Effects of Instructional Multimedia Integrated Situational Approach on Students’ Learning Achievement
Peng Cheng Wei 1 * , Fangcheng He 1, Sixing Huang 1
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1 Chongqing University of Education, CHINA* Corresponding Author


The instructional multimedia teaching effectiveness significantly enhances teaching quality that it does not simply break through the restriction on time and space, but could also receive immediate learning achievement, assist in traditional instruction, and provide learners with diverse learning and innovation ability. The advantage of instructional multimedia becomes the mainstream of education. With nonequivalent pretest posttest control group design, 198 students of Chongqing University of Education is proceeded the 15-week (3 hours per week for total 45 hours) teaching experiment. The research results reveal remarkable effects of 1.instructional multimedia on learning effect, 2.instructional multimedia on learning gain, 3.Situational Approach on learning effect, 4.Situational Approach on learning gain, 5.instructional multimedia integrated Situational Approach on the promotion of learning effect, and 6.instructional multimedia integrated Situational Approach on the enhancement of learning gain. According to the results, suggestions are proposed, expecting to provide students with the diverse and practical learning model to assist students in cultivating adequate basic abilities and allow students actively participating in discussions and solving problems in the instructional multimedia integrated Situational Approach teaching situation so as to enhance the learning motivation and promote the learning achievement.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 7, July 2018, 3321-3327


Publication date: 17 May 2018

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