author https://orcid.org/0009-0009-6328-5967
Fortunata Kapasy Pembe The University of Dodoma Author https://orcid.org/0000-0001-7374-2230

DOI:

https://doi.org/10.55056/seq.1276

Keywords:

multimedia integration, physics instruction, secondary education, physics education, learning engagement

Abstract

Abstract. This study investigates the impact of multimedia integration on student attitudes and engagement in physics education in Tanzanian secondary schools. A convergent mixed-methods case study was conducted in four government schools in Mbeya Region with 96 Form Two students and two physics teachers. Grounded in Mayer’s cognitive theory of multimedia learning and Vygotsky’s social constructivism, the eight-lesson intervention used PhET simulations, videos, and animations on sustainable energy sources. Students’ attitudes shifted from neutral (M = 2.89) to strongly positive (M = 4.86) on a 5-point scale, a statistically significant improvement (t = 41.18, df = 95, p < .001). Qualitative data revealed enhanced interest, motivation, confidence, real-world relevance perception, career interest, and classroom participation. Teachers observed increased engagement from previously disengaged students. Limitations include the four-week intervention period and restriction to four schools in one district, which constrain generalisability. Evidence-based recommendations are offered for integrating multimedia into physics education in Tanzanian secondary schools.

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References

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