Influence of Gender on the Effectiveness of Multimedia Instruction in Christian Religious Studies in Edo State, Nigeria
Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin
Ugwuemmanuel1979@gmail.com
Abstract
This study investigated the influence of gender on the effectiveness of multimedia instruction in Christian Religious Studies (CRS) among secondary school students in Edo State, Nigeria. Using a quasi-experimental pretest-posttest control group design, 156 SS II students were selected through multistage sampling. The experimental group received multimedia instructional intervention while the control group was taught using traditional methods. Data were collected using the Christian Religious Studies Achievement Test (CRSAT) and the Christian Religious Studies Interest Scale (CRSIS), and analysed using two-way ANOVA. Results revealed no significant gender differences in students' posttest achievement and interest scores under multimedia instruction. The findings suggest that multimedia instructional approaches can benefit both male and female students similarly in CRS contexts.
Keywords
Introduction
Christian Religious Studies (CRS) is designed to promote moral values, spiritual awareness, and responsible living among students through biblical teachings and Christian ethical principles. Despite its importance, students' interest and academic achievement in CRS have remained relatively low in many Nigerian secondary schools, largely attributed to the continued use of traditional lecture-based teaching methods that limit students' participation, creativity, and critical thinking. Multimedia instruction has been proposed as an innovative approach to enhance teaching and learning by integrating text, images, audio, video, animations, and interactive presentations. However, while multimedia instruction appears promising, its effectiveness may vary among different groups of learners. Gender is one important learner-related factor that researchers examine, as educational researchers have long debated whether male and female students differ in their learning outcomes, motivation, and responses to instructional strategies. Empirical findings on gender differences in multimedia learning environments have been inconsistent, indicating that the influence of gender on multimedia learning may depend on factors such as the subject being taught, the design of instructional materials, and the learning environment.
Theoretical Framework
The study is grounded in the Cognitive Theory of Multimedia Learning developed by Richard E. Mayer. The theory explains that students learn more effectively when information is presented through both visual and auditory channels. It assumes that learners process information through dual channels with limited cognitive capacity and actively construct meaning from instructional materials. In Christian Religious Studies, multimedia resources such as videos, images, and audio narratives can help students better understand biblical teachings and moral concepts. These multimedia elements make abstract religious ideas more concrete and engaging, thereby improving students' interest and academic achievement. The theory suggests that both male and female learners possess the same dual-channel cognitive architecture, enabling them to benefit equally from multimedia input.
Methodology
The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised 1,503 SS II students in public secondary schools in Ovia North-East LGA, Edo State. A sample of 156 students was drawn using multistage sampling, distributed across four groups: male school with multimedia instruction, male school with conventional instruction, female school with multimedia instruction, and female school with conventional instruction. Two instruments were used: the Christian Religious Studies Achievement Test (CRSAT) with reliability coefficient of 0.88, and the Christian Religious Studies Interest Scale (CRSIS) with reliability coefficient of 0.89. The experimental groups were taught using a multimedia instructional package integrating audio, video, text, animations, and interactive exercises, while control groups received conventional lecture-based instruction. Data were analyzed using descriptive statistics and two-way ANOVA to test the interaction effect of instructional strategies and gender on posttest mean scores at 0.05 significance level.
Results
For hypothesis one on interest, descriptive statistics showed that male students (M = 4.71) and female students (M = 4.68) had very similar mean scores. Two-way ANOVA revealed no significant main effect of gender (F(1, 60) = 0.004, p = 0.953), no significant main effect of group (F(1, 60) = 0.013, p = 0.911), and no significant interaction between gender and group (F(1, 60) = 0.187, p = 0.667). For hypothesis two on achievement, descriptive statistics showed that at posttest, the experimental group (M = 1.76) had a slightly higher mean achievement score than the control group (M = 1.60). Male students (M = 1.40) scored higher on achievement than female students (M = 1.07) overall. Two-way ANOVA showed a significant main effect of gender (F(1, 133) = 6.045, p = .015) and groups (F(1, 133) = 17.144, p < .001), but the gender × groups interaction was not significant (F(3, 133) = 2.090, p = .105), indicating that the effectiveness of multimedia instruction did not significantly vary by gender.
Discussion of Findings
The finding of no significant interaction effect of instructional package and gender on students' posttest interest in CRS shows that male and female students responded similarly to multimedia in terms of interest. This supports previous research reporting that multimedia fosters equal interest across genders in various subjects. Mayer's Multimedia Learning Theory explains that both male and female learners possess the same dual-channel cognitive architecture, enabling them to benefit equally from multimedia input. Pekrun's control-value theory also notes that interest is shaped by perceptions of value and expectancy of success, which are not inherently gendered. The finding of no significant interaction effect on achievement confirms that multimedia instruction is an equitable instructional approach in CRS classrooms, promoting fairness across genders. CRS, being interpretative and moral in focus, appears less influenced by gender differences in achievement. These findings collectively show that multimedia does not favor one gender over another.
Conclusion and Recommendations
The study concludes that gender does not significantly influence the effectiveness of multimedia instruction on students' interest or academic achievement in Christian Religious Studies in Edo State. Multimedia instruction remains a viable strategy that benefits both male and female learners in CRS contexts. Teacher training should include gender-responsive multimedia instructional design to ensure equitable learning experiences. Curriculum planners should integrate multimedia resources into CRS to promote inclusive learning for all students regardless of gender. Further research should examine teacher factors such as competence and design quality as possible moderators of gender effects in multimedia instruction. These findings contribute to the ongoing discussion on gender equity in education and the effective use of technology in teaching and learning, providing useful insights for teachers, curriculum developers, and educational policymakers.