Sustainable and Pedagogical Technologies
Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education
Emmanuel Chukwuma Eze 1, Ikechukwu Giveson Okafor 1 * , Lilian Chidimma Ngwu 1
More Detail
1 Department of Social Science Education, University of Nigeria, Nsukka, Nigeria
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Sustainable and Pedagogical Technologies, 2026 - Volume 2 Issue 1, Article No: e42617
https://doi.org/10.33902/SPT.202642617

Article Type: Research Article

Published Online: 01 Mar 2026

Views: 11 | Downloads: 5

ABSTRACT
The study investigated the effects of computer multimedia testing on Social Studies undergraduates’ academic achievement and retention in Environmental Education. The study was carried in federal universities in South-East, Nigeria. Post test only quasi experimental research design was adopted. The population for the study consisted of 327 200level Social Studies Education Students. Two intact classes were used consisting of 131 students. Environmental Education Achievement Test was used to collect data for the study. Data collected were analyzed mean and standard deviation while ANCOVA was used to test the null hypotheses at .05 level of significance. The study revealed that students exposed to Computer Multimedia Testing (CMT) had significant higher achievement and retention than those exposed to conventional computer-based test. Based on the findings, institutions should replace conventional computer-based tests with CMT to boost student achievement; Environmental Education courses should embed multimedia testing tools into their instructional design; Education policymakers should fund and mandate CMT infrastructure in Nigerian federal universities.
KEYWORDS
achievement computer multimedia test environmental education retention social studies
In-text citation: (Eze et al., 2026)
Reference: Eze, E. C., Okafor, I. G., & Ngwu, L. C. (2026). Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education. Sustainable and Pedagogical Technologies, 2(1), e42617. https://doi.org/10.33902/SPT.202642617
In-text citation: (1), (2), (3), etc.
Reference: Eze EC, Okafor IG, Ngwu LC. Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education. Sustainable and Pedagogical Technologies. 2026;2(1), e42617. https://doi.org/10.33902/SPT.202642617
In-text citation: (1), (2), (3), etc.
Reference: Eze EC, Okafor IG, Ngwu LC. Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education. Sustainable and Pedagogical Technologies. 2026;2(1):e42617. https://doi.org/10.33902/SPT.202642617
In-text citation: (Eze et al., 2026)
Reference: Eze, Emmanuel Chukwuma, Ikechukwu Giveson Okafor, and Lilian Chidimma Ngwu. "Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education". Sustainable and Pedagogical Technologies 2026 2 no. 1 (2026): e42617. https://doi.org/10.33902/SPT.202642617
In-text citation: (Eze et al., 2026)
Reference: Eze, E. C., Okafor, I. G., and Ngwu, L. C. (2026). Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education. Sustainable and Pedagogical Technologies, 2(1), e42617. https://doi.org/10.33902/SPT.202642617
In-text citation: (Eze et al., 2026)
Reference: Eze, Emmanuel Chukwuma et al. "Effects of computer-based multimedia testing on social studies undergraduates’ academic achievement and retention in environmental education". Sustainable and Pedagogical Technologies, vol. 2, no. 1, 2026, e42617. https://doi.org/10.33902/SPT.202642617
REFERENCES
  • Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1–11. https://doi.org/10.11648/j.ijsedu.20160401.11
  • Anusiuba, O. I., Egbo, F. N. & Nweke, N. M. (2019). Improving students’ achievement and retention in computer studies through the use of computer-assisted tutorial instructions. International Journal of Innovative Research and Advanced Studies, 6(8), 85-91
  • Arimiyau, K., David, J. & Yusuf, H.O. (2023). Assessment of undergraduate students’ environmental health knowledge and practices. Environmental Studies Journal, 2(1), 33-43. https://doi.org/10.36108/esj/3202.20.0130
  • Bello, I.I. & Abdulkaram, U.A. (2023). Effects of interactive multimedia instruction on students academic achievement and retention in computer studies in Federal College of Education Zaria. Sapientia foundations journal of Education and Gender Studies, 5(2) 327-334.
  • Christian, N., Akamigbo, I. S. & Ugwuanyi, C. S. (2024). Effect of computer adaptive test on students’ retention in educational research. International Journal of Studies in Education, 20(1), 202-210.
  • Daniels, L. M., & Gierl, M. J. (2017). The impact of immediate test score reporting on university students’ achievement emotions in the context of computer-based multiple-choice exams. Learning and Instruction, 52, 27-35. https://doi.org/10.1016/j.learninstruc.2017.04.001
  • Dong, Y., Xu, C., Chai, C. S. & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299- 019-00461-5
