Abstract
Purpose. The purpose of this study was threefold. The first purpose was to examine the relationship and differences between the levels of multimedia-based classroom instruction and student learning in language arts. The second purpose was to examine student perceptions about multimedia-based classroom instruction and learning language arts. A third purpose was to examine teacher perceptions about multimedia-based instruction and student learning in language arts. Methodology. The subjects in the present study were 30 teachers and 845 fourth-, fifth-, sixth-, and seventh-grade language arts students in a suburban school district in Northern California. Students responded to two research instruments: (1) a pre and posttest, and (2) a survey assessing perceptions of multimedia-based instruction and its affect on student learning. Teachers responded to a survey instrument assessing perceptions of multimedia-based instruction and its affect on student learning. Findings. Examination of quantitative and qualitative data from student and teacher respondents indicated that a relationship between multimedia-based instruction and student achievement was not substantiated. Students' achievement did not necessarily improve when teachers used additional multimedia in their instruction. Secondly, students believed multimedia-based instruction helped in their academic growth, but data indicated that positive growth was not always attained. Lastly, teachers believed that student academic growth was positively influenced by multimedia instruction, but data indicated that positive growth was not always attained. Conclusions. Based on the mixed results of this study, educators should carefully examine how they are using multimedia-based instruction in increasing student achievement. Secondly, although students believe technology is a benefit to them, use and outcome of higher achievement at a greater rate does not seem to consistently occur. Lastly, educators should invest in training teachers in proper techniques, skills, and implementation of multimedia technology as a positive teaching tool. Recommendations. Further research is advised, but some redesign issues to deal with mixed results between literature and empirical results must be taken into account. Also, redesign of this study should be considered to eliminate or reduce the confounding elements: split attention, redundancy, and expertise effect.