Effect of Integrating Lecture Method with Multimedia Instruction on Students’ Retention and Problem-Solving Skills in Mathematics

Abstract

Traditional lecture methods in mathematics education often face challenges in sustaining students’ engagement, promoting long‑term retention, and developing robust problem‑solving skills. This quasi‑experimental study was carried out in Ughelli, Delta State, targeting public‑sector secondary‑school students. Two intact Grade‑10 mathematics classes (N = 90; Experimental = 45, Control = 45) were selected by stratified random sampling from a single secondary school. The instructional intervention combined standard lecture with multimedia (animations, interactive simulations, and video explanations). Instrumentation included the Mathematics Retention Test (MRT) and the Problem‑Solving Skills Inventory (PSSI). Both tools were validated by an expert panel (Content‑Validity Index = .92) and showed high internal consistency (Cronbach’s α = .86 for MRT; .89 for PSSI). A pilot study with 15 students confirmed item clarity and appropriate administration time. Data were gathered in‑class under exam conditions: a pre‑test was administered one week before the eight‑week treatment, and a post‑test immediately after. ANCOVA, controlling for pre‑test scores, revealed a statistically significant advantage for the multimedia group on mathematical retention (F(1,87)=32.78, p < .001, partial η² = .273) and on problem‑solving skills (F(1,87)=25.10, p < .001, partial η² = .224). These findings indicate that integrating multimedia instruction with the lecture method substantially enhances students’ mathematical retention and problem‑solving abilities. We therefore recommend that secondary‑school mathematics curricula incorporate varied multimedia resources to create more engaging, comprehensible, and durable learning experiences.