ISSN: 2222-6990
Open access
Authentic learning is a programme designed to connect what students learn in school to real-world issues. Getting students actively engaged and challenging their understanding through authentic-based applications multimedia learning is one strategy that could be employed in designing an educational practice to expose students to real-world issues that could improve their cognitive and behavioral engagement. This study aimed to evaluate the effects of authentic-based multimedia learning environment on students’ performance, cognitive and behavioral engagement level. Experimental study involving treatment group was conducted on 90 accounting students’ year (2) in Ekiti State University, Nigeria, using purposive sampling techniques. The instruments used were questionnaire questions on the cognitive and behavioral engagement level and achievement-test scores (pre-test and posttest questions) on the performance test between the pre-test score (M=20.44, SD =10.19) and the posttest score (M=30.49, SD =10.56) in the control group and the pre-test score (M=16.96, SD =7.18) and the posttest score (M=74.44, SD =12.57) in the treatment group. The findings showed that the authentic-based multimedia learning strategy had a positive effect on the students’ performance and the engagement level. Nevertheless, the results also suggest that the effect of using authentic-based multimedia learning should involve the engagement of students in the real-world learning situations in tackling challenges. The implications of the results shows that authentic-based multimedia learning strategy enhances students’ performance, cognitive and behavioral engagement in the learning environment.
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In-Text Citation: (Olusola-Fadumiye et al., 2023)
To Cite this Article: Olusola-Fadumiye, T. O., Harun, J. B., & Zakaria, M. A. Z. bin M. (2023). The Efficacy of Authentic-based Multimedia Learning on Students’ Performance, Cognitive and Behavioral Engagement Level in Nigerian Higher Institutions. International Journal of Academic Research in Business and Social Sciences, 13(2), 1421 – 1438.
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