The impact of multimedia instruction upon student attitude and achievement and relationship with learning styles

The purpose for conducting this study was to determine the impact of multimedia instruction upon students\u27 achievement and attitudes and the relationship with Kolb\u27s Learning Styles. The two-phase study involved students from Healthy Lifestyles 100 at the University of Nebraska at Lincoln during the Spring Semester of 1996. During phase one, students (N = 298) completed the Kolb Learning Style Inventory and a survey concerning their attitudes toward multimedia instruction and the general instructional format of the class. Students\u27 grades (final exam score and overall course grade) were collected during the second phase of the study. Descriptive statistics and two statistical tests were used to analyze data. The frequencies, means, percentages and standard deviations for the attitude survey, learning styles, and achievement scores (final exam and course grade) and selected survey questions were analyzed. Analysis of variance and the Pearson product-moment correlation were utilized to analyze attitude, achievement, learning styles and demographics. Findings from the study included: (1) The use of multimedia instruction had a positive impact upon student attitude. (2) Approximately 73 percent of students believed multimedia added to the overall value of the class. (3) There was a statistically significant difference for achievement (final exam score) by class between sophomore and freshman students and between senior and freshman students. (4) There was no statistically significant difference for achievement by preferred learning style. (5) A statistically significant difference was found for student attitude toward multimedia instruction by one Kolb Learning Style. (6) A statistically significant main effect was found for student attitude toward multimedia instruction by student achievement and preferred learning style. (7) A negative correlation was found between final exam score, final course grade, and student attitude toward multimedia instruction and achievement