Pre-Service Science Teachers’ Perception of the Effectiveness of the Interactive Multimedia Approach in Teaching and Learning of Selected Biology Concepts

Abstract

This study examined pre-service science teachers' perceptions of the effectiveness of the Interactive Multimedia Instructional Approach (IMIA) in teaching and learning selected biology concepts at Wiawso College of Education, Ghana. An action research design was used with 76 second-year pre-service science teachers selected from biology elective classes. The intervention focused on abstract biology topics, including cell structure, cell division, and Mendelian inheritance. Data were collected using a researcher-developed questionnaire comprising 10 Likert-scale items that assessed participants' perceptions of IMIA's pedagogical effectiveness. Responses were analysed quantitatively using SPSS version 27.0 to determine frequencies, means, and standard deviations. The findings showed predominantly favourable perceptions of IMIA. Participants agreed that interactive multimedia made biology concepts easier to understand, supported retention, increased engagement and enjoyment, enhanced motivation, enabled clearer visualisation of complex concepts, supported self-paced learning, improved perceived problem-solving ability, and provided useful feedback. The highest mean score concerned clearer visualisation of complex biological concepts (M = 4.67, SD = 0.473), while the lowest concerned motivation (M = 4.29, SD = 0.935); both remained above the study's agreement threshold. The study concludes that pre-service science teachers perceived IMIA as a useful approach for supporting the teaching and learning of selected abstract biology concepts. Its integration into teacher education should therefore be considered alongside appropriate pedagogical guidance and institutional support.