Vol. 9 No.1 (2024)

Multimedia-based instructional delivery practices for interactive teaching and learning in selected secondary schools in Nigeria

Abdullahi A. Bakare
Kwara State University

Olaoluwa S. Adeagbo
Tai Solarin University of Education

Abiodun O. Odunewu
Olabisi Onabanjo University


Rationale of Study – Despite its numerous benefits, the use of multimedia in teaching and learning in secondary schools in Ijebu North-East Local Government of Ogun state is currently low. Ogun state prides itself on being the education capital of the nation, and to preserve its standing, it is essential to give the education system more attention. Therefore, the study investigated the nature of the problem that caused the low level of multimedia incorporation into teaching and learning.

Methodology – This study used a descriptive survey design with a two-stage sampling strategy. It involved 1850 students, 370 of whom were drawn from four schools. A questionnaire was used for data collection, and results were presented using simple frequency, percentage, mean, and standard deviation.

Findings – The study has established that the interactive multimedia-based resources available were barely sufficient or inadequate and in poor condition, mainly due to a poor maintenance culture. Consequently, they were lowly used, which complicated interactive teaching and learning in secondary schools.

Implications – The low use of the few multimedia resources available for interactive teaching and learning suggests that the government has not invested in multimedia infrastructure. This hinders the full realisation of the benefits of using multimedia resources for interactive teaching and learning in the secondary schools in Ijebu North-East, Ogun State.

Originality – The study distinctly explored the principles of learning by doing and how deep learning occurs using multimedia as instructional delivery tools, aiming to enhance knowledge management in the educational system.


Multimedia, knowledge transfer, multimedia technology, interactive teaching