The Efficacies of Utilizing a Multimedia Based Instructional Supplement on Learners’ Cognitive Skills

Abstract

Calls for creative and more interesting ways of teaching and learning continue to echo in academia. In this study, we conduct an experiment to determine whether a multimedia based instructional supplement (MBIS), prepared using business and accounting students as presenters enhances any or all four lower-level Bloom’s taxonomy cognitive skills of remembering, understanding, applying, and analyzing. We offer further and unique insight towards the understanding of technology’s impact on learning since this study identifies the specific students’ cognitive skills impacted by the use of technology for learning. Using the post-test control group design, students were randomly assigned to either the experimental or control group. The experimental group used the MBIS to prepare for a prior-to-the-lecture quiz. The control group received traditional type material (text only that included PowerPoint slides) for them to read in preparation for the same quiz. We perform univariate as well as a multivariate analysis of covariance test (MANCOVA) to test for differences between the groups. Results indicate that such a MBIS is beneficial not only for enhancing students’ overall performance, but more specifically in enhancing understanding, applying, and analyzing levels of cognitive skills.