Impact of Multimedia Resources on Learning and Retention Ability of Chemistry Concepts Among Secondary School Students in Sabon Gari LGA, Kaduna State, Nigeria

Abstract

This study evaluated the impact of multimedia resources on the learning and retention ability of chemistry 
concepts among secondary school students in Sabon Gari LGA, Kaduna State, Nigeria. The objectives were 
to assess the extent of multimedia use in teaching chemistry, examine its effect on students’ learning and 
retention, and identify challenges hindering its effective use. A structured questionnaire was administered 
to 200 students, and data analysis revealed that about 50% of the students used multimedia tools such as 
videos, simulations, and animations frequently in their chemistry classes. Results showed a significant 
positive impact, with 80% of respondents reporting improved understanding and 70% confirming better 
retention of chemistry concepts. Statistical analysis yielded mean scores of 4.2 and 4.1 for learning and 
retention, respectively, with t-values of 3.8 and 3.4 indicating strong significance. Despite these benefits, 
challenges such as limited resources (45%), lack of teacher training (35%), and technical issues (20%) 
were identified as major constraints. The study concludes that multimedia enhances the comprehension 
and memory of chemistry content, but its full potential can only be realized when infrastructural and 
training challenges are adequately addressed. It recommends increased investment in educational 
technology, regular teacher training, and collaborative efforts among stakeholders to support effective 
multimedia integration in science education.