Ezekiel Akotuko Ayimbila^1,, Alexander Nii Moi Pappoe²

This paper presents the effect of multimodal instructional approach on students’ academic achievement in classification of living organisms. 100 students (50 males and 50 females) were sampled for the study. The research design for the study was quasi-experimental design of two groups, experimental and control groups. Pretest was administered to all participants to determine their academic performance in biological classification. Multimodal instructional approach (MIA) and discussion method of instruction were adopted for teaching the experimental and control groups respectively. A posttest was administered to both groups to determine the effectiveness of the treatment. The results of both groups were analyzed using t-test. The pretest score proved that both groups were similar in academic achievement before the intervention (mean = 30.2, 30, t-value =0.18, p-value = 0.86, p>0.05). The posttest results of the male students in the experimental group differed significantly from their cohorts in the control group (mean =51.88, 40.84, t-value = 8.69, p-value = 0.000, p< 0.05). The posttest of the female students in the experimental group also differed significantly from their counterparts in the control group (mean =51.24, 41.24, t-value = 11.37, p-value = 0.000, p<0.05). Questionnaire was administered to the experimental group to determine their perceptions on MIA. Majority of students in the experimental group agreed that MIA was effective for teaching classification of living organisms. It was recommended that Biology tutors should be encouraged to adopt this instructional strategy when teaching classification of living organisms in order to cater for the diverse learning needs of learners in the class.

classification, living organisms, multimodal instructional approach, discussion method