Comparing the Academic Achievement of Students Taught Educational Technology with Doodly-designed Multimedia Instructions in Classroom and Online Learning Environments.

Abstract Background: The necessity of offering educational technology to students in the faculties of education calls for the effective diversification of instructional delivery environments. Using appropriate technologies while providing for the understanding of potential gender differences in response to multimedia instruction will inform educators on tailoring their approaches to optimise learning for all students. Objective: This study compared the academic achievement of undergraduate students taught educational technology with Doodly-designed multimedia instructions in classroom and online learning environments. Methodology: The 2x2 pre-test-post-test quasi-experimental factorial research design was utilised for the study. Three null hypotheses were formulated to guide the study. The study sample was made up of Ianna Journal of Interdisciplinary Studies, Volume 6 Number 2, August 2024 DOI: https://doi.org/10.5281/zenodo.12189075 EISSN: 2735-9891 163 196 third-year students (92 males and 104 females), sampled via the combination of purposive and simple random sampling techniques. The Educational Technology Achievement Test (ETAT) served as the instrument for data collection. Three Educational Technology and 2 Educational Measurement experts served as validates. Kuder Richardson – 21 (K-R 21) statistical tool was used to test its reliability, which yielded a 0.92 reliability index. Data collected was marked, scored, coded and analysed using the Analysis of Covariance (ANCOVA) at 0.05 significance level. Results: The outcomes disclosed that Doodly-designed multimedia instruction was statistically effective in enhancing undergraduate students’ achievement in educational technology, both in the classroom and online. Also, the results showed that gender had no statistically significant influence on undergraduate students’ achievement in educational technology. Additionally, the study's findings revealed that there was no interaction effect of Doodly-designed instructional multimedia and gender on undergraduate students’ achievement in educational technology. Conclusion: Based on the results, it was concluded that both classroom and online learning environments of Doodly-designed instructional multimedia were effective in enhancing undergraduate students’ achievement in educational technology. Unique Contribution: This research has contributed to the understanding of the effectiveness of Doodly-designed multimedia instruction for promoting better academic achievements in educational technology instructional delivery across the classroom and online learning environments and providing an explanation for the role of gender in multimedia learning. Keywords: Comparing, Academic Achievement, Undergraduate Students, Educational Technology, Doodly-Designed Multimedia Instruction, Classroom and Online Learning Environments.