  • Ekwesaranna, F., Digitemie-Batubo, B. N., Saleh, M., Opara, M. M., Ikwoche, F. I., & Eze, E. (2025). Examining the impact of environmental education on connectedness to nature, environmental values and pro-environmental behavior among Nigerian undergraduates. International Research in Geographical and Environmental Education. Advance online publication. https://doi.org/10.1080/10382046.2025.2456823
  • Elechi, C. E. & Eleki, O. (2025). Knowledge of environmental sanitation among students in public tertiary institutions, Rivers State. International Journal of Innovative Healthcare Research, 13(1), 48-54.
  • Eneji, C. O., Onnoghen, U. N., Edung, A. E. & Effiong, G. O. (2019). Environmental Education and waste management behavior among undergraduate students of the University of Calabar, Nigeria. Journal of Education and Practice, 10(24), 76-85. https://doi.org/10.7176/JEP/10-24-11
  • Ezeudu, S. A., Gbendu, G. O. & Umeifekwem, J. E. (2014). Effect of reflective inquiry instructional technique on students' achievement in environmental related contents in senior secondary school geography. PARIPEX - Indian Journal of Research, 3(9), 217-223.
  • Fokides, E., & Arvaniti, P. A. (2020). Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education. Journal of Pedagogical Research, 4(3), 203-222. https://doi.org/10.33902/JPR.2020063461
  • Incedayı, N. (2018). The impact of using multimedia technologies on students’ academic achievement in the Bakirköy Final College. International Journal of Humanities Social Sciences and Education, 5(1), 40-47 http://dx.doi.org/10.20431/2349-0381.0501007
  • Kamoru, O. U. & Solomon, B. O. (2022). Effect of computer-based test (CBT) examination on learning outcome of Colleges of Education Students in Nigeria. Mathematics and Computer Science, 7(3), 53-58.
  • Kuku, O. O. (2016). Impact of testing on test anxiety, study habits and achievement in mathematics among secondary school students in Ogun State, Nigeria [Unpublished doctoral dissertation]. University of Lagos, Akoka, Nigeria.
  • Major, G. M. (2018). A contemporary Geography for senior secondary schools 2. Rasmed Publication.
  • Mayer, R. E. & Fiorella, L. (2021). The role of graphics in learning: A review of the evidence. Journal of Educational Psychology, 113(1), 1-14.
  • Muhammad-Thani, S. & Abdulrahman, A. O. (2024). Impact of multimedia technology on computer science students' achievement in secondary schools in Ilorin, Nigeria. The Nigerian Educational Digest, 15(1), 96-105
  • Ogar, S. I. (2024). Effects of two animation instructional techniques on secondary school students’ achievement and retention in Environmental Education Contents of Geography curriculum in Ikot Ekpene, Nigeria [Unpublished doctoral dissertation]. University of Nigeria, Nsukka.
  • Okoli, C. E., Ubangha, M. B. & Egberongbe, O. A. (2018). Impact of computer-based testing modes on academic achievement among senior secondary school students in Abuja, Nigeria. International Journal of Educational Research, 5(1), 23-32.
  • Tachia, J. M. (2021). Effects of computer-based test on the academic performance of B.Sc(Ed) Physics students at the University of Agriculture Makurdi. Journal of Science Education, 5(3), 42-47. https://doi.org/10.14293/S2199-1006.1
  • Tadesse, H. & Dereje, A. (2023). Effects of technology-integrated formative assessment on students’ retention of conceptual and procedural knowledge in chemical equilibrium concepts. Science Education International, 33(4), 383-391. https://doi.org/10.33828/sei.v33.i4.5
  • Teo, Y. K., Jumintono, Erwin, S. K., Sugiri, Etty, H., Yunita, A. & Mochamad, R. (2020). The effectiveness of multimedia learning on academic achievement in reproduction topic science subject. Universal Journal of Educational Research, 8(8), 3625-3629. https://doi.org/10.13189/ujer.2020.080839
  • Terzis, V., & Economides, A. A. (2011). The acceptance and use of computer-based assessment. Computers & Education, 56(4), 1032–1044. https://doi.org/10.1016/j.compedu.2010.11.017
  • Umar, B. K., Ossom, M. O. & Egbita, A. U. (2020). Impact of multimedia instructional strategies on students‟ achievement and retention in Basic Science and Technology in Minna, Niger State. International Journal of Research and Scientific Innovation, 7(6), 150-155.
  • Umar, I. Y., Idris, A. M., Audu, R., Arah, A. S., Yusufu, E. & Beji, A. A. (2015). Effects of multimedia instruction on students’ achievement and retention in Auto-Mechanics at Technical Colleges. In E. Board (Eds.), Proceedings of 3rd International Conference (pp. 295 – 300). School of Technology Education, Federal University of Technology.
  • United Nations Educational, Scientific and Cultural Organization. (2014). Aichi-nagoya declaration on education for sustainable development. Author.
LICENSE
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.